Massive amounts of seaborne debris were created from the 2011 Great East Japan Earthquake. The debris fields caused alarm as they floated about the Pacific Ocean, reaching all the way to the western United States. Components of the debris field included marine waste, invasive species, toxic discharge, derelict vessels, and even some radioactivity. Individually, these components were nothing new in the maritime environment. However, as these components combined and spread over an area larger than any oil spill, they impacted many different countries. The debris fields were poorly understood and comparisons and analogies to previous situations fell short. Expert opinions ranged from “mostly dissipating before landfall” to “environmental catastrophe.”
While the outcome has been less damaging than some warned, the situation was not totally innocuous, nor unrepeatable.1 More than six years after the event, nearly 300 different species have crossed the world’s largest ocean and landed in North America, helped along on “rafts” of unsinkable, long lasting, man-made products. Although none of the species have appeared to establish themselves on American shores, the same phenomenon could play host to the next wave of invasive species.2
The giant, seaborne, evolving environmental and navigational hazard that escaped nation-state boundaries was perhaps the first emergence of a phenomenon best described as a feral maritime zone (FMZ).
The feral, that which is a product of civilization but is now in some manner wild, has always held a fascination and challenge for still-domesticated humanity. Entities that can become feral and ways in which that condition may be brought about have historically been limited and managed locally. The possibilities for greater impact, however, are expanding. In a 2003 edition of the Naval War College Review, Richard Norton posited the idea of a “feral city.” He described it as “…a metropolis with a population of more than a million people in a state the government of which has lost the ability to maintain the rule of law within the city’s boundaries yet remains a functioning actor in the greater international system,” and “…where state and international authorities would be massively ignorant of the true nature of the power structures, population, and activities…”3
The FMZ’s composition, size, complexity, and international impact make it, like the feral city, an occurrence only possible in the last half-century. Cities have always had areas of danger, disease, and crime. But these problems, like urban decay and violence, have remained local issues and could be mostly confined. In recent decades, with uneven and accelerating surges in technology and population, cities have gained the potential to become feral. Likewise, the same surges in technology and population has allowed for the possibility of a rudderless flotilla of debris, animals, and plants surviving for years and crossing thousands of miles of ocean. “Shoreline species usually don’t find a way to get across the Pacific,” said an Oregon State University biologist who specializes in invasive species. “But the combination of the tsunami and man-made objects such as docks and floats meant that Japanese species got a rare chance at a ride to the West Coast.” 4
Because this debris exists in an already volatile and mysterious medium, there is massive “ignorance of its true nature” and a lack of consensus on how to deal with it. The FMZ, like the feral city, is now a part of the greater international system which no state controls, nor fully understands. While it may be hard to imagine circumstances aligning to produce another FMZ with all the elements of that caused by the Japanese tsunami, the fundamentals remain present. There are more people living in large unstable areas, using technology and creating more waste as a consequence. In addition, human activity has long exacerbated natural disasters and natural disasters have in turn created more unstable societies. For example, thousands of non-native farm-raised salmon were released into Washington State’s Puget Sound when their net pen broke open.5 Through the confluence of these factors, a new major feral maritime zone seems inevitable.
Feral situations may not seem like a problem with military solutions. For example, the remediation plan for the accidental salmon release has been to encourage unrestricted fishing on the species. However, in the case of the Japanese tsunami disaster, political leaders described the tsunami debris field’s landfall as a national emergency. The U.S. military is often tasked with solving these “national emergencies” because of their range of capabilities and assets. The U.S. Coast Guard, perhaps the most logical service to respond to an FMZ, was used post-tsunami to sink a derelict Japanese fishing boat found adrift near Alaska. In addition, National Guard troops and the U.S. Navy have been used in the past for beach clean-up after oil spills and oil-spill response, recently used in the 2010 British Petroleum disaster in the Gulf of Mexico.6
GULF OF ALASKA – The Japanese fishing vessel, Ryou-Un Maru, is sunk in the Gulf of Alaska after receiving significant damage from the Coast Guard Cutter Anancapa crew firing explosive ammunition into it 180 miles west of the Southeast Alaskan coast April 5, 2012. (U.S. Coast Guard video by Petty Officer 2nd Class Brandon Thomas)
An effective and holistic response and recovery effort for
a more severe FMZ’s impact on land and sea would be a tremendous and taxing effort. Although the first occurrence of an FMZ was thankfully not as destructive as some predicted, as Norton wrote of feral cities, so too with feral maritime zones: “It is questionable whether the tools, resources, and strategies that would be required to deal with these threats exist at present.”7 Although the sea services face many challenges and competing priorities, now may be the time to at least consider how dealing with a future FMZ might fit into that mix.
J. Overton is a civilian writer/editor for Navy. He was previously an adjunct instructor in the Naval War College Fleet Seminar Program and the Marine Corps Command and Staff College Distance Education Program. J. served in the U.S. Coast Guard, and has worked in other public affairs and historian positions for the Navy and Army. The views and opinions expressed are those of the author and do not necessarily state or reflect those of the United States Government.
