Category Archives: Human Capital

Human Capital

SWOs Assume Amphibious Command: Why it Matters

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By Captain Kevin Eyer, USN (Ret.)

Amphibious Command Reform

In an April 24, 2026 directive, Chief of Naval Operations Daryl Caudle ordered that, beginning in Fiscal Year 2028, command of all amphibious warships will be assigned exclusively to Surface Warfare Officers (SWOs). This includes Landing Helicopter Assault (LHA), Landing Helicopter Dock (LHD), Amphibious Transport Dock (LPD), and Dock Landing Ship (LSD) classes.

The decision represents a significant institutional realignment in naval command structure, ending a long-standing dual-community model in which both aviators and Surface Warfare Officers (SWOs) were eligible for amphibious command. The CNO’s rationale is grounded in sustained concerns over amphibious readiness, maintenance execution, engineering discipline, and material condition—areas that have remained below Navy standards for an extended period.

As articulated in the directive, effective amphibious command requires “exquisite knowledge of readiness, maintenance procedures, component design and failure modes, damage control, and operational procedures,” as well as the ability to remain in command long enough to impose sustained correction. The conclusion is clear: Surface Warfare Officers are purpose-built for that responsibility. 

Resistance from the Aviation community was immediate and significant, including among senior aviators within U.S. Pacific Fleet and U.S. Fleet Forces Command. While concerns centered publicly on career progression and institutional balance, the debate also reflected disagreement with the premise that aviator command contributed materially to amphibious readiness shortfalls.

Still, beneath the institutional friction lies a broader reality. This is, at least in significant part, a fight over major command billets—assignments understood as essential for any officer hoping to achieve flag rank. The change will unquestionably reduce command and major command opportunities available to aviators. At the same time, the Navy’s inventory of traditional SWO major command ships continues to shrink. As these opportunities contract across the fleet, in both communities, institutional pressure over how remaining billets are allocated was inevitable. Something ultimately had to give.

Yet beyond these parochial issues, the Navy appears to have reached a larger operational conclusion which renders that argument moot: the amphibious force is too important to the Marine Corps’ warfighting capability to continue treating these ships as shared command territory.

The Amphibious Force and Its Operational Role

The U.S. Navy operates approximately 31 amphibious warfare ships, including nine large-deck amphibious assault ships that form the backbone of the Expeditionary Strike Group construct.

These platforms are essential to the Marine Corps’ core mission: the ability to project combat power from the sea. Amphibious ships transport embarked Marines, vehicles, landing craft, and aviation assets into contested environments where shore-based infrastructure is unavailable, degraded, or denied. Additionally, amphibious ships serve as floating expeditionary bases capable of command and control, medical support, logistics sustainment, and crisis-response missions.

Depending upon the class, modern U.S. amphibious warfare ships routinely employ the Landing Craft Air Cushion (LCAC), Ship-to-Shore Connector (SSC), Landing Craft Utility (LCU), Landing Craft Mechanized (LCM-8), and Combat Rubber Raiding Craft (CRRC) to transport Marines, vehicles, equipment, and supplies from ship to shore during amphibious operations. In addition, and especially relevant to this discussion, they also embark MV-22B Ospreys, CH-53K heavy-lift helicopters, AH-1Z/UH-1Y rotary-wing aircraft, and F-35B short takeoff/vertical landing fighters to support expeditionary operations ashore. Together, these systems enable distributed maneuver, vertical assault, close air support, and sustained operations in contested environments.

There are, however, substantial operational differences among amphibious ship classes, particularly with respect to aviation operations. The large-deck LHA and LHD classes conduct highly complex fixed-wing and tiltrotor aviation operations involving F-35Bs and MV-22s, including high-tempo launch and recovery cycles, advanced aviation fueling and weapons handling, and the integration of tactical air operations with expeditionary objectives. As for the LPD, while the class does not currently support F-35Bs, it does carry MV-22s. Amongst the “amphibs,” the single class that embarks only traditional helicopters, whose operation is significantly less complex than sustained fixed-wing and tiltrotor aviation operations, is the LSD class.

This distinction explains why LHA, LHD, and LPD classes are categorized as “major command” ships commanded by Captains on their second at-sea command tour, while LSDs are “Commander command” ships led by Commanders during their first command tour at sea.

These ships are the Navy’s most important fleet assets supporting Marine Corps operations. Consequently, the material readiness of amphibious ships directly affects Marine Corps operational effectiveness. Degraded ship availability constrains embarkation, delays deployment cycles, and reduces the Marine Corps’ ability to execute its expeditionary mission set. Amphibious readiness is therefore not solely a naval concern—it is foundational to the Marine Corps’ warfighting capability.

The Marines’ Perspective

At the 2026 Sea-Air-Space Conference, the Commandant of the Marine Corps, Gen. Eric Smith, indicated that the Navy and Marine Corps were determined to work together with a “unified sense of purpose” to increase the size and availability of the U.S. amphibious fleet:

“We’re in complete agreement that our current inventory of 31 amphibious ships is not sufficient to meet our new presence that our combatant commanders are requesting and requiring.”

In 2025, amphibious ships’ readiness rate dropped to 41 percent, according to Navy Times. This metric is derived from a lack of ships deployable that caused a five-month delay in Marine Expeditionary Unit (MEU) deployments —critically impacting the Marine Corps’ ability to execute its mission. 

To address this, General Smith spoke to optimizing maintenance schedules, as well as investing in service life extensions for a number of ships. Moreover, he stated that the Navy-Marine Corps team is moving forward with the procurement of new and more capable ships. While the form that these new ships takes, beyond perhaps the now-planned Landing Ship Medium (LSM), remains to be seen, what is plain is that the Marines are keenly interested in the sustainability of the amphibious fleet, and specifically, availability of these ships when called upon. 

What is an Air Boss?

Aviation-capable amphibious ships have an Air Department Head or “Air Boss” assigned to them. This officer serves as the Commanding Officer’s principal aviation authority and senior manager of all flight operations.

Operating through Primary Flight Control (“PriFly”), the Air Boss oversees launch and recovery operations, flight deck sequencing, aircraft movement, fueling and arming cycles, sortie generation, airspace coordination, and aviation safety enforcement.

The Air Boss integrates continuously with the bridge, Combat Information Center, Marine aviation elements, and embarked air traffic control personnel to ensure safe and efficient aviation operations. He or she translates the Commanding Officer’s intent into executable aviation activity while maintaining strict control of flight deck risk and safety. This structure ensures that aviation expertise remains continuously embedded within the ship’s command organization at the Department Head level.

This is central to the Navy’s revised command logic: aviation execution aboard amphibious ships is already fully professionalized and continuously managed. The Air Boss construct therefore provides the operational depth and specialization required without necessitating an aviator in command.

In practical terms, aviation is not removed from command—it is delegated to a dedicated expert authority within a now SWO-led command structure. For this reason, it is imperative to the success of this new construct that the Aviation community assign only its best and brightest post-command aviators to this billet going forward. To do other is to court failure of the Marine mission.

In short, the Air Boss position effectively obviates the need for a uniquely assigned Aviator as commanding officer of the ship. This is analogous to the Reactor Department Head aboard an aircraft carrier being a nuclear-trained SWO. In that case, the SWO responsible for overseeing the carrier’s immensely complex nuclear propulsion plant eliminates the need for a SWO Commanding Officer solely to provide engineering and reactor expertise. Extending the analogy further, while every CVN Commanding Officer is nuclear-qualified, every SWO Commanding Officer has likewise spent an entire career intimately involved with the operations of helicopters from the decks of surface combatants across the fleet.

How Aviators Got to Amphibs

Over time, aviators were increasingly assigned to amphibious ship command primarily as part of the Aviation community’s officer development pipeline.

