Tag Archives: Wargaming

Revamping Wargaming Education for the U.S. Department of Defense

By Jeff Appleget, Jeff Kline, and Rob Burks

Introduction

The U.S. Department of Defense has failed to educate generations of military officers on the skills of wargaming. Wargaming creates the environment in which uniformed leaders practice decision-making against an active, thinking adversary. Wargaming is also required by the Department of Defense’s planning process to create sound and executable plans, is inherent to designing new doctrine and operational concepts, and is a vital element in the cycle of research.1

For these reasons, military leaders must have the ability to create and conduct wargames. However, the current military education process does not impart this critical knowledge.

Background

Ed McGrady, distinguished Center for Naval Analyses wargamer, opened a recent commentary on wargaming by saying, “There is a widespread misunderstanding of what wargaming is…” and we agree wholeheartedly. Too many in the Department of Defense believe wargames are computer-based combat simulations used to produce quantitative analyses, but they are not. Wargaming is about human decision-making. Joint Publication 5-0 Joint Operation Planning’s wargaming definition makes this clear: “Wargames are representations of conflict or competition in a synthetic environment, in which people make decisions and respond to the consequences of those decisions” (emphasis added).

Most defense wargaming practitioners recognize three purposes for wargames: educational, experiential, and analytic. Educational and experiential wargames are focused on the player. The primary output of these types of wargames is a better educated or experienced player. For example, success might lead to an officer who now knows how a new weapon system is employed or has experienced fighting against a threat in a different region of the world. There are usually no other ‘results’ to demonstrate the wargame’s value.

On the other hand, analytic wargames focus on producing findings and recommendations in response to a sponsor’s tasking. Therefore the product of these wargames is not player-focused but sponsor-focused. Planning wargames, as outlined in Joint Publication 5-0 (Step 4: Course of Action analysis and wargaming), are specific analytic wargames with the task of analyzing courses of action, which then inform the development of a plan. Other analytic wargaming activities include developing new concepts of operations, doctrine, Tactics, Techniques, and Procedures (TTP) for emerging and future technologies, and front-end wargaming for experimentation and exercises to ensure that these expensive endeavors are properly focused and can achieve a high return on investment. We can learn much about new technologies and concepts through wargaming without burning a penny’s worth of fuel.

Current Status

Department of Defense wargaming is at a crossroads. It seems self-evident that the Department of Defense should own the responsibility to improve its wargaming. While Federally Funded Research and Development Centers (FFRDCs), educational institutions, and defense contractors may have roles to play in wargame improvement, only the Department of Defense can choose to lead and embrace a comprehensive end-to-end cycle of research construct. This construct includes wargaming, computer-based combat simulations, and other quantitative and qualitative analytic techniques that, when properly leveraged, provide quality decision support to the department’s leadership. It must begin by addressing the shortcomings in wargaming education.

The 2015 call to reinvigorate wargaming has inspired the reintroduction of wargaming into some service school classrooms. Hence, a portion of uniformed field grade officers have an appreciation for, and may have actually played, wargames. However, the inability of the Department of Defense’s uniformed members to design and conduct their own wargames still has not been addressed in professional military education. Today, the Department of Defense relies on FFRDCs, educational institutions, and defense contractors to design and conduct wargames on their behalf. While these organizations produce useful wargames, the sheer number of wargames that should be executed across the department cannot all be performed by these organizations—they simply do not have the capacity, nor does the department have the budget.

However, there is a far more fundamental problem on the department’s reliance on these organizations. This reliance is, in effect, outsourcing the intellectual underpinnings of the nation’s defense strategy, officer professional development, and the department’s acquisition process.

Wargaming should become an integral part of the military officer corps’ professional education. The skills required to design and conduct wargames go hand-in-hand with the skills required to plan and execute military operations. 