References
[1] “ Japanese tsunami debris: It’s not the problem California feared” From March, 2016, http://www.mercurynews.com/2016/03/15/japanese-tsunami-debris-its-not-the-problem-california-feared/
[2] “Tsunami Debris Continues To Bring New Marine Species To The Pacific Northwest” at http://nwpr.org/post/tsunami-debris-continues-bring-new-marine-species-pacific-northwest
[3] Richard Norton’s article “Feral Cities” in the autumn 2003 Naval War College Review. http://www.iwp.edu/docLib/20131022_NortonFeralCities.pdf
[4] Read or listen to the NPR story on tsunami debris washing up on the west coast of the U.S. at http://www.npr.org/2012/06/19/155380945/officials-wary-as-japanese-tsunami-junk-washes-up
[5] “Washington State’s Great Salmon Spill and the Environmental Perils of Fish Farming” https://www.newyorker.com/tech/elements/washington-states-great-salmon-spill-and-the-environmental-perils-of-fish-farming and the now-debunked “Eclipse blamed for accidental release of thousands of Atlantic salmon into Puget Sound” – http://komonews.com/news/local/eclipse-blamed-for-accidental-release-of-thousands-of-atlantic-salmon-into-puget-sound
[6] “BP Oil Spill: Navy Sends MZ-3A Blimp to Help Survey Gulf of Mexico” at http://abcnews.go.com/Technology/bp-oil-spill-navy-sends-mz-3a-blimp/story?id=11096348
[7] See ‘Feral Cities’
Featured Image: Response crews battle the blazing remnants of the Deepwater Horizon oil rig off the Louisiana coast on April 21, 2010. (U.S. Coast Guard/Reuters)
You may have heard the President of the Naval War College established an Institute for Future Warfare Studies (IFWS).
Recently, IFWS was brought under the Strategic and Operational Research Division (SORD) of the Center for Naval Warfare Studies (CNWS) – the Naval War College’s research arm.
As per the charter:
The Institute for Future Warfare Studies (IFWS) was established in 2017 to serve as a focal point for research and analysis on future warfare trends and challenges, the future operating environment, warfare innovation, and future strategy and force structures.
However, we are very cognizant that there are at least 30 other organizations in the Department of Defense such as Federally-Funded Research and Development Centers and associated think tanks that research “futures.”
In organizing the Institute, the obvious questions were: What makes IFWS different? How can IFWS add value? How can it gain credibility and have an impact?
To be different, add value, and have an impact, we have adopted a research agenda that is stated thus:
The current IFWS research program focuses on the options, assumptions, costs and risks of near-term decisions that will affect the Navy and the Nation in the years to 2050 and beyond.
Our primary products will include a series of specific-issue working papers. The working papers are designed to analyze an existing or potential issue impacting the Navy/DoD into the future that is NOT being examined by the Navy staff, Joint Staff, or other DoD organizations. We are trying to avoid duplicating other efforts.
You will notice that it has a very particular format – although written in full sentences and paragraphs, it is bulletized so it can be quickly absorbed by section. There is a narrative, but it is added as an appendix and our intent is to also publish the narratives separately. (In the case of the first, the narrative happened to be published before the working paper.) You will also notice there is no advocacy – it is a balanced analysis: statement of problem, proposal, arguments for, arguments against, costs, risks, and alternatives. Again, designed to have an impact on staffs and decisions-makers by making them consider (in a non-threatening way) issues they are not analyzing.
The reason I am detailing this is because I would like to invite all CIMSEC readers to comment on this working paper… and perhaps even participate as an outside member of IFWS and produce a working paper for this series.
We intend to keep future working papers in the same (or very similar) format and standards will remain very high. But if you have an interest in participating, have a suggestion for an issue we should address, or simply have a comment on the first working paper, please feel free to contact us at IFWS_DIRECTOR@usnwc.edu.
Thank you for your interest in international maritime security.
Dr. Sam J. Tangredi is Professor of National, Naval and Maritime Strategy and Director of the Institute for Future Warfare Studies at the U.S. Naval War College.
Featured Image: SOUTH CHINA SEA (Jul. 14, 2010) – U.S. Coast Guard Seaman Michael Luna stands lookout watch as two Republic of Singapore amphibious dock landing ships pass by U.S. Coast Guard Cutter Mellon (WHEC 717) during an exercise as part of Cooperation Afloat Readiness and Training (CARAT) Singapore 2010. (U.S. Navy photo by Mass Communication Specialist 2nd Class David A. Brandenburg)
Recently, CIMSEC interviewed three leaders at the Maritime Advanced Warfighting School (MAWS) at the Naval War College in Newport, RI – Captain Brian Koehr, USN, the Director of MAWS, Colonel Rob Gardner, USMC (Ret.), the Deputy Director, and Commander Mike Croskrey, USN (Ret.). Our conversation covered the basics about MAWS, how MAWS students are impacting Fleet planning, and how future capabilities will affect operational planning.
An edited transcript of the conversation follows.
O’Keefe: Tell us a bit about yourselves and how you ended up at MAWS.
Captain Brian Koehr, USN: I’m a career carrier fighter pilot. My connection with MAWS started when it was called the Naval Operational Planner Course (NOPC). I was in the second graduating class of 2001. After I was finished flying, I had a series of staff jobs at PACOM, NORAD/NORTHCOM, and then on 6th Fleet staff before I reported here two years ago to lead MAWS.