As the Navy’s largest unrestricted line community among SWOs, submariners, and aviators, the Aviation community has long relied upon amphibious ship command opportunities—both at the Commander and Captain level—to provide upward career progression for its most promising officers.

Squadron command is the standard Commander-level milestone for Naval Aviators. Officers selected for further operational command may proceed into major aviation leadership billets or into deep-draft command pipelines. aviators — particularly rotary-wing and tiltrotor officers associated with amphibious operations — have commonly served as Executive Officer/Commanding Officer (XO/CO) of LHAs and LHDs via the fleet-up process, while tactical jet aviators have more often followed the aircraft carrier and carrier strike group command track. However, there is considerable overlap and flexibility depending on community, timing, and Navy needs.

At the same time, LHA and LHD ships increasingly evolved toward aviation-centric operations, particularly with the introduction of the F-35B and expanded MV-22 integration. This has, with time, strengthened the Aviation community’s argument for continued command of large-deck amphibious ships.

The bottom line is that amphibious ships became an important career-development mechanism within the Aviation community, while the increasing sophistication of the aircraft embarked on some amphibs justified these assignments.

Still, it is important to distinguish between the aviation complexity of LHA and LHD operations and that of the remainder of the amphibious fleet. Commanding Officers aboard LHAs and LHDs oversee high-tempo fixed-wing and tilt-rotor flight operations in densely congested deck environments, including the integration of F-35B and MV-22 operations into expeditionary combat missions. By contrast, LPDs and LSDs, while fully aviation capable, conduct comparatively limited helicopter operations and do not execute sustained tactical fixed-wing aviation missions.

The Navy now appears to have concluded that while aviation expertise remains indispensable aboard amphibious ships, the commanding officer’s foremost responsibility is the sustained readiness and fighting condition of the ship itself. That responsibility aligns more naturally with the professional orientation and career-long preparation of the Surface Warfare community. As for the increasing complexity of air operations in major command amphibs, high-grade Air Bosses will ensure the safety and effectivity of those.

Carrier Command: A Structural Distinction

This naturally raises the question of why SWOs are not permitted to command aircraft carriers.

Unlike amphibious ships, command of nuclear aircraft carriers is restricted exclusively to Naval Aviators who are also nuclear-qualified. This is not simply a matter of tradition. It reflects the carrier’s unique identity as both a nuclear-powered warship and a floating aviation combat platform. More than that, it is the law.

Since the Act of June 24, 1926, federal law has required that officers commanding U.S. Navy aircraft carriers be qualified naval aviators. The original provision, enacted as part of early naval aviation legislation and formerly codified at 34 U.S.C. § 735, was intended in part to ensure that naval aviators had a viable path to senior operational command within the fleet. Through later recodifications of federal military law, the requirement became 10 U.S.C. § 5942 and is now codified at 10 U.S.C. § 8162. The current statute provides that, to be eligible to command an aircraft carrier, an officer must be “an officer in the line of the Navy who is designated as a naval aviator or naval flight officer and who is otherwise qualified.” As a result, non-aviator Surface Warfare Officers are legally barred from commanding active U.S. aircraft carriers. In the case of nuclear-powered carriers (CVNs), Commanding Officers must additionally meet nuclear propulsion qualification requirements established under Executive Order 12344 and subsequent statutory authorities governing the Naval Reactors program. 

In order to command a carrier, an officer must understand nuclear propulsion operations, ship-wide engineering integration, reactor safety oversight, navigation, combat systems, and full-spectrum warship command responsibilities. Aviators selected for carrier command therefore undergo nuclear power training, complete demanding XO tours aboard carriers, and typically command another ship at sea before assuming CVN command.

Yet the technical explanation alone does not fully answer the question. A Surface Warfare Officer can be trained to understand aviation operations to the level necessary for safe ship command. What a SWO can never fully possess, however, is the lived cockpit perspective that defines naval aviation.

That distinction matters because, unlike the amphibious ship, the entire purpose of the aircraft carrier is the launch and recovery of aircraft and the projection of aviation combat power. Every major operational function aboard the carrier ultimately serves the air wing. The commanding officer must therefore possess not only technical competence as a warship commander and nuclear operator, but also an instinctive appreciation for what is occurring in the cockpit during launch, recovery, tanker operations, bolters, emergency procedures, and combat tasking.

Carrier aviation involves judgment about risk, weather, fatigue, deck cycles, aircraft performance margins, and human decision-making under extreme operational pressure. Those realities cannot be fully learned from outside the Aviation community.

Accordingly, the Navy’s judgment has long been that while a SWO can learn enough about aviation to safely command a carrier, only an aviator can fully understand the operational and human dimensions of carrier aviation combat operations. For that reason, aircraft carrier command remains restricted to aviators who are also nuclear-qualified through specialized training and career preparation.

The amphibious force is different. Aviation aboard these ships is critically important, but the ship itself exists primarily to deliver and sustain Marine combat power ashore. Aviation supports that mission; it does not wholly define it in the way aviation defines the aircraft carrier.

The Flight III DDG Issue 

Today, with the retirement of the Ticonderoga-class cruisers, there is a sudden shortage of major command opportunities available for SWOs.

While the assignment of major command is being experimented with using Flight III destroyers, significant questions remain regarding whether those ships possess the capability and capacity to meaningfully fill the role once occupied by Aegis cruisers. The cruiser was not only larger and possessed greater magazine depth, but was also specifically designed to support the commanding officer’s duties as Air Warfare Commander (AWC) for a Carrier Strike Group (CSG) or Area Air Defense Commander (AADC) for a joint force. In an era of rapidly evolving air and missile threats, AWC/AADC remains the most critical warfare commander function within the CSG for the Surface Warfare community.

To fulfill those responsibilities, the Ticonderoga-class cruiser was built with an especially large combat information center and extensive command-and-control systems. Flight III DDGs remain highly capable warships, but they do not fully replicate the cruiser’s command-and-control capacity. Compounding the issue, destroyer production rates remain too slow to offset the loss of cruiser major command billets.

Amphibious command under SWO leadership therefore also serves to preserve leadership depth and major command opportunities within the Surface Warfare community. Critics will reasonably argue that this institutional reality influenced the decision. They are likely correct.

Yet this does not invalidate the operational logic behind the reform. If anything, it reinforces a broader truth: these are surface warships, and the Navy increasingly believes they should be commanded by officers whose professional expertise centers on sustaining and fighting surface ships.

Implications for the Aviation Community

For naval aviation, the policy reduces at-sea major command opportunities outside the carrier force.

Rotary-wing, and to a lesser extent Patrol Squadron (MPA) Aviators are most directly affected, as amphibious ships historically represented a key pathway for MPA, helicopter and tiltrotor officers to achieve major command.

The situation for aviators was already worsening prior to the loss of amphibious ship command opportunities for aviators. A major blow came earlier with the Navy’s transfer of its auxiliary fleet—including oilers and replenishment ships—to Military Sealift Command control, a transition completed in 2010. Since then, nearly the entire Combat Logistics Force has been operated by MSC rather than by commissioned Navy crews, eliminating a significant number of traditional command billets for aviators. Today, the only auxiliary-type vessels still under direct Navy Sailor command are a small number of highly specialized ships, such as submarine tenders and command ships.

To offset this, aviators will continue to be assigned to command selected platforms such as Amphibious Command Ships (LCCs), Expeditionary Sea Bases (ESBs), which were shifted from MSC control to Navy commands in 2019, and selected auxiliary ships. These assignments preserve meaningful at-sea command experience, particularly for aviators selected for future carrier command.

