Wargaming: A Tool for Naval Intelligence Analysis

By Ian Sundstrom

Intelligence is a key enabler of wargames conducted by the U.S. Department of Defense. Intelligence analysis provides the factual backbone of wargames, from orders-of-battle and weapons system capabilities to strategy. Intelligence analysts themselves routinely play the role of adversaries in so-called “red cells.” Often, however, wargame sponsors have specific training or analytic objectives that require deviations from the most likely or most realistic “red” courses of action. Intelligence analysts playing red must therefore guess at how the adversary might respond to unusual situations or deliberately make decisions they believe are inaccurate just to support the game’s purpose. This is a source of frequent frustration for analysts and the cause of numerous gripes about the “unrealistic” nature of wargames. Rather than decrying this, analysts should embrace this fact and use wargaming to improve their assessments.

Wargaming Is Distinct from Other Structured Analytic Techniques

Numerous structured analytic techniques have been developed to help intelligence analysts overcome their biases and improve their assessments. How is wargaming different and/or better than these techniques? Wargaming is unlike any other technique for its ability to put analysts in the adversary’s position and capture the interactive nature of warfare.

One common technique used to see the world from the adversary’s perspective is red team analysis. This technique involves analysts putting themselves in the adversary’s position and asking what factors influence its decision-making process and how it responds to different stimuli. In that way it is similar to the act of playing the red team in a wargame. Wargaming improves on red teaming by adding a thinking, reacting opponent, and repeating the process over the course of the game.

Wargaming also embodies the nature of warfare in a way that no other technique does. Wargaming captures the iterative interactions between the actors in a conflict. In this way it helps analysts see beyond the first order effects of any adversary course of action and identify how different actions might shape the future actions of the parties to a conflict. Wargaming also captures the sequencing of military operations in time and space. This helps illuminate constraints on military action that more abstract techniques do not.

Wargaming Can Enable Other Analytic Techniques

Wargaming can also enable the use of other analytic techniques. For example, wargaming can help check key assumptions. If an assessment depends upon an assumption that an adversary’s political leaders do not see war in their interests, analysts can put themselves in those leaders’ place in the context of a game and see if the assumption holds. When facing a thinking opponent on the other side of a wargame, that assumption might not seem quite as valid.

Wargaming can also increase the likelihood of capturing alternative assessments. If pressed, many analysts would reveal that they only consider alternative hypotheses at the end of their analytic process, contrary to best practices. Wargaming can help bring analysis of alternatives to the front of analysts’ minds because of its sequenced, iterative structure. Each turn in a wargame presents players with decision points, each of which can reveal plausible alternatives for consideration. Alongside these alternatives, wargaming can illuminate the indicators that would accompany an adversary’s choice of one course of action over another.

Each turn of a wargame further provides the context for a structured brainstorming session. The analyst or analysts on a team can employ the technique to identify the broadest range of possible actions an adversary might take and then consider which actions are supported by evidence, which are most likely, and which might be most dangerous to the United States.

Further, wargaming can help identify intelligence gaps. The key to developing valid analytic insights from wargaming is to try to bring intelligence information into the process. When facing an in-game decision, players should ask themselves “what intelligence reporting provides clues about how the target would react?” If there is no information available, a potential intelligence gap has revealed itself.

Wargaming Does Not Need to be Complicated

A common misconception of wargaming is that it requires complex computer programs or detailed map-and-counter systems with intricate rule sets. If it did, wargaming would not be well suited to the often fast-paced requirements of intelligence analysis. Fortunately, it does not. At its most basic level, wargaming requires no formal tools. It just requires players representing the various people or organizations under consideration and an umpire to decide the order and outcomes of actions. A slightly more sophisticated game could involve a map (perhaps simply taken down from the wall of a cubicle), pocket change used to represent various forces, and some simple rules to help adjudicate results. A wargame can easily be held in a conference room or clustered around a desk and completed in an hour or two. That may seem like a long time to commit to a “game,” but most analysts can tell horror stories about much longer meetings with less useful results.