Professor Rob Gardner, Col, USMC (Ret.): I was a career Marine officer, and retired as a Colonel just shy of 28 years in order to take this job. I’ve been with this program for almost 5 years. My background was artillery, although my career path was described by one of my students as something akin to the life led by Forrest Gump in terms of the things that I stood witness to over the course of my career. My initial planning background is that I actually went to the Marine Corps version of MAWS – the School of Advanced Warfighting – so I look at MAWS through a little bit different lens because I’ve seen one of its sister schools up close and personal.
Professor Mike Croskrey, CDR, USN (Ret.): I am a retired Navy Commander, where I served as a Naval Flight Officer in S-3 Vikings. My connection to MAWS started when the program was still called the Naval Operational Planner Course. I was detailed into the Naval War College as an instructor while I was still on active duty, and I had come straight from 7th Fleet having just completed a tour as the future operations officer. I had done a year-plus of crisis action planning, and that experience enabled me to start teaching here at the NOPC, which became the MAWS. I’ve been doing this since 2005.
O’Keefe: What are the main things everyone should know about the Maritime Advanced Warfighting School?
The primary difference between MAWS and the other peer schools is that the others do the intermediate-level war college for a year and get their master’s degree, and then they attend for an additional year in their respective schools, whereas our students leverage the War College curriculum for the intermediate-level course concurrent with the MAWS course load. Our graduates earn a master’s degree through NWC, and Navy graduates also receive JP-1 designation. It’s a unique opportunity for us to leverage all the NWC faculty and expertise to teach these core educational items to our students while we also teach a very robust planning/operational art and campaigning side to them throughout the year. Beyond the extra length of the course, MAWS students put in a higher level of work. What for a normal student would be considered an elective, our students participate in MAWS, at twice the frequency per week. In the spring, we have them entirely to ourselves for a tailored Joint Military Operations core course as well as for an elective, so we have them as one closed group for the whole spring.
Another unique thing about MAWS is what we do at the end of the program. We call it a capstone summer planning project, and it is a Fleet- or Combatant Command-sponsored project that serves as a final synthesis event for our students. This is really the icing on the cake of their education here. Since we’ve gone up to 3 seminars – a capacity for 45 students – we execute 2 summer projects. These are requested early on by higher level headquarters throughout the world. If they have a planning problem they want to put our students on, we talk to them about how to best meet our educational needs but also give back to the Fleet or other sponsor with very dedicated expertise from our students to tackle some tough problems.
We’ve seen dramatic success out of those projects. At the end of the summer, we travel to brief the commanders of these respective units. This past year, we briefed Admiral Swift at Pacific Fleet (PACFLT), and he thought highly enough of the brief that he was trying to get us on the CNO’s calendar to brief him as well.
The second group went out to 6th Fleet and briefed Vice Admiral Grady. Both of those briefs got rave reviews from 3- and 4-star admirals and their respective staffs. This past summer we also did a third project embedded with the PACFLT one, more of a concept development piece.
So, these summer projects are where our students really come together as a group and the education really forms in their heads. I think what it really gives them is the confidence to go forward and contribute in the Fleet. They’re like a move-in ready house at that point. They can be plugged in right away, and they often are plugged in as Operational Planning Team (OPT) leads for the biggest plans that that staff has cooking at the time. To date, they’ve been performing superbly in all those roles.
O’Keefe: That sounds like a terrific way to keep yourselves at MAWS connected with Fleet needs. How else do you get feedback from the Fleet, and how do you act on it? Specifically, what are people looking for in a planner, and what makes someone a great planner?
Gardner: You’re right in that the summer projects keep us well-connected with the Fleet and with the joint headquarters that we support. A lot of the lessons or experience that we as a faculty gain from working with them, we incorporate back into our curriculum to keep it current.
In terms of what makes a good planner, there’s a belief in some fairly-senior circles that if you adhere to the planning process, good plans will result. I think that’s a false belief in that the process doesn’t guarantee anything, other than that you went through the process. What makes good plans is people who can think. From my perspective, the thing that we instill in our students over the 13 months that we have them is a deep belief and understanding of critical thinking and creative thinking in solving operational, tactical, and strategic problems. So, when our students leave, they are familiar with the planning process, but more importantly, they are familiar with critical and creative thinking. The bottom line is that our program is designed to expose students to the planning process, but more importantly, we give them a critical and creative thinking skill set that will ensure they have a good plan when they’re done.
Croskrey: Just one thing to add, our graduates often stay in touch with us when they leave. They’re out in the Fleet and in the planning community, and we’re able to keep connected with them on some of the projects that they’re working on. Often, they’ll ask questions, or share a bit about what they’re doing. That helps our program keep informed as well. And often, those connections enable us to shape a capstone project, because we can see what projects are within the visibility of the commander by what kind of projects our graduates are working on at the time.
Koehr: What Rob was saying about thinking being important was absolutely right. One thing we say around here is a good plan will come from the process, but a great plan comes from thinking. I think the proof in the pudding there is when our students in small briefing teams go forward to brief these commanders. The 4-star would be enough to put them on edge, but the room is full of 1- and 2-stars too. When the questions are flying to our students, and they’re just backhanding them back to the admirals, it’s eye-watering to see because they’ve already considered and thought through the questions that the flag officers have. It’s a proud moment when we see them perform during these briefings.