The objective is to ensure that aviators selected for carrier command possess not only aviation expertise, but also a comprehensive understanding of ship operations prior to assuming command of a nuclear-powered warship. Having said that, in any decision of this sort, there are winners and losers, and the plain losers in this, in terms of major command billets, are helicopter aviators. 

Conclusion

It is worthy of note that the Navy has tried this before. In the post–Cold War period, particularly during the 1990s and early 2000s, the Navy effectively attempted to phase aviators out of amphibious ship command by increasingly favoring Surface Warfare Officers as amphibious platforms became more maintenance-intensive and aligned with surface warfare competencies. The intent was to concentrate command responsibility with SWOs who were viewed as better suited to long-term material readiness and ship stewardship. However, the effort did not fully take hold because amphibious ships simultaneously evolved into increasingly aviation-centric platforms, especially with the growth of MV-22 and F-35B operations. As a result, the dual-path command structure persisted, and aviators remained integral to amphibious leadership rather than being fully displaced. 

This of course begs the question as to whether this effort will be fully and persistently implemented. Nevertheless, from the perspective of the Navy’s interest in aligning command authority with the primary determinants of amphibious ship readiness and operational availability, it appears to be the right decision for the health of the ships and ability of the Marines to accomplish their mission.

Amphibious ships are to be increasingly treated as surface warfare commands in which long-term material condition, engineering discipline, maintenance execution, and readiness management are the Commanding Officer’s central responsibilities. Aviation remains fully integrated, but is professionally executed through the Air Boss structure, ensuring operational effectiveness without requiring aviator command authority.

The change carries real and acknowledged costs for the Aviation community, particularly among rotary-wing aviators whose command opportunities are reduced. It also reshapes long-standing cross-community pathways at sea.

At the same time, the policy does not diminish the importance of aviation expertise. Rather, it concentrates that expertise where it is operationally most valuable. On aircraft carriers, the Commanding Officer must possess a deep appreciation of what occurs in the cockpit because the carrier exists fundamentally to enable aviation combat power. That is why only aviators command aircraft carriers.

Within the amphibious force, meanwhile, the Air Boss becomes even more important under this new command structure. Particularly aboard LHA and LHD platforms conducting complex MV-22 and F-35B operations, the Air Boss is not a secondary billet but a central warfighting function. The Aviation community must therefore ensure that only top-tier, post-command aviators are assigned to these positions. They must be fully capable of advising—and when necessary, forcefully challenging—a commanding officer who will not inherently possess cockpit-level understanding of aviation timing, risk, and execution.

The Surface Fleet must help maximize the Marine Corps’ ability to execute its mission from the sea. That mission remains the foundation of the amphibious force, and every institutional decision surrounding amphibious command must be judged—without stint or reference to parochialism—against that standard.

Captain Kevin Eyer is a retired Surface Warfare Officer who served on active duty for 27 years. He deployed in seven cruisers and commanded three Aegis cruisers—the USS Thomas S. Gates (CG-51), Shiloh (CG-67), and Chancellorsville (CG-62). He completed tours on both the Navy Staff and Joint Staff and attained a Master of Arts from the Fletcher School of Law and Diplomacy at Tufts University. He was the U.S. Naval Institute Proceedings Author of the Year in 2017, and three-time winner of the Surface Navy Association’s Literary Award.

Featured image: USS Ashland Returns to Naval Base San Diego,” 01 June 2026. (U.S. Navy photo by Petty Officer 2nd Class Aja Campbell)

Human Capital

Building Tactical Excellence: How SWCTC Supports LT Breen’s Call for Higher SWO Proficiency

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By LCDR Jeffrey Bolstad (ASW/SUW WTI) and LT Matthew Bain (ASW/SUW WTI)

In his recent CIMSEC article, “Reprioritize SWO Tactical Qualifications for the High-End Fight,” LT Seth Breen underscores a pressing challenge for the Surface Warfare Officer (SWO) community – achieving tactical proficiency commensurate with the demands of great power conflict. While his argument addresses officer qualification prioritization, his call to action aligns directly with the Surface Warfare Combat Training Continuum (SWCTC), which provides a structured framework to elevate tactical readiness across the fleet. Designed to address this very need, SWCTC delivers a standardized and measurable, career-long training curriculum that develops tactical surface warfare watchstanders at every stage of their service.

The need to invest in tactical proficiency at both the individual and watchteam levels is central to driving the surface force to the next level of lethality and tactical mastery. From the inception of the Naval Surface and Mine Warfighting Development Center (SMWDC) in 2015, SWCTC was identified as a critical initiative to address this requirement. Since then, it has grown into a comprehensive, career-spanning tactical training program. Today, SMWDC’s Commander, RDML T. J. Zerr, is advancing this vision by leveraging SWCTC to shape the structure and delivery of tactical training across all surface communities, from schoolhouses to operational commands—ensuring the fleet remains tactically ready and combat effective.

Two key relationships are central to understanding the power and importance of SWCTC. First is the link between individual readiness and overall watchteam performance. The higher the individual proficiency is raised and maintained, the more capable and consistent the team becomes, reducing variability from watch to watch and ship to ship. In combat, preventable errors carry unacceptable consequences, and consistent proficiency across watchteams minimizes seams adversaries can exploit. Second, SWCTC formally distinguishes between qualification and proficiency. Before the recent rollout for CRUDES Tactical Action Officers (TAOs), there was no standardized force-wide method to ensure qualified watchstanders had completed enough repetitions to remain proficient. SWCTC addresses this gap by establishing clear standards and tracking individual performance rigorously.

SWCTC’s approach is much like training for a marathon, where most do not wake up on the day of the run without any preparation. It takes months and even years to properly prepare before meeting the desired standard, especially when that standard is winning great power conflict. As we approach the projected timelines for potential great power conflict, we must adopt a similar approach of increasing our tactical edge in a standardized, long-term, and measured method. Tactical excellence is not achieved in a single event, but developed steadily over a SWO’s career. The watchstander, as the key to employing a ship’s weapons systems, must build and maintain cadence, confidence, and familiarity with those systems and their tactics to be truly prepared for combat. From foundational courses such as the Basic and Advanced Division Officer Courses, Department Head School, and Combat Systems baseline training in Dahlgren, VA, to onboard Personnel Qualification Standards, the Optimized Fleet Response Plan, and deployment certifications, SWCTC integrates seamlessly with existing curricula and operational milestones to ensure sustained proficiency.

Surface Tactical Training Syllabus (STTS)

The April 2024 issuance of COMNAVSURFPAC/COMNAVSURFLANTINST 3502.9 formalized this approach by creating the Surface Tactical Training Syllabus (STTS) for Arleigh Burke-class destroyers. The instruction institutionalizes the five pillars of Maritime Warfare Proficiency (MWP) — Knowledge, Skill, Experience, Aptitude, and Currency—as the foundation for measuring readiness. Watchstanders are assessed not simply on whether they have checked a box for qualification, but on whether they have retained the knowledge, demonstrated the skills, accumulated the necessary experience, shown aptitude for progression, and sustained their currency through consistent practice. The culmination of these factors represents a level of individual tactical readiness, referred to as MWP, that we must continuously make efforts to optimize.

The STTS codifies a deliberate progression of training events, structured across six levels of increasing complexity. 100-level tasks establish theory and fundamentals, 200-level events build systems knowledge, 300-level tasks emphasize watchstation actions, 400-level events integrate the unit team, 500-level evolutions advance to multi-ship coordination, and 600-level exercises test command-level operations. This crawl-walk-run progression allows SWOs to develop steadily and measurably across their careers.