Options for Increasing the Use of Wargaming in Naval Intelligence

Training

Diversity amongst the naval intelligence analytic corps is key to avoiding blind spots and preventing groupthink. Important in building a diverse workforce is hiring analysts who have no military experience. This means, however, that naval intelligence leaders cannot assume these analysts have any particular knowledge of military operations. As part of new analyst training, wargaming can help improve their knowledge in a way that lectures and reading cannot by forcing analysts to engage with the factors that influence real-world military decisions, such as movement, fires, and logistics. Wargaming has already been implemented as a training and educational technique within the Department of the Navy and has been used in a limited scale within some components of the Defense Intelligence Enterprise, but its use could be expanded.

Day-to-day Analysis

Analysts can also add wargaming to the toolbox they use in their daily work. As noted earlier, wargaming does not need to be complicated. Small groups of analysts can gather around a map on a conference table and, with post-it notes and notepads, examine how a specific battle, campaign, or war would play out in a structured but dynamic way. The insights from that effort can then help guide collections or generate new questions for analysis.

Community Collaboration

On a larger scale, wargaming can be a key facilitator of improved collaboration with the broader intelligence community. Naval intelligence analysts develop networks of their peers and routinely coordinate their formal products across communities of interest. This is important, but the former is often ad hoc and personality driven, and the latter is too often fleeting. Large, cross-organizational wargames can bring analysts together for multiple days of in-depth wargaming, during which time they get to know one another, discuss existing intelligence reporting and outstanding intelligence gaps, and explore various avenues for analysis. The experience can help foster deep and long-lasting relationships across organizations.

The Time is Ripe for Expanding Wargaming’s Role

Under guidance issued by the current Chief of Naval Operations and Commandant of the Marine Corps, wargaming’s time seems to have arrived in the Department of the Navy. Wargaming has been widely employed as a tool to train Sailors and Marines and develop new concepts of operations for naval forces. It should also be used by naval intelligence professionals to improve their analysis. Wargaming is a unique tool that can help reveal potential adversary courses of action and facilitate the use of other analytic techniques. It is time to add it to the analysts’ toolbox.

Ian Sundstrom is an intelligence analyst at the Nimitz Operational Intelligence Center. He is also a reservist at Naval History and Heritage Command and previously served on active duty as a Surface Warfare Officer. The views expressed in this article are those of the author and do not necessarily reflect the views of the Department of the Navy or the Department of Defense.

Featured image: March 19, 2018 – U.S. Naval War College (NWC) students participate in a learning game beta test run by NWC’s Joint Military Operations and Wargaming departments. The premise of the tabletop game was based on the Battle of Leyte Gulf during World War II. (U.S. Navy photo by Mass Communication Specialist 2nd Class Jess Lewis/released)

Emerging Tech Week Concludes on CIMSEC

By Dmitry Filipoff

In recent weeks CIMSEC featured submissions sent in response to our call for articles on emerging technologies, issued in partnership with the Naval Warfare Studies Institute and Lockheed Martin, for CIMSEC’s Project Trident.

The evolution of technology has been a driving force in how naval forces are developed and employed. Technology has been central to defining how naval platforms can contribute to the fight, what systems can constitute a naval asset, and how sailors interact with machines to exercise naval power in all its forms. 

Emerging technologies today constitute some of the greatest risks and most pressing opportunities that face naval forces. Artificial intelligence could transform the nature of naval command and control while augmenting what decision-making the warfighter can contribute to the fight. Autonomous undersea vehicles could broadly proliferate and pose widespread yet silent threats. Virtual reality could offer new avenues and methods of training warfighters and exploring future threat environments. 

Amidst all this change, the pursuit of emerging technologies and the drive to harness their warfighting potential is characterized by competition. A range of actors and great powers are in an accelerating race to explore these technologies, capitalize on their supposed advantages, and be best prepared to employ or guard against them.