On feedback, Professor Croskrey hit it on the head – student feedback is where we get the most conversation. They are also helpful in shaping future capstone projects because they are active on the staffs. There is usually a rush from these commands to get us on their dance cards to do these summer projects, because you don’t often get 15-20 expert-level planners dedicated for 10 weeks, not being pulled away for collateral duties, just focused to sit down and work on their problems. The biggest feedback we get from the leadership out there is “make more MAWS graduates.” They want more, and there is a competition among the headquarters to get our graduates because they see what they can do. It’s unlike any other program you might see at the Naval War College here. Our graduates are truly unique and gifted in what they do.
O’Keefe: Often we’ll hear at the tactical, ship-level that the Fleet is very short-term focused, that we don’t think through long-term planning challenges. Is there something in the MAWS graduate that helps them promote a better, longer-term planning process? Do we structure our teams better when we know we have teams that can manage longer-term planning? It’s often very hard at a tactical level to get out and look past three months. Do you think your graduates have a better ability to think longer-term and more strategically?
Gardner: As the lone Marine in the room, I’ll take this on – I think everyone else might feel some loyalty to their service. When you look at the Navy, by-and-large the Navy is ship-focused. Up through commander, most folks are at the ship-level. Their perspective is often tactical in nature. One of the things we see with our students here is that we take them out of that comfort zone and don’t just expose them to other ships and fleets and things like that, but we take them up to the strategic level where they’re looking at the interplay of nations. What we see is that the students over time, and I think some of them would describe it as an unnatural act, trying to do that mind expansion, but they recognize over time as the course continues that when you’re at that higher level, things take longer. Whether it’s a military plan or political negotiations, you see the students start to gain an appreciation for a longer-term view.
The tactical stuff happens fairly fast, and in a naval battle it’s a matter of seconds in some cases. But when you start to look at how nations interact with one another, that may be on the order of years or even decades. We see it over the course of 13 months. The students’ perspectives grow with that expanding view of time that comes with that higher-level exposure. In terms of changing things out in the Fleet, that’s a cultural thing. I think the only way that’s going to happen is if we continue to grow the population of folks with that perspective. Or, the Navy could send more students through educational courses, like the courses here at the Naval War College.
Croskrey: Two elements come to mind. First, the MAWS graduate, if we look at a couple of capstone projects that we’ve done, they’ve developed a three-year or longer campaign. That planning horizon extends well outside of what you’re referring to – that 1-3 month mark that oftentimes the Fleet staff is looking at. So, I think that MAWS education enables those officers to be able to ask those kinds of questions. It’s a strategic look, an interaction among nations, a “how do we terminate this fight” kind of question, and that begs questions about military end states versus political end states. MAWS educates the students toward that end.
The other piece to that question that’s really insightful is where in the Navy are we addressing long-term planning challenges? How does a MAWS graduate impact that ability to go out there at a Fleet level and do that? I’m not sure he or she can at the Fleet level. But there’s more of a systemic nature to that question – the theory/doctrine/practice piece. Your question looks at extending thought about the future of the Fleet, and where the Fleet needs to go in its thinking about fleet tactics or longer-range planning. There is a cultural and even systemic nature to that question that probably needs to be addressed above the Fleet level, in my opinion.
O’Keefe: We’re talking at some level about how nation-states interact in certain ways. We hear a lot at the War College about our partners and allies, the CNO has his purple line of effort in the Design, so how do you think about our allies and how they plan? Do their planning styles affect our ability to execute coalition operations? Do you think about that at all in the course of planning your instruction?
Croskrey: Yes, we do. It’s almost pervasive throughout our syllabus. We do a lot of historical case studies, and almost every one of them is a combined effort, an international effort. In our planning syllabus, almost all of the exercises are combined. So, that’s a heavy emphasis from a curriculum standpoint.
Gardner: The one thing we don’t have is international students in our program, though they are at the War College. MAWS students are embedded with international students in their seminars (in some of the regular War College courses that they take) but we don’t actually have them in our program. That’s mainly because of the summer projects, which can go up to the Top Secret level. We also have some constraints in terms of being able to have coalition partners in our spaces. We’ve looked hard at it several years in a row, but regulatory restrictions have held it back at this point. But to make up for that, I can’t think of any portion of our curriculum that doesn’t have a coalition flavor to it, and our summer projects certainly have a coalition aspect that the students have to think through. I’m pretty confident that we have it embedded into the curriculum. The only exposure that they don’t get (and it’s not because we don’t want it, we just haven’t figured out how to do it) is having a coalition partner planning side-by-side with them.
O’Keefe: We talked about the fact that most of our planning and operations focus is at the ship level. In general, the carrier strike group (CSG) is the fundamental unit of issue for naval forces. So how has the drive towards distributed operations affected what you’re doing at MAWS, if at all?
Gardner: We are not carrier strike group-centric in our approach. While the Navy may be like that, because we’re trying to elevate the students’ perspective, the CSG is just another unit out in the battlespace for the students to plan for. Normally, we’re planning at the Fleet level. Oftentimes, they’re worried about how to plan for multiple strike groups, and how to integrate the operations of those strike groups in a naval fight. So, I think from our perspective, we walk through that in terms of what the CSG capabilities are early in the course, but that’s not the focus of what we’re doing. It’s higher than that.