Proficiency is further captured in mastery levels ranging from Level 1 (Introductory) to Level 4 (Advanced). A Tactical Action Officer (TAO) at Mastery Level 2 can effectively execute single-ship operations, while a Level 4 TAO demonstrates advanced competence leading multi-unit engagements. Importantly, this system accounts for atrophy. Watchstanders who fail to meet periodic training requirements risk losing proficiency levels, underscoring how tactical readiness must be sustained through practice, not assumed. This emphasizes a key aspect of SWCTC – understanding that there is a difference between being qualified and being proficient.

One of the most significant aspects of the instruction is its explicit requirement for currency and recurring requalification. Under the STTS, TAOs and other tactical watchstanders must complete biennial written exams and oral boards to maintain certification. This ensures tactical decision-makers remain accountable and up-to-date, rather than relying on a one-time qualification that can fade with atrophy. The model reflects lessons long institutionalized in aviation, nuclear, and submarine communities, where loss of currency immediately removes an officer from critical duties. By adopting this standard, the surface force now demands the same level of accountability for its tactical leaders.

Training and Readiness (T&R) Matrix

At the core of this development cycle is the Training and Readiness (T&R) matrix, which tracks individual performance against clearly defined tactical tasks across warfare areas – Surface (SUW), Anti-Submarine (ASW), and Air (AW). Tasks are executed on recurring cycles and structured by proficiency levels ranging from Basic to Advanced, including multi-ship operations. Each level includes multiple tasks designed to sustain proficiency through repetition, highlight weaknesses for improvement, and provide unit commanders with an accurate baseline of watchstander readiness. This periodicity ensures both individual and unit-level tactical proficiency remains current.

The T&R matrix also creates a continuous, data-driven feedback loop that identifies knowledge gaps and informs adjustments to training syllabi, as well as Tactics, Techniques, and Procedures (TTPs). Tools like the Jupiter and Surface Training and Readiness Management System (STRMS) dashboards enhance this process by enabling commands to monitor individual and team performance, tailoring training to address fleet-wide trends and unit-specific needs. SWCTC combines data analytics with standardized training milestones to ensure performance shortfalls are not only identified and corrected, but also tracked over time across large datasets and then fed back to training stakeholders to address gaps in training and knowledge retention.

Focusing on the Individual Watchstander

The individual watchstander plays a critical role in employing a ship’s complex combat system. However, under the current Surface Force Training and Readiness Manual (SFTRM), Certification Exercises (CEs) and Repetitive Exercises (REs) are tracked only at the watchteam level, with no visibility into who makes up that team. For instance, the Training and Operational Readiness Information Service (TORIS) might show that two watchteams completed an AW RE (Conduct Coordinated Air Warfare)—but it does not capture whether those teams were staffed by the same TAOs repeatedly. As a result, some qualified TAOs may miss opportunities to gain repetitions, causing their proficiency to decline and reducing the ship’s overall tactical readiness.

With SWCTC, ship Commanding Officers can identify an individual’s areas of deficiency and prioritize training accordingly, while ISICs and fleet commanders gain an in-situ snapshot of each watchstander’s level of mastery—allowing them to better understand risk when assigning a specific ship or individual to a specific mission.

Fleet Feedback

SWCTC will provide commanders with objective measurements of watchstander proficiency, ensuring the fleet sustains its tactical edge in today’s complex operational environment. Fleet feedback is key and has been overwhelmingly positive, citing best practices such as use of tactical simulators and integration with real-world exercises and operations as proof of SWCTC’s adaptability and increasing relevance.

The success of SWCTC will continue to depend on feedback from the fleet. SMWDC needs to hear about any barriers to execution so we can identify where senior leadership advocacy is required. Whether it is limitations with synthetic trainers, recommendations for requirements during the Maintenance Phase, challenges executing SWCTC while deployed, or gaps in the scenario library—we can help. Your input ensures the program evolves to meet real operational demands and delivers the readiness our fleet requires.

Conclusion

The Navy regularly tracks routine maintenance, program updates, casualty control, casualty reports, and tech support for combat systems. But previous to SWCTC, the surface fleet did not systematically track the tactical proficiency of the people making critical decisions in combat. Now with SWCTC, the surface fleet has a system to track, measure, and sustain watchstander readiness at the individual level, ensuring they are prepared to defend their ship and execute combat operations when it matters most.

LT Breen’s article rightfully highlights the urgent need to elevate tactical training and qualifications, a need SWCTC is designed to meet. By combining structured career-long training, rigorous assessment, and continuous feedback, SWCTC drives lethality, accountability, and mission readiness. The program ensures our Sailors are fully prepared and proficient for the high-end fight, ultimately securing a decisive tactical advantage in complex operational environments. As the fleet continues to confront evolving threats, SWCTC remains an essential foundation, cultivating the tactical excellence that underpins surface warfare success. In short, SWCTC is how we transform individual watchstander proficiency into fleet-wide warfighting advantage.

LCDR Jeff Bolstad is a native of Bellevue, WA and joined the Navy in 2002 as a Damage Controlman. He served ship tours onboard USS REUBEN JAMES (FFG-57) as Leading Petty Officer of Repair Division, USS INGRAHAM (FFG-61) as Combat Information Center Officer and later as ship’s Navigator under a single-longer tour, USS PREBLE (DDG-88) as Weapons Officer, and USS McCAMPBELL (DDG-85) as Plans and Tactics Officer. Jeff has served tours ashore at Naval Postgraduate School (NPS) as a student, Naval Ocean Processing Facility Whidbey Island, (now TUSWC) as Training Officer, and is currently at Surface Mine Warfighting Development Center as the Lead Warfare Tactics Instructor in Surface Warfare Combat Training Continuum. Jeff attended the University of Washington with a BA in Global Studies focusing on China, and later at NPS wrote a thesis titled “Enhancing the NFL’s Counter-Terrorism Efforts: Is the League’s Security Scheme Able to Effectively Thwart Terrorist Attacks?”

LT Matthew Bain is a native of Belmont, NC and joined the Navy in 2016 as an Ensign. He served ship tours onboard USS PINCKNEY (DDG-91) as the Repair Officer of Repair Division and USS MONSOON (PC-4) as the ship’s Navigator, Operations Officer and Executive Officer. Matt has served tours ashore at the Surface and Mine Warfighting Development Center (SMWDC) as a SWATT Planner in Fleet Training Pacific and member of the Surface Warfare Integration Office. He is currently at SMWDC as a Warfare Tactics Instructor in the Surface Warfare Combat Training Continuum. Matt attended the Hampton University with a BS in Aviation focusing on Flight Education.

Featured Image: PACIFIC OCEAN (April 9, 2024) Fire Controlman 2nd Class Nathan Ritchie, from Murrieta, California, stands watch in the combat information center aboard the Arleigh Burke-class guided-missile destroyer USS Dewey (DDG 105) while conducting operations in the north Pacific Ocean. (U.S. Navy photo by Mass Communication Specialist 1st Class Samantha Oblander)

Human Capital

Take the Conn! Steering a Course for Technical Talent in Modern Naval Warfare

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By Scott A. Humr

Technical talent is critical to the Department of the Navy’s bid for technological overmatch in modern warfare. More emphatically, Vice Admiral Loren Selby stated in the Navy’s Naval STEM (Science, Technology, Engineering & Mathematics) Strategic Plan, “Strong Naval STEM efforts are critical to America’s future, and are a matter of national security.”1 While technologies are crucial to enabling systems and processes such as Combined Joint All-Domain Command and Control (CJADC2), technical talent that informs the development and employment of algorithmic warfare systems is equally important.2

However, the naval services – the Navy and Marine Corps – lack an implementation plan for how they will cultivate STEM talent. To succeed in 21st century naval warfare, the naval services must take a holistic approach to recruiting, education, and retention if they are to effectively compete with today’s advanced threats and the multitude of adversaries. Without clear actions and the right personnel, the naval services’ efforts to improve warfare today will remain, at best, aspirational.