Below are the authors and articles that featured during CIMSEC’s Emerging Technology week. We thank them for their excellent submissions.

The Influence of Technology on Fleet Architecture,” by J. Noel Williams

“It is critical that strategy-derived functions and missions, operating concepts to accomplish these missions, and technological opportunity guide the development of naval forces to realize a fleet fit for the purposes required by national, defense, and military strategies. Measuring the benefit of a new platform by comparing its performance to its predecessor or comparing a class of ship to an adversary’s like ship class does not answer the question.”

Leviathan Wakes: China’s Growing Fleet of Autonomous Undersea Vehicles,” by Ryan Fedasiuk

“Over the past decade, details have sporadically emerged about China’s unmanned (UUV) and autonomous undersea vehicle (AUV) projects, but questions linger about which kinds of vessels the Chinese defense industry may be developing, and how the People’s Liberation Army (PLA) might use them in a future conflict.”

Red Cell Analysis of a Mobile Networked Control System Supporting a Ground Force,” by Larry Wigington, Ruriko Yoshida, and Doug Horner

“Our analytical models correctly identified the ground force’s intended movements in both scenarios. The ground force’s predicted path deviated from the actual path by an average of only 39 meters. The implications of these results are far-reaching as DoD begins to focus on competing with near-peer adversaries in the Indo-Pacific Theater, and the Marine Corps identifies the need for reconnaissance and counter-reconnaissance capabilities when conducting operations within the ‘weapons engagement zone.'”

A Roadmap to Successful Sonar AI,” by LT Andrew Pfau

“Recently, NORTHCOM has tested AI/ML systems to search through radar data for targets, a project that has received interest and participation from all 11 combatant commands and the DoD as a whole. Due to its niche uses, however, passive sonar ML systems cannot match this level of department wide investment and so demands strong advocacy within the Navy.”

Solving Communications Gaps in the Arctic with Balloons,” by Walker D. Mills

“Communications issues are a consequence of the polar operating environment and an obstacle for the military services operating there. But just because the environment is difficult does not mean that US forces have to go without persistent and reliable communications. High-altitude balloons could plug the communications gap not just for maritime forces but also for the Army and special operations units operating in these extreme latitudes.”

Cognitive Lasers: Combining Artificial Intelligence with Laser Weapon Systems,” by Dr. Bonnie Johnson

“In many cases, the human operators may be well-served with an automated decision support system that can quickly calculate preferred weapon options based on the situation, such as doctrine statements. The emerging capabilities of artificial intelligence can be leveraged to enable automated decision aids for laser weapons—thus creating a cognitive laser approach for laser weapon systems.”

Responding to the Proliferation of Uninhabited Underwater Vehicles,” by Andro Mathewson

“UUVs are becoming an important tool within the realm of international security. Naval forces across the world are quickly developing and acquiring a variety of UUVs due to their furtive nature, dual-use capabilities, and multifaceted functionalities. While the technology is still in relatively early development stages and leaves much to be desired, UUVs have quickly become an integral element of modern navies but also appear in the arsenals of lesser developed armed forces and non-state actors due to their utility as an asymmetric tool for sea denial.”

Human Factors Meets New Technology in 2025,” by John Cordle and Robert Sweetman

“The Navy has monitored the temperatures and pressures of its fluid systems, and the voltage and current of its electrical ones, for literally centuries; the idea of doing the same for its people was a long time coming. To assess his alertness, J.T. then looks into the eyepiece of a Psychomotor Vigilance Self-Test (PVT) machine, pressing the mouse with each flash of light, speaking into the voice machine, and after three minutes is cleared, by a series of proven technologies leveraged together, to take the watch.” 