O’Keefe: We have tons of new technologies out there – autonomous systems, people thinking about electromagnetic maneuver warfare, the cyber domain. So how if at all are you teaching your students to think about those as tools in their toolkit, and do those change your planning processes and the ways you might get to an answer for a military problem?
Koehr: While we don’t have a dedicated class, per se, on the electromagnetic spectrum, etc., we have the advantage here of leveraging the core curriculum at the War College, where there is a little bit more depth to learning about some of these newer technologies. We do get subject matter experts in to talk to our students. In particular, for the summer project we always have a lot of people from the Office of Naval Intelligence, the CIA, and DIA come in and tell us what’s in the realm of the possible as a planning consideration. They talk about what kinds of effects we might see out of these things and what advantages we can take from them. Also, what are the disadvantages and the drawbacks? A lot of the new technologies are viewed as panaceas and they’re just not quite that. So, getting to the ground truth of what the new technology means in the process of putting together a plan is very important. We get outside experts who are studying this all the time to come and speak with the students to bring them up to a baseline from which they can start their efforts.
The MAWS faculty and class of 2017 at Correnti Island, Sicily, Italy during the OPERATION HUSKY staff ride. Staff rides are an integral component of the MAWS curriculum as they help students tangibly relate theory, doctrine, practice, and terrain together in a manner that cannot be accomplished in a classroom.
Croskrey: I would add that to help the students understand the constant dynamic of technological development in naval warfare, we help them to understand the changing character of war aspect that will need to be addressed, but that the nature of war is going to remain relatively stable. I think that helps them. Let’s say you start to look at UAVs being implemented into the fight. It helps to not look at the technology and rely on it as a way to win, which can get you into trouble very quickly. It is more of a “how can I leverage the technology,” this character of war, in order to win this fight. Like CAPT Koehr said, we bring in the experts to help inform us on what’s in the realm of the possible. But we, I think, have a level-headed approach to that technological input to our planning.
Gardner: I think the way I would put it is whether it’s unmanned systems, cyber, whatever, those are capabilities. Those capabilities change, in some cases very rapidly. But that’s not a new phenomenon in war. For example, from bows and arrows, to muskets, to rifled guns, to machine guns… that progression is seen across all aspects of warfare. Like Mike was saying, we emphasize that changing character of war so that the students are ready for what we don’t even know is coming. They must incorporate those new capabilities that no one’s even mentioned yet when they show up. The idea is that it’s not a war-winner, necessarily, but it’s an enabler for better operations. So, their ability to think through the question of, “these are the capabilities, how do I best employ them to greatest effect?” – that’s where we put a lot of our focus.
O’Keefe: Continuing in this vein of new capabilities, are there any relationships or feedback loops between the results of your courses and planning exercises and the work of the Navy’s Warfighting Development Centers as they look to develop new tactics, techniques and procedures, and doctrine? Is that a place where you tie in, or is it strictly into the Fleet level where you’re doing the summer programs?
Gardner: The development of the WDCs by the Navy was a long time coming. The War College is a supporting activity to all the WDCs, so the College as a whole is well-connected to the various activities. The way the College has approached that is to ensure that the WDCs know that we’re here and available to support, and we provide the expertise that they need, whatever that might be. We also try to monitor, as a College, what’s going on out there so that we can anticipate what the requirements might be in the future. The school’s done a pretty good job at establishing the connections as a whole. From a MAWS-specific standpoint, we’re monitoring those conversations but we’re not actively out there beating down doors at the WDCs. We’re siphoning off the activities of the rest of the College.
O’Keefe: If someone was interested in becoming an Operational Planner, how do they get into your program? Who are you looking for and where do you find them?
Koehr: Mostly through the Bureau of Naval Personnel (BUPERS), as you would expect. Our goal is to make sure that young officers are aware of the program. Typically, it’s the direct customers at the flag-level who are responsible for these plans, who know all about MAWS. They know what they’re getting in a MAWS graduate. The opportunities need to be spelled out better for the junior officers. We want a career-viable officer. We provide an education, they work for that education, and they gain experience through that education. When they go to the Fleet, we want this expertise to have accessibility to the commander. That accessibility usually comes with increased rank. Typically, our graduates become the go-to guy for the commander. In a perfect world, they’ve got the commander’s full trust and confidence. We’ve seen this play out, where the MAWS graduates are called into the big office and queried about any kind of topic, and end up working on thought pieces for the commander on the side, but they certainly are getting the visibility.
We do want to get bang for the buck for the Navy. That means that officers who graduate from our program should go out and serve in planning billets. To dispel one myth, some students come in and think that they’re being pigeon-holed as a planner, that they’re not going to get to drive their submarines anymore or fly their jets. That’s just patently false. The one thing that always takes primacy for our students is career progression. So, milestone tours will not be deferred to go serve in a planner billet. If they are leaving here to go serve in an XO/ CO billet, they’re going to go do that. Where those staff jobs happen, they go serve in a planning capacity, whether in a J3/J5/N3/N5 directorate, bringing all those skills to the table.