Improving the Foundation

The foundation of a 21st century naval warfare workforce begins with recruiting. Recruiting a technically competent workforce lays the keel of future success. However, the naval services will likely need to improve recruitment of STEM degrees from their largest accession pool for officers such as Navy Reserve Officer Training Corps (NROTC) and other commissioning sources. For instance, the US Navy and the Marine Corps only obtain 19.9 percent and 15.89 of their officer accessions from the Service academies, respectively. Fortunately, all these officers graduate with a Bachelor of Science degree.3 Therefore, with majority of officer accessions deriving from non-military academy sources, the naval services need to do a great deal more for targeting their largest commissioning populations.

The demand for STEM degrees throughout the world is currently outstripping supply. The World Economic Forum reported that there is a global STEM crisis, causing many advanced countries to sound the alarm.4 In the US, a March 2024 brief published by National Science Board reported “We [the United States] are not producing STEM workers in either sufficient numbers or diversity to meet the workforce needs of the 21st century knowledge economy, especially if STEM talent demand grows as projected.”5 Joseph McGettigan, the Director of the United States Naval Academy STEM Center recently stated:

“In 2017 there were 2.4 million positions in the US workforce that went unfilled because there were not enough people with STEM degrees to fill them. It is expected that in 2027 that number will increase by ten percent.”6

Not surprisingly, the US National Center for Education Statistics (NCES) shows that engineering and related degrees, along with computer and information sciences and support services, only make up a small percentage of all the degrees conferred as shown in Figure 1.7 Hence, these statistics do not bode well for the naval services recruiting and diversity goals for STEM education to support modern warfare. With a growing shortage of STEM talent, the naval services will have to increasingly compete for a smaller portion of this skilled population. Still, the naval services can improve their ability to recruit in a number of different ways.

Figure 1 – Number of college degrees by discipline. Source: US National Center for Education Statistics (NCES).
Figure 1 – Number of college degrees by discipline. Source: US National Center for Education Statistics (NCES).

One way the naval services can improve their recruiting efforts is to influence and increase the pool of eligible candidates sooner. Specifically, the naval services should vector more resources towards their Junior ROTC (JROTC) programs.

Established in 1916, JROTC programs were established to inculcate citizenship and leadership for secondary school students.8 Currently, the JROTC programs are not explicitly designed for military recruitment.9 However in the 2015 Armed Forces Appropriations Bill, Congress voiced its concerns about JROTC’s connections to recruitment by stating:

“The Committee is concerned about the shrinking number of American youth eligible for military service. For nearly 100 years, the Junior Reserve Officer Training Corps [JROTC] has promoted citizenship and community service amongst America’s youth and has been an important means through which youth can learn about military service in the United States. But evidence suggests that some high school JROTC programs face closure due to funding tied to program enrollment levels, adversely impacting certain, particularly rural, populations.”10

While recruitment is not an explicit end-state of JROTC programs, it nonetheless has implications for recruitment.11 For these reasons, the naval services are missing out on an important source of potential recruitment and greater influence over the types of skills needed to support the naval services.

One way the naval services could improve the JROTC program is by making it a more attractive and viable place to grow the next generation of technical leaders. For instance, JROTC programs should place less emphasis on traditional programs of drill and ceremonial activities that the rising generation may consider anachronistic. Rather, JROTC units could structure their programs around more of an Ender’s Game approach:12 creating opportunities such as drone racing leagues, robot building, hackathon coding camps, and E-sports. A more modern conceptualization of JROTC could help shed the stodgy drill and ceremony competitions and create more interest in STEM fields. Such a change would make the military more appealing while also cultivating the skills needed in modern warfare. As a result, the naval services would benefit by increasing the potentially pool for recruitment of this talent.

VIRGINIA BEACH, Va. (Oct. 30, 2018) Cmdr. Chris Swanson, officer in charge, Landing Signal Officer (LSO) School, participates in a final prototype demonstration of the Office of Naval Research (ONR) TechSolutions-sponsored Flight Deck Crew Refresher Training Expansion Packs (TEP). (U.S. Navy photo by John F. Williams/Released)

If the Navy and Marine Corps are to recruit capable citizens to meet the demands of 2030 and beyond, the services need to also address their public-facing social media presence used for their JROTC recruitment. In fact, both Navy and Marine Corps recruitment platforms for their respective JROTC programs require a complete overhaul. The web presence found for these organizations are woefully uninspiring and uninformative. From webpages to social media, the NJROTC and Marine Corps ROTC (MCJROTC) media does not tell a compelling story of service to one’s country or anything remotely intriguing that would drive potential recruits to click, scroll, or swipe deeper into the content. For instance, the Navy’s own NJROTC webpage is a throwback to the way webpages were formatted in the mid-2000s with the content being almost completely text based. Furthermore, NJROTC content on such sites as YouTube is equally uninspiring along with no official Navy presence to speak of on Instagram or TikTok.

If the naval services are going to battle other narratives that compete for attention and tell a compelling story, they must do battle on the same cyber terrain. Warfare knows no bounds and extends to the arena of recruiting the next generation of talent. If the Navy and Marine Corps do not recognize this, then they have already ceded the field of battle to other competing narratives, or worse, the enemy.

Educating for Decision-Making

To compete effectively with modern warfare technologies over the next decade, the naval services must educate and promote continuous learning for better decision-making. Decision-making at the pace of artificial intelligence (AI) is anticipated to be measured in seconds in future war. For instance, the US Army’s Project Convergence which is already testing many AI-enabled applications, advertised they were able to achieve target acquisition to target engagement within 20 seconds.13 Commenting on the challenges Navy destroyer captains face in the Red Sea against Iranian-back Houthis, Admiral Brad Cooper stated they only had nine to 15 seconds to make a decision in an intense environment.14 Therefore, reducing the amount of time to close the kill chains to seconds portends a significant increase in the pace of warfare in the foreseeable future, and by extension, the need for faster human judgments when humans are an integral part of the decision-making process.15 For these reasons, future leaders will not only need to have the best education but will require continuing education to ensure their skills are kept current and relevant to meet such demands.

The naval services must educate to adapt to the changing realities of the Cognitive Age,16 otherwise risk falling behind. However, educating personnel and not placing them in follow-on billets to use their skills and hone their education further through real-world application risks reducing the service’s return on investment in these critical skills. For instance, most US Navy personnel who graduate from the Naval Postgraduate School are not placed in billets that maximizes the use of their degree.17 This is problematic because it demonstrates that the Navy, as publicized in the comprehensive Education for Sea Power (E4S) report, does not have a rigorous selection process for assigning personnel to NPS.

This is clear from the E4S report that the Navy, in particular, is missing the mark on education in at least two ways. First, the E4S showed that the Navy has consistently selected personnel who were either already approved for retirement when entering school or retired from active duty immediately after graduation (p. 331). Figure 2, from the E4S, shows that in FY18 alone the Navy had 736 sailors who fit that description. Second, the E4S stated that, “The variances in training requirements/career progression/sea-shore rotation for each URL (Unrestricted Line) community do not support directly associating a career milestone with graduate education. Communities do not require post-graduation education at the same time within each respective career path” (p. 339). What’s worse is this practice was identified in a 1998 Center for Naval Analysis report, stating that only 37 percent of graduates were sent to utilization tours in relevant coded billets.18 Once again, this demonstrates that the Navy’s system of selection and employment of its most critical asset, its people, falls woefully short and requires an immediate course correction if it is to properly educate and subsequently employ its human talent.