Drones and Starlink: Combining Satellite Constellations With Unmanned Navy Ships,” by Brandon Wall and Nicholas Ayrton

“It is these two emerging technologies, maritime drone vessels and large satellite communication constellations, that could allow for the Navy to solve some of its ongoing issues and permit the creation of a more nimble, lean, and modern force able to better confront the rising security threats facing the United States in the years and decades to come.”

Use Virtual Reality to Prepare Maritime Crews For Terrorist and Piracy Attacks,” by Selina Robinson and Dr. Amy Meenaghan

“The future of VR has a rightful place in maritime security. Already, the use of VR has been implemented by armies around the world who are able to train in battlefield scenarios and normalize high stress situations, whilst improving a range of fundamental skills from effective communications to critical combat techniques. In the maritime industry, the unexpected and ongoing attacks at sea require a different way of thinking and a different point of view on safety and procedures.”

Dmitry Filipoff is CIMSEC’s Director of Online Content. Contact him at Content@cimsec.org.

Featured Image: Lt. j.g. Sheryl Anne Acuna, assigned to the Freedom-class littoral combat ship USS Fort Worth (LCS 3), plays Officer of the Deck during live-action, interactive virtual-reality training at the Littoral Training Facility, Naval Station Mayport, June 27, 2019. (U.S. Navy photo by Mass Communication Specialist 3rd Class Alana Langdon)

Optimizing the Warfighter’s Intellectual Capacity: The ROI of Military Education and Research

By Dr. Johnathan Mun

Gray Hulls and Gray Matter

Technology alone is not a capability. It requires people with the know-how to use it. At a time when great power competition is accelerating access to new technologies that can be employed by able minds to gain an advantage, the U.S. Navy is cutting its higher education funding in favor of platforms. The Fiscal Year 2022 budget request released on May 28, 2021, which includes cuts to the U.S. Naval Academy (USNA), Naval Postgraduate School (NPS), and U.S. Naval War College (NWC) by 20%, down from $615M to $498M—pennies in the big scheme of defense budgets, but a high opportunity cost.1 

This article attempts to shed some light on the value propositions and return on investment (ROI) of military education and research. Education and research are inextricably linked in that both aspects contribute to the value add of the warfighter of the future. The intangible value of military education is significant in developing skills in leadership; critical, creative, and strategic thinking; and quick tactical decision-making for junior and senior officers. In particular, as opposed to civilian universities, a military-oriented curriculum taught by faculty members with military-based academic and research backgrounds or special military knowledge allows the transfer of institutional knowledge and expertise to the students, as well as the development of deep intellectual capital in our defense-focused faculty. Strategic, tactical, and innovative changes and challenges in the future will require the continuous education of the joint forces to maintain a competitive advantage over our current and future adversaries.

The value of education and research has always been a simple concept to understand but one that is fairly difficult to measure. Generally, higher education adds significant value to the individual, both in terms of future economic returns through better and higher-paying jobs and in terms of incalculable and intangible values such as the deepening of one’s knowledge and perspective and the enrichment of one’s experience of the world. The literature is filled with descriptions of qualitative social benefits of higher education.2 The cost is relatively easy to calculate (particularly for parents of private school and college students). Contact the local private colleges’ admissions or financial aid departments for a good wake-up call. However, the complete ROI for education is difficult to quantify economically and mathematically. And determining the value of highly specialized education such as military graduate education and research makes the value problem even more complex.

The U.S. Department of Defense (DOD) sends many of its mid-level officers (mostly O-2 to O-4 levels) to graduate programs to obtain graduate and advanced degrees or technical skills and nontechnical competencies that are highly valued in their respective billets. Sending a military officer to a 1.5–2-year graduate program costs upwards of $250,000 plus the opportunity cost of lost services. A doctoral program costs upwards of $500,000 per officer, plus their respective soft opportunity costs for being away for 3–4 years. The question is whether the benefits of such education are indeed more significant than the cost incurred by the DOD.