Another good thing for the students there is that face time with the admiral is very important for a viable career. Break-out opportunities on a big staff are heightened for a MAWS graduate because they are going to be out there in front-leading planning teams, coming up with the great plans, becoming the go-to guy for the commander. It’s a career-enhancer in my view. I did NOPC and had command of my fighter squadron down the road. No impact, and if anything it’s a tie-breaker and another arrow in your quiver of accomplishments in the Navy. It shows another specialty that you possess.
Gardner: To more specifically answer your question, if an officer’s interested in becoming a planner, the first thing he or she needs to do is talk to their detailer. Our Navy students are detailed to us by BUPERS, so that slate of students is built there with the understanding that all the students are coming to the War College for the intermediate-level course. So, they have to do the resident education here at that level in order to get to MAWS.
Croskrey: If an officer would like to be an operational planner, then MAWS is a great place for them to come. Our curriculum is actually tailored and set up for officers who want to, and who are progressing toward future warfighting leadership roles. If they want to learn their profession of warfare, the study of war, one of the best places to do that is MAWS. Those officers will also become expert planners. The plans that they produce help commanders make decisions. In effect, MAWS graduates gain experience in their own ability to make better decisions about the warfight through the planning that they learn how to do, and the advising that they do, for the commander. So, we’re really highly tailored toward that kind of officer. MAWS produces planners, yes. But MAWS also produces future leaders, future fleet commanders, even.
Gardner: MAWS is a leadership course disguised as a planner course. Our students, through the effort of planning and discussions about advising commanders, learn an awful lot about senior-level leadership. So, when they leave here, they are much better prepared to step in in that role later on in their careers.
O’Keefe: Let’s say a planner has graduated from your course and they’re out in the Fleet. How would you advise them to maintain their skills in operational planning?
Koehr: Reading is obviously a very good way to stay connected, any kind of publication they can get their hands on, to read what is going on in warfighting. That will spark their planning instincts on how they would tackle issues as they go forward. Reachback here to us at MAWS is also a great way to stay connected – come back, tell us what they’re doing. But don’t shy away from the skill that they have and look for opportunities to use it after their CO tour, if they go to a staff and it’s a good career move. It’s a good opportunity for them to get back in the game.
O’Keefe: I think that wraps us up for this interview. Is there anything else you think we’ve missed or wanted to touch on?
Croskrey: I appreciated your question on the carrier strike group versus the fleet question. How do we fight the Fleet? I think that is a fundamentally important question that the Navy needs to ask. It’s one that we have asked here. As you probably know, there is very little doctrine that describes how to fight the fleet as a maneuver element. There is probably room for work on what the theories say, and how we implement those theories into practice. How do we think about the tactics of fighting the fleet? That is something that we took on a couple of years ago. We asked that question and found that there was very little out there. One of the things that we have really begun to leverage is Fleet Tactics by Captain Wayne Hughes. We have leveraged that a lot in our curriculum to try to understand how do we, through major tactical actions, achieve strategic objectives? That question is so fundamentally important about the fleet and the warfight, and we spend a lot of time on that now. Where is that taught in the Fleet? I don’t know of anywhere in the Navy outside of the MAWS where that’s really looked at.
Koehr: Mike’s being humble here. He has developed a new way of looking at relative combat power assessment, based on the salvo equations in the book, and it’s making the rounds to all the big thinkers. There is a lot of goodness involved in all the hard work he’s put into this. Our students get taught this technique, and we’re seeing it work for them to understand what a fleet can do against a fleet. That’s just one small example of where this does potentially tie into a future relationship with one of the WDCs.
Gardner: I think one of the things to recognize about MAWS is our program is very different from our sister schools’. Not just because we ride the backbone of the intermediate level course, but because we do a couple things they don’t do. On top of the summer planning project, which really puts everything in the course together for the students, the other thing we do is re-designs of historical campaigns. We study what happened, then have the students go back and do it again. When we study what happened, usually the students badmouth the decisions like crazy – with comments like “why would they do this, they were so dumb” – then we turn them loose and have them re-do it. They come up with their own plan for how to do the same thing. Often we then hear comments along the lines of, “Wow, this is hard.” What these redesign efforts give our students is an appreciation for the learning that comes from history. It gives them a different way to view history, rather than just studying what happened, it gives them the ability to ask, “What might have been?”
We have a number of case studies built into our curriculum. I think our students leave here mini-historians when we get done. That perspective of history they depart with… not all the schools take it to the level we do because they don’t have those re-design efforts. So, when you look at the Navy today, we’re the youngest of all the advanced planning schools. But, I think our program better prepares our students for planning positions and leadership because we’re not wedded to what’s already been done. Our program changes fairly frequently to keep it current, and because we have so many real-world and historical pieces, it establishes a foundation for our students that they can apply when they leave that adds value to their careers and services.
Because we’re relatively small and because the Navy isn’t filling all their seats, we also are the most joint in terms of student mix of all the planning schools. Normally about a third of our students come from sister services, sometimes as much as half. Our students get a phenomenal exposure to their sister services in a tangible planning perspective that I would argue is pretty valuable and is particularly unique in that the Navy is probably the least joint, culturally, among the services, because of the domain they fight in. So, if you look at a MAWS graduate, when they leave they have a very joint perspective but they go back to a service that has only in the last 10-15 years embraced the idea of jointness.