Figure 2 – Number of Navy officers attended who were already approved for retirement when entering school or did retire from active duty immediately after graduation. From E4S report (p. 331).
Figure 2 – Number of Navy officers attended who were already approved for retirement when entering school or did retire from active duty immediately after graduation. From E4S report (p. 331).

To correct these shortcomings, the Navy should employ a more deliberate board process. For instance, they could adopt a similar approach to the Marine Corps’ graduate education board process.19 Next, both naval services need to identify all billets requiring Master’s-level education that are steppingstones to greater responsibility and promotability. For instance, the Marine Corps should zero-baseline its technical talent in order to realign billets to where they are needed the most.20 Under the Marine Corps’ current policy, units must identify three billets to compensate for a single technically educated service member.21 For this reason, periodically assessing where technical talent needs to reside is crucial for managing this critical talent.

Raising the educational bar and the prestige of such billets will pressurize the system to demand the education and performance necessary to place such billets on par with other career-enhancing positions. This is necessary to ensure only the best and brightest remain in critical leadership roles across all warfare communities.

Retention Requires an Idiosyncratic Approach

It’s no secret that retention is a major concern for the naval services. From the Marine Corps’ efforts to mature the force under Force Design 2030 to the Navy’s own efforts to keep top talent, the naval services will likely continue to struggle given the additional pressures operating under the current recruiting crisis.22 Therefore, all warfare communities should consider several measures that could help with retention. First, all communities should have a clear path to the admiral and general officer levels. For instance, it has been noted that the Navy fills top-level leadership posts in the information warfare communities with unrestricted line officers and not information warfare personnel.23 Such practices not only demonstrate that information warfare leaders may not get to command at the highest levels, but it also demoralizes the community as a whole because it signals technical competence and intimate community understanding are not required to excel.

Second, retention should become more appealing the longer one stays within their community while making meaningful contributions. For instance, bonuses could follow a more tiered system in which the longer one stays, the larger the bonus becomes. This approach can be further incentivized by structuring choices around loss aversion rather than simple lump sum bonuses. This would potentially increase the incentives for receiving a larger bonus the longer one stays.

SAN DIEGO (Sept. 17, 2019) U.S. Navy Information Systems Technicians assigned the aircraft carrier USS Ronald Reagan (CVN 76) provision more than 1,500 computer workstations for integration into their shipboard Consolidated Afloat Ships Network Enterprise Services (CANES) system in Naval Information Warfare Center Pacific’s Network Integration and Engineering Facility. (U.S. Navy photo by Rick Naystatt/Released).

While there are many additional incentives the services could offer to retain their technical talent, retention still remains idiosyncratic and inducements are not a one-size fits all. Rather, the services need to have the flexibility to provide a range of more bespoke incentives that can be aligned with individual interests. Combinations of geographic preference, additional leave, and bonuses should merit consideration. In short, retention is an important leadership issue that commanders are in a position to positively influence and help shape on a case-by-case basis. Anything short of this will not provide the flexibility needed to help retain the service’s technical talent.

Conclusion

Warfare in the 21st century will demand new approaches for recruiting, education, and retention for the naval services to excel and prevail in battle. As more technologies incorporate AI, autonomy, and even quantum computing, leaders will need to hold the line on sustained investment in technical talent to reap the benefits of both a technologically competent and mature force. Furthermore, the National Security Commission on Artificial Intelligence states that, “the human talent deficit is the government’s most conspicuous AI deficit and the single greatest inhibitor to buying, building, and fielding AI-enabled technologies for national security purposes.”24 Moreover, as the pace of warfare increases, technical talent will have to equally keep apace to ensure the domains they operate in are not ceded to the enemy.

Technically demanding fields require the resources and manpower to have a true force in readiness. Without a clear implementation strategy to address these issues, technical talent will likely exit their service for greener pastures.25 To maintain the United States’ competitive advantage throughout the spectrum of armed conflict, the naval services need to recognize that talent management is a continuous fight and that its people will remain the key driver for winning now and in the future.

Scott Humr, Ph.D. is an active-duty Lieutenant Colonel in the United States Marine Corps with more than 26 years of service. He has worked at every level of the Marine Air-Ground Task Force and has multiple deployments spanning the spectrum of operations. He currently serves as the Deputy for the Intelligent Robotics and Autonomous Systems office under the Capabilities Development Directorate in Quantico, VA. 

Endnotes

1. Department of the Navy, Naval STEM Strategic Plan, https://navalstem.us/wp-content/uploads/2023/03/C31_43-10535-22_Naval-STEM_Strategic-Plan_Final.pdf.

2. Allen, Gregory C. “Six Questions Every DOD AI and Autonomy Program Manager Needs to Be Prepared to Answer.” Washington, DC: 2023. https://www.csis.org/analysis/six-questions-every-dod-ai-and-autonomy-program-manager-needs-be-prepared-answer.

3. “Active Component Enlisted Accessions, Enlisted Force, Officer Accessions, and Officer Corps Tables.” Accessed November 25, 2023. https://prhome.defense.gov/Portals/52/Documents/MRA_Docs/MPP/AP/poprep/2017/Appendix%20B%20-%20(Active%20Component).pdf.

4. Timo Lehne, What can employers do to combat STEM talent shortages?, World Economic Forum, May 21, 2024, https://www.weforum.org/agenda/2024/05/what-can-employers-do-to-combat-stem-talent-shortages.

5. National Science Board, Talent is the treasure, March 2024, https://www.nsf.gov/nsb/publications/2024/2024_policy_brief.pdf.

6. Jennifer Bowman, Investing in Future Generations: SSP Receives Hands-On STEM Outreach Training at the US Naval Academy, December 6, 2023, https://www.navy.mil/Press-Office/News-Stories/Article/3609182/investing-in-future-generations-ssp-receives-hands-on-stem-outreach-training-at.

7. “Undergraduate Degree Fields.” Accessed November 25, 2023. https://nces.ed.gov/programs/coe/indicator/cta/undergrad-degree-fields.

8. Goldman, Charles A., Jonathan Schweig, Maya Buenaventura, and Cameron Wright, Geographic and Demographic Representativeness of the Junior Reserve Officers’ Training Corps. Santa Monica, CA: RAND Corporation, 2017. https://www.rand.org/pubs/research_reports/RR1712.html, p.ix.

9. Ibid.

10. US Congress, S. Rept. 113-211 – Department of Defense Appropriations Bill, 2015, 113th Congress (2013-2014), https://www.congress.gov/congressional-report/113th-congress/senate-report/211.

11. Goldman, Charles A., Jonathan Schweig, Maya Buenaventura, and Cameron Wright, Geographic and Demographic Representativeness of the Junior Reserve Officers’ Training Corps. Santa Monica, CA: RAND Corporation, 2017. https://www.rand.org/pubs/research_reports/RR1712.html, p.x.

12. Bryant, Susan F., and Andrew Harrison. Finding Ender: Exploring the Intersections of Creativity, Innovation, and Talent Management in the US Armed Forces. National Defense University Press, 2019.

13. Freedberg Jr., Sydney J. “Kill Chain In The Sky With Data: Army’s Project Convergence.” Breaking Defense (blog), September 14, 2020. https://breakingdefense.sites.breakingmedia.com/2020/09/kill-chain-in-the-sky-with-data-armys-project-convergence.

14. Norah O’Donnell, Navy counters Houthi Red Sea attacks in its first major battle at sea of the 21st century, June 23, 2024, https://www.cbsnews.com/news/navy-counters-houthi-red-sea-attacks-in-its-first-major-battle-at-sea-of-21st-century-60-minutes-transcript.

15. “Autonomy In Weapon Systems.” https://www.esd.whs.mil/portals/54/documents/dd/issuances/dodd/300009p.pdf.