The lack of wargaming skills and experience in our field grade and senior officers should be a warning to the department’s leadership. Wargaming was once the primary venue for the exchange of ideas, debates on tactics and doctrine, the sharing of lessons learned from previous operations and experiences, and the operational and doctrinal education of junior officers.2 Now it has largely disappeared from officers’ professional development. The 38th Commandant of the Marine Corps’ Commandant’s Planning Guidance states this concern very succinctly:

“In the context of training, wargaming needs to be used more broadly to fill what is arguably our greatest deficiency in the training and education of leaders: practice in decision-making against a thinking enemy. Again, this requirement is inherent in the nature of war. In modern military organizations, it is, along with the fear of violent death, precisely the element of real war that is hardest to replicate under peacetime conditions. Wargaming historically was invented to fill this gap, and we need to make far more aggressive use of it at all levels of training and education to give leaders the necessary ‘reps and sets’ in realistic combat decision-making.”

Phil Pournelle, Senior Operations Analyst and Game Designer at Group W, points out a 2018 National Defense Strategy Commission finding that the military struggles to “link objectives to operational concepts to capabilities to programs.” Linking of objectives to operational concepts to capabilities is basic military planning. Yet our combatant commands and joint task forces struggle to conduct the planning wargames that Joint Publication 5-0 requires.

According to Joint Publication 5-0, each course of action should be wargamed against the enemy’s most likely and most dangerous course of action for a given plan. Assuming a modest number of three friendly courses of action to analyze, that is a requirement for six wargames per plan. And every plan that has sat on a digital shelf for more than a year needs to be dusted off and wargamed again, as the facts and assumptions that underpinned the plan’s development 12-plus months ago have undoubtedly changed, often significantly.

Unfortunately, due to time, staff capability, and capacity constraints, at best there may be one wargame conducted per combatant commander’s plan: the commander’s favorite Course of Action against the enemy’s most likely Course of Action. Insufficient time is allotted to conduct the wargame, resulting in poor design, less thorough execution, and results that fail to illuminate the plan’s operational risks or propose contingencies. This lack of time inspires the quick application of seminar games that devolve into BOGGSATS – a Bunch of Guys and Gals Sitting Around a Table.

As recent commentary from Peter Perla, author of the seminal book The Art of Wargaming, and Phil Pournelle3 have pointed out, wargaming should also be an integral part of analysis, experimentation, exercises, and the broader cycle of research. Far too often this is not the case. Instead, the department relies on analysis methods such as cost-benefit analysis, capabilities-based assessments, and analysis of alternatives that provide technical rationales for procurement decisions. However, in the Department of Defense, these analyses must be tempered with a thinking adversary in mind. Our potential adversaries in the future are concurrently developing new doctrine and concepts, fielding new technologies and force structures, and procuring new systems that increase our risk or limit our military options. Wargaming is necessary to gain an appreciation for our competitors’ capabilities, options, and objectives.

Wargaming has always been an integral part of the Army’s analysis to support their department’s acquisition of new technology and weapons systems. Army analytic organizations, such as the Center for Army Analysis and the Training and Doctrine Command’s Analysis Center, integrated wargaming with their computer-based combat simulations to provide comprehensive qualitative and quantitative analysis to support key acquisition programs several decades ago. Both tools are still used together, productively, today.

This approach’s benefit is two-fold. First, the warfighters brought into the wargame’s concepts of operations (CONOPS) that employs units equipped with new technologies provide input into the analysis process and gain a better appreciation for the quantitative analysis products that the combat simulations could provide. Second, the analysts gain a better understanding of how a new force would fight differently and use that knowledge to inform the instantiation of the schemes of maneuver required by their combat simulations, which in turn improves their quantitative analysis products. To do this properly, operations research analysts must create the wargaming environment, conduct the wargames, and determine how to best integrate the wargame’s qualitative output into the computer-based combat simulations so that the study produces both qualitative and quantitative analysis.