The U.S. Navy invests over $3.3B across the Future Years Defense Program (FYDP) at NPS, NWC, and civilian schools.3 In the past, the ROI in sending officers to such in-residence on-campus education programs has been measured, to some degree, by retention or years of service beyond the education and requisite years of payback service. The assumption is that these officers will apply the knowledge and skills learned in their respective billets or positions. Retaining our warfighting top talent and broadening their skill sets with the strategic and critical thinking attributes honed by these educational and research programs help build an officer corps that would be more capable of executing the DOD’s strategy and enhancing American national security posture. The future demands leaders who possess both the knowledge and the moral capacity to decide and act, and education is the key.4 A 21st-century education for U.S. military forces is vital to national security.

This current article is a short executive summary of the detailed technical research sponsored by the Office of the Chief of Naval Operations (OPNAV) Naval Research Program by the author, which looked at various novel ways (stochastic forecasting, artificial intelligence and machine learning, data science analytics, and advanced simulation analytics) to value the monetary ROI of military education and research activities.5 Although the intangible and qualitative aspects of military education are significant, our research focused on the more quantitative measure of ROI.

What’s the State of the Art?

In considering the importance of education and its associated costs, previous research indicated that the overall benefits and ROI to the Navy from graduate education could be measured, given certain assumptions.6 The report analyzes the political landscape, military policies, and guidance on education and continues with a highly simplistic set of assumptions to generate said ROI. This indicates that even detailed studies fall short of determining an adequately robust ROI measure for military education. Such previous research reinforces the fact that ROI determination in military education and research is not an easy undertaking. Therefore, our research did not evaluate the efficacy of the political status or policy deliberations but focused on a singular goal: determining a set of potentially viable methodologies and techniques from which a robust ROI for military education and research can be triangulated and ultimately determined. 

Challenges in Computing ROI in Military Education and Research

A decision maker’s primary responsibility is how to decide which investment alternatives provide the greatest return with the least risk of loss. In civilian organizations, numerous methods and models assist with these decisions. But in military and government agencies, these methods often fall short because typical governmental and military investments do not provide for a monetary return.7 In other words, the government is not in the business of selling goods and services. Instead, it provides intangible returns such as national defense, public safety, goodwill, and other public goods that are difficult, but not impossible, to quantify.8 Scholarly research into assessing the ROI of complete military education and research is lacking or, at least at the time of writing, insufficient and unsatisfying. 

The DOD sends its officers to graduate-level institutions each year to obtain advanced degrees primarily to fill positions in their services whose duties require the knowledge and skills gained in graduate school. Furthermore, the benefits of a graduate education extend beyond the specific assignment for which the officer was educated, applying to subsequent assignments. For fully funded education, the service must pay not only the cost of the education but also the pay and allowances associated with an officer’s billet allocated for education as well as assume the opportunity cost of the missing officer’s services, and that same officer will also have to forgo any experience that might have been gained while he or she is in school. Evaluating the quantitative effects of a graduate education poses multiple challenges. DOD educational policy suggests broader, more extensive use of graduate education than simply filling billets that have been determined to require it.9 The question, therefore, is whether the benefit gained from a graduate military education is worth the cost. 

Several past studies of individuals with privately funded education such as an MBA or other technical master’s degree show that they earn an average rate of return of at least 46% more than a bachelor’s degree in a 2008 study… and the ROI ranges between 27% to 36% for an MBA.10 However, applying a similar methodology would not work well within the DOD because the U.S. military’s human resource environment is such that it is a closed internal and hierarchical structure. For instance, an officer’s pay is based on his or her rank and years of service, regardless of educational background. It can be argued that higher education may result in higher efficiency and productivity, thereby increasing the speed of promotions, but these are relatively difficult to quantify. An alternate approach might be to consider the years of service beyond the time the education was received. This amounts to the value of retention: how much the military can save in costs by having a higher retention and reutilization rate than by having to educate a new officer to replace a billet due to attrition. Nonetheless, using comparables, traditional financial metrics can be applied to determine the ROI of education and research. 