16. Vice Admiral Ann E. Rondeau, “Technological Leadership: Combining Research and Education for Advantage at Sea,” USNI Proceedings, accessed on March 22, 2021, https://www.usni.org/magazines/proceedings/2021/february/technological-leadership-combining-research-and-education.

17. “Education for Sea Power Report.” https://media.defense.gov/2020/May/18/2002302021/-1/-1/1/E4SFINALREPORT.PDF.

18. Gates, William R., Maruyama, Xavier K., Powers, John P., Rosenthal, Richard E., and Cooper, Alfred W. M. “A Bottom-Up Assessment of Navy Flagship Schools: The NFS Faculty Critique of CNA’s Report.” Monterey, 1998. https://apps.dtic.mil/sti/tr/pdf/ADA358184.pdf#:~:text=there%20is%20a%20low%20utilization%20rate%20(approximately,highest%20per%2Dstudent%20expenditure%20relative%20to%20other%20%22.

19. “Marine Corps Graduate Education Program (MCGEP).” Accessed November 19, 2023. https://www.marines.mil/portals/1/Publications/MCO%201524.1.pdf?ver=2019-06-03-083458-743.

20. Scott Humr and Emily Hastings, Old Wine in New Wine Skins: Marine Corps technical talent requires a new approach, Marine Corps Gazette, June 2024.

21. “Total Force Structure Process.” https://www.marines.mil/Portals/1/MCO%205311.1E%20z.pdf.

22. Novelly, Thomas, Beynon, Steve, Lawrence, Drew F., and Toropin, Konstantin.” Big Bonuses, Relaxed Policies, New Slogan: None of It Saved the Military from a Recruiting Crisis in 2023.” Accessed November 13, 2023. https://www.military.com/daily-news/2023/10/13/big-bonuses-relaxed-policies-new-slogan-none-of-it-saved-military-recruiting-crisis-2023.html.

23. Bray, Bill. “The Navy information warfare communities’ road to serfdom.” Accessed October 23, 2023. https://cimsec.org/navy-information-warfares-road-to-serfdom.

24. “National Security Commission on Artificial Intelligence.” Washington, DC, 2021. https://www.nscai.gov/wp-content/uploads/2021/03/Full-Report-Digital-1.pdf, p. 3.

25. Nissen, Mark E., Simona L. Tick, and Naval Postgraduate School Monterey United States. “Understanding and retaining talent in the Information Warfare Community.” Technical Report NPS-17-002. Naval Postgraduate School, Monterey, CA (February 2017), 2017. https://apps.dtic.mil/sti/pdfs/AD1060196.pdf. 

Featured Image: ATLANTIC OCEAN (Dec. 13, 2021) An unmanned MQ-25 aircraft rests aboard the flight deck aboard the aircraft carrier USS George H.W. Bush (CVN 77). (U.S. Navy photo by Mass Communication Specialist 3rd Class Brandon Roberson)

Human Capital

Hard Truths: The Navy and Marines Need Another #MeToo Moment: Part Two

7 Comments

By Captain John P. Cordle, USN (Ret) and K. Denise Rucker Krepp

Part Two

In Part One we shared our experience and gave some interpretations of the data.* In this part we will finish that discussion and proceed to a set of recommendations. In the spirit of the discussion, it is important to understand that the trends are all heading in the wrong direction, indicating that policy and procedure changes are not enough. A culture change is required, starting at the unit level, if these trends are to be reversed. The following graph shows the magnitude of the problem, and the disturbing trend:

This chart of Sexual Assault events from the 2021 report shows quite clearly that the trend is in the wrong direction. (Source: FY21 DOD Annual Report on Sexual Assault in the Military).

5. Victims Bear a Heavy Burden
The IRC spoke with hundreds of survivors of sexual assault during the 90-Day review. One-on-one interviews and panel discussions brought to light the substantial burdens placed on victims as they navigated the military justice and health systems. Many survivors with whom the IRC spoke had dreamt their entire lives of a career in the military; in fact, they loved being in the military and did not want to leave, even after experiencing sexual assault or sexual harassment. But because their experience in the aftermath of the assault was handled so ineptly or met with hostility and retaliation, many felt they had no choice but to separate.

John: This echoes the case of my friend, who resigned from the Navy after nearly 10 years with the feeling – related to me directly – that she had no faith the system would change. The idea of psychological safety of the victim is huge and must be considered by leaders throughout the process. Again the DoD report is quite damning, showing that retribution and retaliation were found in 30 percent of cases – that means that someone who makes a report has a one-in-three chance of being retaliated against by the command or the alleged aggressor. I would never want my leadership to be characterized as “inept” – but the report found enough evidence to include this finding. Again, get out the mirror.

Denise: I have worked with both male and female sexual assault victims, including military and civilian. Service Academy students are nominated by Congressmembers to attend highly selective federal institutions. They have generally achieved high marks and excelled academically in high school to compete for the nomination. Most also excel in sports and extra-curricular activities to be competitive. They and their parents fill out mountains of paperwork and then they finally arrive at the school, full of dreams. Then reality sets in; I have seen their dreams of 20 years of service dashed by sexual assault. I have seen the tormented crying eyes of mothers and the rage-filled eyes of fathers, many of whom are alumni of the same institution.

When the military fails to help MST victims, the services also fail their parents. The failure is remembered and retold at family gatherings around the country. It is also told in videos, including the one that I watched at the new movie museum in Los Angeles. Every day, thousands of museum visitors learn about how the military failed to protect those who fought so hard to wear the uniform. If we want to look at why the military is having a recruiting problem, one place to start is the negative recruiting by those who recall a SASH event during their service – and tell their story. People do not want to join or stay in an organization where they are not respected.

6. Critical Deficiencies in the Workforce
The workforce dedicated to Sexual Assault Prevention and Response (SAPR) is not adequately structured and resourced to do this important work. Many failures in prevention and response can be attributed to inexperienced lawyers and investigators, collateral-duty (part-time) SAPR victim advocates, and the near total lack of prevention specialists. These failures are not the fault of these personnel, but rather of a structure that de-emphasizes specialization and experience, which are necessary to address the complexities of sexual assault cases and the needs of victims.

John: You get what you pay for. Again there have been major steps taken in the past year to address these deficiencies, but if this is not the topic of a significant “Get Real Get Better” moment in the Pentagon then none such exists. One service member whom the author is mentoring received a letter at 180 days explaining that due to a backlog, her case – which was supposed to be adjudicated within 90 days – would take at least another 120 days – meanwhile she works at the same command with the alleged perpetrator, feeling that system has failed her – because it has. From collateral duty officers and chiefs with little training or motivation, to the oft-quoted dearth of mental health resources across the military, there is much to be done here. But what about the unit level? I submit that it is not OK to wait for the Navy to train thousands of counselors over the next few years. If you are in command today, take a personal interest in your staff and make sure that they have both the ability, the time, and the training to do the tough job of a sexual harassment (SH) or SAPR representative. Make sure that the available resources at the Fleet and Family Service Center are part of Command indoctrination, the command Facebook page, family support groups, and the sponsor program.

Denise: The critical deficiency I witnessed as a federal agency chief counsel and as a locally elected official was the lack of robust investigations and prosecutions. Prosecutors were not trained to prosecute the cases, were overworked and inexperienced, and found it easier to drop the case, claiming lack of evidence, than to do the work of studying the evidence and asking questions.

7. Outdated Gender and Social Norms Persist Across the Force
Although the military has become increasingly diverse, women make up less than 18 percent of the total force.4 With these dynamics, many women who serve report being treated differently than their male counterparts. In the IRC’s discussions with enlisted personnel, many Service women described feeling singled out or the subject of near daily sexist comments, as one of few women in their units.