Koehr: To echo what Rob said about the leadership aspect of our school, I’ve come to his way of thinking. This is very much a leadership school. One of the biggest leadership challenges is leading your peers. Throughout the whole curriculum, we grab one person and have them be OPT lead. Put yourselves in the shoes of a supply officer who’s OPT lead in charge of a bunch of line officers. It’s uncomfortable, but they learn how to do it, in addition to briefing up to 4-star admirals. That’s a whole lot of leadership information that is cooked into the curriculum without us really making it a focus item.
Also, just a clarification of this characterization of “becoming a naval planner.” I look at it as you’re still that ship driver, but you’re leaving with an expertise you didn’t have before. For an extra 3.5 months in MAWS, you’re leaving with an AQD of JP1 on top of your Master’s degree. “A” stands for additional. It just means you have one more skill to go back to the Fleet with. You’re not suddenly “I’m Operational Planner LCDR Smith,” you’re still Fighter Pilot LCDR Smith, but you have expertise in operational planning. That’s our goal. That’s why we want, the upwardly mobile and career viable officers hitting all the milestones, because in the perfect world, all the leaders are MAWS graduates and understand the planning process inside and out. The commander has a lot to say about this whole process. If we have a bunch of senior leaders who really understand, we’re going to get some good things done out in the real world. We want those kinds of officers in the program. They just will have an additional skill that a lot of others won’t have in the Fleet.
CAPT BRIAN KOEHR, USN commissioned in 1988 through the NROTC Program with a B.S. in Mechanical Engineering from the U of Notre Dame. He has multiple deployments to the Med Sea and Northern Arabian Gulf flying the F-14. He was the CO of VFA-103 flying the F/A-18F Rhino when the squadron was awarded the Atlantic Fleet Battle “E” and he was presented the 2005 Naval Air Forces Leadership Award. He has served on the staffs of the US SIXTH Fleet as Air Operations Officer, US Pacific Command as acting Director of the Joint Interagency Coordination Group and US NORAD / Northern Command as Dep Command Center Director. Most recently, he was the CO of the NROTC Chicago Area. He holds a JP-3 AQD.
COL Rob Gardner (Ret.) served as assistant Chief of Staff, G-3 Operations Officer for the 1st Marine Division, where he deployed to Afghanistan in support of OPERATION ENDURING FREEDOM. Served in artillery units, as a Naval Gunfire Instructor; a Marine Expeditionary Unit FSO; an instructor with MAWTS-1; speechwriter for the 32nd Commandant of the Marine Corps and Senior Aide de Camp to the 32nd and 33rd Commandants; Chief, JPG, CJ-5, CJTF-HOA in support of OPERATION ENDURING FREEDOM; Deputy Chief of Combined Policy, C5, for Combined Forces Command and the Chief of Policy, U5, for United Nations Command in the Republic of Korea; and Team Chief, Regional Border Team – North in support of OPERATION IRAQI FREEDOM.
Professor Michael Croskrey is a faculty member of the Maritime Advanced Warfighting School. He served in the Navy as a Naval Flight Officer in the S-3 Viking aircraft deploying several times throughout the Pacific Ocean and the Arabian Gulf. He has conducted flight operations from six carriers and accumulated significant warfare area experience in anti-submarine, anti-surface warfare and as an air wing strike leader for war-at-sea missions. While forward deployed on Seventh Fleet’s staff he conducted both tactical and operational level planning from the numbered fleet, Joint Force Maritime Component and the Joint Task Force Commander’s perspectives. Professor Croskrey’s teaching concentration is operational level planning. He has orchestrated numerous planning support efforts for MAWS students with various numbered fleets, naval component commands and combatant commands. His research interests include current and historical application of operational art in the maritime environment. Professor Croskrey retired from active duty with 21 years of service. He holds a graduate degree from the Naval Postgraduate School where he completed the Naval War College JPME program, and an undergraduate degree from Iowa State University.
Ashley O’Keefe is the Secretary of CIMSEC and a Surface Warfare Officer. She is currently assigned as the Plans and Tactics Officer in USS LASSEN (DDG 82).
Featured Image: August 1944, U.S. President Franklin Delano Roosevelt meeting in Hawaii with General Douglas MacArthur (left), Admiral William D. Leahy (center), and Admiral Chester W. Nimitz (standing), who is pointing to Tokyo on a large map. (Wikimedia Commons)
This article originally featured on CSIS cogitAsia and is republished with permission. Read it in its original form here.
By Tuneer Mukherjee
The recent decommissioning of the aircraft carrier INS Viraat leaves an enormous gap in the Indian Navy’s power projection capabilities. India’s sole remaining aircraft carrier INS Vikramaditya will now serve at the vanguard, as evidenced this year by the ongoing Exercise Malabar and the earlier held TROPEX (Theater Readiness Operational Exercise). TROPEX reflected a shift in the mindset of Indian strategists from focusing exclusively on maneuvers for protection of the immediate littoral to combat concepts fixated around a larger maritime theater. It was a departure from considering Pakistan its main adversary and suggested an increasingly significant emphasis on China as the primary strategic threat. The Indian Navy’s plans to establish two carrier task forces affords it a limited window to finalize the design for its second indigenous aircraft carrier given the protracted schedule required to construct and operationalize a carrier battle group.