Research Methodology

In our research, multiple technical approaches were applied. More traditional ROI methods such as knowledge utilization, frequency and impact of knowledge used, statistical significance comparisons between the less and more educated cohorts’ productivity and output, as well as the economics of a person’s working life were computed. These were also combined with more advanced analytics such as Integrated Risk Management techniques where Monte Carlo simulations and stochastic forecasting were applied to determine the uncertainty of knowledge gained and used, the lifetime economics of the graduate, combined with data science and pattern recognition with artificial intelligence and machine learning methods. Models like multivariate autoregressive unequal variance heteroskedastic general linear models were applied.11 We applied said analytics to determine the ROI of NPS and NPS-based Acquisition Research Program (ARP), a program established in 2003 that delivers warfighter-focused research that informs and improves acquisition policy and practice.12 

In addition, intangible and intrinsic value exists in military education and research but cannot be readily quantified in any standard ROI calculations. In nonmilitary college education in the private sector, higher education brings with it various intangible value-add (e.g., diversification and innovation of the economy, increased wages, and lowered crime rate). However, the intangible value of military education is different. The military is a closed vertical society. A survey of past naval students at NPS, NWC, and USNA indicated that approximately 96% agreed that formal education was extremely useful or very useful in their naval careers. The study found that military personnel have more positive perceptions of their institutions than civilian personnel. Our research results support this point of view. 

Key Conclusions

In the research performed, the ROI for military-based research has significant qualitative intangible worth and quantitative economic ROI using secondary data. The ROI ranged from 240%–600% for various military research programs. For example, using standard industry best practices and a specific case study, we concluded that the average conservative ROI for the ARP to be approximately 304%. In the analysis of the ROI of the NPS education programs, we found that from the point of view of the DOD, for every dollar invested in NPS education, the benefits return anywhere between 5.7 and 7.7 times the investment, which represents expected ROIs between 469% and 673%. These ROI values are minuscule compared to the holistic, intangible, and qualitative value of a military graduate university to the DOD. The global average for DOD education and research, on average, provides the government an ROI of approximately 485%. This is a favorable ratio rarely achieved in most DOD programs. Follow-on research can, of course, be applied to further calibrate the analytical models.

The basic fighting unit in the U.S. Navy is more than a ship’s hull, weapons, and systems, it is the Sailors that crew and fight the ship. Training only prepares the warfighter to deal with the known factors of conflict at sea (e.g., the importance of good seamanship), but education prepares warfighters to deal with the unknown factors (e.g., effective decision-making in risk-fraught rapidly changing circumstances). Well-educated warfighters create significant value-add and make up lethal and effective combat-ready units for the future.13

To echo the words of retired Admiral Henry Mauz (former Commander of U.S. Atlantic Fleet, U.S. Seventh Fleet, and Naval Forces Central Command), “My NPS education did more for my career than all of my other degrees combined. It taught me how to make the hard decisions under time pressure with insufficient information using the analytical decision-making I learned here.”14

To conclude, we feel that the goal of the research in creating actionable intelligence for decision makers using an objective, valid, and defensible quantitative measure of a subjective value was achieved. Institutions like NPS should be valued as capabilities to optimize, not costs to minimize, and it deserves further attention from senior leadership on how the DOD can leverage NPS, NWC, and USNA for their comparative and competitive advantages.

Dr. Johnathan Mun is a specialist in advanced decision analytics, quantitative risk modeling, strategic flexibility real options, predictive modeling, and portfolio optimization. He is currently a Professor of Research at the Naval Postgraduate School. By the numbers, he has authored 32 books; holds 22 patents and patents pending; created 12 software applications in advanced decision analytics; and has written over a hundred technical notes, journal articles, and white papers. He is currently the CEO of Real Options Valuation, Inc., and his prior positions include vice president of Analytics at Oracle/Crystal Ball and a senior manager at KPMG Consulting. Dr. Mun holds a PhD in Finance and Economics from Lehigh University, an MBA and MS from Nova Southeastern University, and a BS in Physics and Biology from the University of Miami. He is also a chartered holder of the CQRM (Certified in Quantitative Risk Management), FRM (Certified in Financial Risk Management), CRA (Certified Risk Analyst), and others. 