John: Did you know that there are still several Navy ships with no female enlisted crew members? A recent photo of the senior Surface Warfare Flag Officers includes only two female Admirals. Diversity breeds inclusion – and a lack thereof does the opposite. The USMC lags the other services in female percentage by a significant margin, and yet are the apparent source of resistance to the Task Force One Navy recommendation to include RESPECT as a fourth core value. Unit leaders must look at their command through the eyes of the least represented and act accordingly. That said, it is also important to bear in mind that SH and SA are not restricted to a single gender and males can be targets as well, bringing a separate set of stigma and consequences for the victim, who may be labeled with a sexual orientation that is not their own due to the nature of the incident.

Denise: I served on active duty from 1992-2002. I left active duty because it was crystal clear at that time that I would not make Captain and Admiral. I was smart enough to become a senior leader but I was not going to be given the jobs that would make me eligible for them. I made this determination after talking with my father, a USMA grad who made 06 by the age of 40. He had seen combat in Vietnam and was a Ranger.

My generation of women were not eligible for career-enhancing combat jobs, so many of us left the service, which is why there are not that many female Admirals today – it literally takes a generation to change that. Women continued to leave in the 2000s because again, the jobs were not open to us and if they were, we were subjected to comments by senior leaders like “don’t go getting pregnant on me.” (that is sexual harassment, by the way.) There were also other obstacles like unwavering weight standards that had to be met after having children, hairstyles that caused our hair to fall out, and horrible uniform designs…Problems our male counterparts never had to overcome. But looming large was the ever-present threat of being sexually harassed – or worse – and having it be ignored.

8. Little is Known about Perpetration
The most effective way to stop sexual harassment and sexual assault is to prevent perpetration. However, the Department lacks sufficient data to make evidence-based decisions in this domain. As a result, the impact of prevention activities in military communities, particularly activities aimed at reducing perpetration, remains relatively unknown.

John: The most important role of the unit commander here is to properly investigate and report the data in a timely manner. One service member shared being told to “think twice” about making a report because “it would make the command look bad” – by the command equal opportunity counselor! This should never happen. Face the facts, do not shy away, and make the required reports, regardless of the consequences – it is the right thing to do. While training may inhibit sexual harassment through better education and intervention, sexual assault is a crime, and all the training in the world is not going to stop someone who is already so inclined. But proper training to recognize the signs of a bad trend can lead to more intervention and thus, hopefully, to prevention or at least prosecution. Sexual predators have no place in the military and should be excoriated as efficiently as possible.

Denise: The best way to stop SASH is to prosecute existing cases and publicize the outcomes. Publicize how offenders are sent to prison. Publicize the loss of retirement benefits. Publicize all cases regardless of rank. Make it clear that everyone is held to the same standard.

Additionally, every year Department of Defense employees are required to take sexual assault and sexual harassment training. My recommendation is to include information in the training on the number of reports received each year, the number of individuals prosecuted each year for sexual assault and the number of individuals successfully court martialed for sexual assault.

We usually end an article with a list of recommendations, but since we both agree with all of the IRC findings, we will simply list them here (below) while encouraging the reader to find and read the original report. Many of them are at the Big Navy level – but we would encourage the reader to point out to their leadership where these actions are not having the desired effect or fast enough – and to be a demanding customer.

Key Recommendations:

    1. Ensure Service members who experience sexual harassment have access to support services and care.
    2. Professionalize, strengthen, and resource the Sexual Assault Prevention and Response workforce across the enterprise.
    3. Improve the military’s response to domestic violence—which is inherently tied to sexual assault.
    4. Improve data collection, research, and reporting on sexual harassment and sexual assault to better reflect the experiences of Service members from marginalized populations—including LGBTQ+ Service members, and racial and ethnic minorities.
    5. Establish the DoD roles of the Senior Policy Advisor for Special Victims, and the DoD Special Victim Advocate.

Accountability

    1. Create the Office of the Special Victim Prosecutor in the Office of the Secretary of Defense (OSD) and shift legal decisions about prosecution of special victim cases out of the chain of command.
    2. Provide independent trained investigators for sexual harassment and mandatory initiation of involuntary separation for all substantiated complaints.
    3. Offer judge ordered military protective orders for victims of sexual assault and related offenses, enabling enforcement by civilian authorities.

Prevention

    1. Equip all leaders with prevention competencies and evaluate their performance.
    2. Establish a dedicated primary prevention workforce.
    3. Create a state-of-the-art prevention research capability in DoD.

Climate and Culture

    1. Codify in DoD policy and direct the development of metrics related to sexual harassment and sexual assault as part of readiness tracking and reporting.
    2. Use qualitative data to select, develop, and evaluate the right leaders for Command positions.
    3. Apply an internal focus on sexual violence across the force in DoD implementation of the 2017 National Women, Peace, and Security Act.
    4. Fully execute on the principle that addressing sexual harassment and sexual assault in the 21st century requires engaging with the cyber domain.

Victim Care and Support

    1. Optimize victim care and support by establishing a full-time victim advocacy workforce outside of the command reporting structure.
    2. Expand victim service options for survivors by establishing and expanding existing partnerships with civilian community services and other Federal agencies.
    3. Center the survivor by maximizing their preferences in cases of expedited transfer, restricted reporting, and time off for recovery from sexual assault. 

That concludes the recommendations from the report. But it cannot end there. Only those in uniform can reverse this trend. That is our call to action.

Looking in the Mirror

One senior individual who read the draft of this article shared the idea that “nothing here is new,” citing Tailhook, Marines United, and other so-called “wake up calls” going back decades. Reports were filed, actions taken, briefs prepared – and yet here we are. Will it be different this time? Only we, the deck-plate leaders, can answer that question. In the end, we all want a workplace where we feel comfortable doing our jobs, and one where we would advise our children to join this organization. At a recent diversity symposium, a young Marine asked a retired General on the leadership panel “If I were your daughter – would you advise me to join the Military today?” There was a long and suspenseful pause before the answer came – which I will keep private – but the fact that the answer was not an immediate and resounding “yes!” speaks volumes. If we accept this condition then perhaps we are the problem. If we tolerate the occasional inappropriate comment, the sexist joke, the unwanted touch – we become complicit. Is it easier to just look away? Sure. But that is not what leaders do – good ones, anyway!

We encourage all leaders in the Navy and Marine Corps to read and truly digest both the 2021 DoD Sexual Harassment report and the IRC report. If you teach at a Navy schoolhouse, especially a leadership course, add these to the required reading list. You will be astounded and disappointed to learn that the trends are in the wrong direction almost across the board. These two documents are both authoritative and stunning – and yet many have not read them in the first place. Navy leaders at the upper levels are taking action, but as someone once posted on a USNI Blog feed a few years ago, “culture change does not happen by instruction or edict, but by the actions of each individual throughout the organization, on the deck plates, on a daily basis.” We firmly believe this to be true.

This is not just a CNO or SECNAV problem – they are taking action. It is your problem and our problem. And only we can solve it.

Have your own #MeToo moment.

John Cordle is a retired Navy Captain who commanded two warships, was awarded the Navy League John Paul Jones Award for Inspirational Leadership, and the 2019 US Naval Institute PROCEEDINGS Author of the Year.

K. Denise Rucker Krepp spent several years on active duty in the U. S. Coast Guard, graduated from the Naval War College, and served as Chief Counsel for the U.S Maritime Administration. Krepp also served as a locally elected Washington, DC official and Hill staffer. She is a longtime advocate for the rights of sexual assault and harassment victims.

*Correction: the Independent Review Committee was ordered by Secretary of Defense Lloyd Austin, not SECNAV as we stated in Part 1.

Featured image: A Marine practices in front of the USS Green Bay (U.S. Navy photo by Markus Castaneda.)