In the past decade, there has been a general change in strategic thinking in both Beijing and New Delhi. Policymakers have realized the importance of having dynamic maritime capabilities. This reflects a major doctrinal shift in the grand strategy of the two nations, which have usually revolved around developing traditional continental forces aimed at countering threats along their land borders.
In this regard, the People’s Liberation Army Navy (PLA-N) has increased investment in naval forces and has established dominance over its regional waters. The PLA-N is asserting its naval power in the South China Sea and is simultaneously holding live-fire exercises in the open seas from the southeast Indian Ocean to the eastern Pacific. These actions threaten the overarching security situation in the wider maritime theater, and countries in the region are growing progressively uncertain about China’s intentions. The capabilities of most navies in the wider maritime theater are paltry in comparison to the PLA-N — and China plans to continue its naval build up. Given this escalating security dilemma, the Indian Navy is the only resident power in South Asia that has the resources and capabilities to counter the emerging strategic imbalance in the maritime theater. The Indian Navy had previously taken a defensive approach and concentrated resources on developing credible anti-submarine warfare (ASW) capabilities, as the immediate concern for the strategists in New Delhi was Chinese submarines roaming in their backyard.
Despite a change in thinking, the commitment of the Indian Navy to see its new maritime doctrine through from defense white papers to the open waters hangs in doubt, given the history of bureaucratic delays, inefficient procurement, and ineffectual financing. The delay in its indigenous aircraft carrier program is a prime example. China is clearly moving ahead of India, with plans to induct its second indigenously produced aircraft-carrier into service before 2020. Meanwhile, India has struggled to meet deadlines for the INS Vikrant, its first Indigenous Aircraft Carrier (IAC-1).
In this race of aircraft carriers, India’s only saving grace could be the follow-on project, INS Vishal (IAC-2). This single supercarrier may push India to a dominant position in the long-term fight for naval superiority with China over the maritime commons of the Indo-Asia-Pacific. Vishal could possibly be the first nuclear powered supercarrier built in Asia. The discussion around the Indian Navy’s maritime strategy is centered around the IAC-2 to such an extent that it has decided to shelve plans to develop an indigenously produced aircraft in favor of procuring a better multi-role fighter aircraft that would suit the capabilities of the Vishal. The Vishal’s main selling point is its proposed nuclear propulsion engine. Russia, India’s long-trusted defense and arms supplier, jumped on board to deliver the aircraft carrier, and the Indian establishment has also sent letters of request to multiple European nations. There is also the possibility that India may shun foreign reactors altogether and built its own indigenous reactor for marine propulsion.
The United States, however, is poised to be the preferred partner in this initiative as it holds the most advanced technology for nuclear propulsion in aircraft carriers, and India has progressively increased its defense cooperation with the United States. Toward this end, India and the United States signed an agreement to share research and technology for an aircraft carrier that fits these requirements. The other area of cooperation in this partnership would be fitting the Vishal with the Electromagnetic Aircraft Launch System (assuming nuclear propulsion), which would allow it to launch heavier aircraft like larger fighters, airborne early-warning aircraft, and refueling tankers.
Ultimately, in the long-term, the future of the Indian Navy will be built around the INS Vishal, and it is imperative that the strategists of New Delhi realize that this single venture will decide the fate of the navy’s ambitious modernization plans. The planning and design for Vishal is still in its initial stages, and this has led to delays in procurement of support vessels that will make up the carrier strike group. The success of this program depends on the Indian establishment shedding its previous inhibitions and adopting a more steadfast attitude to the rise of Chinese naval power in the Indian Ocean. It requires the government of the day to engage the United States in transferring technology never made available before, even to close allies.
Most importantly, if India is to deploy carrier strike groups to both of its maritime frontiers — the Arabian Sea and the Bay of Bengal — it must develop better manufacturing facilities and realize the costs underlying its most ambitious project yet. The cost of building and maintaining a nuclear carrier strike group will run into the billions and would require a significantly larger allocation of the defense budget to the navy.
Prime Minister Narendra Modi’s government has given priority to India’s maritime interests in the entire Indo-Asia-Pacific, and the comments of an Indian minister supporting freedom of navigation and overflight in the disputed waters of the South China Sea supplement this view. India Naval Chief Sunil Lanba has touted India as a “net security provider in the Indian Ocean.” A 65,000-ton supercarrier would give India the ability to achieve it all but, for this to become a reality, New Delhi must shed its traditional lethargy and shake things up.
Aircraft Carrier Capabilities (Present & Planned) – India, China & United States
*The Russian Federation/USSR was the original manufacturer/operator of the carriers. ^The estimated times are for the year when the carrier is scheduled to be commissioned.
Mr. Tuneer Mukherjee is a former intern at the Asia Maritime Transparency Initiative at CSIS and holds a master’s from the American University School of International Service. Follow him on twitter @MTuneer.
Featured Image: Indian Navy carrier INS Vikramaditya (Indian Navy photo)