Acknowledgment: The author would like to thank RADM James B. Greene (USN, Retired) for his invaluable insight and inputs. RADM Greene was a surface warfare officer during his Navy career and was the founding Chair of the Acquisition Research Program at Naval Postgraduate School.

Endnotes

[1] Navy Times. Website accessed at https://www.navytimes.com/news/your-navy/2021/05/28/navy-aims-to-reduce-end-strength-cut-higher-education-funding-in-new-budget-request/

[2] Additionally, a cursory search on the Internet reveals that education correlates with lower crime rates, a better quality of life, and higher participation in volunteer work, and, therefore, creates intellectual and economic value to society. Some studies may also tell you that it can lead to longer lifespans.

[3] The Naval Postgraduate School is located in Monterey, California, and the U.S. Naval War College is located in Newport, Rhode Island. Department of the Navy (2018, December). Education for Seapower E4S Report. Website accessed at https://www.navy.mil/strategic/E4SFinalReport.pdf

[4] Ibid.

[5] Mun, J. (2020). Return on Investment in Naval Education and Research. OPNAV Naval Research Program. Website accessed at https://calhoun.nps.edu/handle/10945/67430

[6] Kamarck, K. N., Thie, H. J., Adelson, M., & Krull, H. (2010). Evaluating Navy’s funded graduate education program. A return-on-investment framework. Santa Monica, California: RAND National Defense Research Institute.

[7] Mun, J. (2016). Real Options Analysis (Third Edition). Dublin, CA: Thomson-Shore and ROV Press.

[8] Oswalt, I., Cooley, T., Waite, W., Waite, E., Gordon, S., Severinghaus, R., & Lightner, G. (2011). Calculating return on investment for US Department of Defense modeling and simulation. Defense Acquisition University, Fort Belvoir, Virginia. Retrieved from https://apps.dtic.mil/dtic/tr/fulltext/u2/a539717.pdf

[9] Kamarck et al. (2010).

[10] Ibid.

[11] Mun, J. (2021). Quantitative Research Methods (Second Edition). Dublin, CA: ROV Press.

[12] ARP research connects military and civilian acquisition professionals, policymakers in DoD and Congress, industry, and acquisition researchers from a range of federal and independent institutions. At NPS, ARP supports 60–80 graduate student research projects each year. See: https://nps.edu/web/acqnresearch 

[13] U.S. Marine Corps, Learning (MCDP7). Website accessed at https://www.marines.mil/Portals/1/Publications/MCDP%207.pdf

[14] Website accessed at https://nps.edu/-/-nps-own-admiral-hank-mauz-rallies-fall-2009-grads 

Featured Image: 364 Naval Postgraduate Students graduate in a June 2021 ceremony. (Photo via Naval Postgraduate School)

Sea Control 275 – Make it Stick: Institutionalizing Wargaming

By Jon Frerichs

Authors Maj Ian Brown and Capt Ben Herbold are joined by Sebastian Bae to discuss their Marine Corps Gazette article, “Make it Stick. Institutionalizing Wargaming at EDCOM.”

Download Sea Control 275 – Make it Stick: Institutionalizing Wargaming

Links

1. “Make it Stick: Institutionalizing Wargaming at EDCOM,” by Maj Ian Brown and Cpt Ben Herbold, Marine Corps Gazette, June 2021.

Jon Frerichs is Co-Host of the Sea Control podcast. Contact the podcast team at Seacontrol@cimsec.org.

This episode was edited and produced by Taylor Fairless.

Fostering the Discussion on Securing the Seas.