Unfortunately, some of the department’s more senior analysts that cut their analytical teeth using computer-based combat simulations believe that wargames provide little or no analytic value. This view completely misses the fact that counterinsurgency, hybrid warfare, the gray zone of conflict, and competition short of war are not well addressed by the millions of dollars the department invests in the maintenance, staffing, and running of kinetic-focused combat simulations and the organizations that support them.

In a recent Naval War College Review article, Capt. Robert Rubel (ret.), professor emeritus of the U.S. Naval War College and former chair of its Wargaming Department, stated, “Two-sided gaming should be a widespread and essential part of the professional education process from pre-commissioning through senior service colleges and even flag level courses.” He went on to describe several virtues of wargaming:

  • “A routine diet of two-sided gaming can generate and hone the ability to reason competitively.”
  • “Making two-sided gaming the default PME vehicle will help to re-create a sandbox in which innovative reflexes can be developed.”
  • “Repeated struggling in competitive situations is more likely to produce new ideas and insights, especially if such experience is widespread in the officer corps.”

Rubel also goes on to caution: “Two-sided gaming is not easy. The design of such games must take care to channel competitive instincts properly.”

In summary, the Department of Defense’s need for increased capacity to conduct quality wargaming starts by educating its officer corps on how to design, conduct, and assess analytical, educational, and experiential wargames.

The Way Ahead

We propose jumpstarting wargaming education in the Department of Defense with a two-pronged approach. First, the Department of Defense needs wargame designers at an apprentice level. Any officer who is a candidate to serve on a general or flag staff (most field grade line officers) should complete a basic analytic wargaming course to enable them to bring value to a wargaming design team. We do not advocate for a specialty track for wargamers. Instead, all military leaders should be wargamers (such as the Navy’s flag ranks at the onset of WWII). The Army and Marine Corps do a decent job of introducing their young officers to some of the building blocks of wargaming. While sand table discussions, table-top exercises, and rehearsal of concept drills incorporate several of the elements of wargaming, they are typically missing the conflict or competition that a thinking adversary produces. These events provide a wargaming-like basis from which to build. A logical place for such a course is in the command and general staff college level of Joint Professional Military Education. 

Second, there needs to be an executive-level wargaming course for senior leaders. Senior officers who supervise and consume the results of wargaming today, such as primary staff officers on Combatant Command or other flag officer commanded staffs, need to understand what wargames are, how they are different from computer-based combat simulations, what to expect from well-designed wargames, and the level of resource investment required from them and their staff to obtain quality wargaming results. They also need to realize that their younger charges must couple their wargaming education with playing and designing wargames to become proficient wargamers. They must give their subordinates enough time to game. Moreover, senior leaders should lead by example, participating in and encouraging wargaming activities in their commands.

Over time, the wargaming apprentices, through playing, designing, and conducting wargames, will mature in their wargaming skills and take on wargaming leadership roles. Note that the goal is not to identify a pipeline to create wargaming masters. Such masters are rare individuals, and some may emerge from the ranks of military wargamers produced. But, just as most officers will never achieve flag rank, most uniformed wargamers will never become wargaming masters. The FFRDCs, educational institutions, and Department of Defense contractors have wargaming masters, and their expertise will still be needed to support the department. However, many good wargames can be designed without requiring the supervision of a wargaming master.

Since 2009, the Naval Postgraduate School’s Operations Research Department has offered an 11-week Wargaming Applications course to its resident students that focuses on the design, conduct, and analysis of wargames for Department of Defense, allied, and partner sponsors.4 The faculty designed the course recognizing that the Naval Postgraduate School’s Operations Research graduates – our military’s newest Operations Research analysts–needed to be able to design, conduct, and analyze a wargame. Acquiring these skills enables them to participate in, lead, and eventually supervise the end-to-end campaign analysis that incorporates wargaming, computer simulations, and other qualitative and quantitative analytic tools as future analytic assignments will require. The course organizers did not fully recognize the added benefit of this education until some of the Operations Research graduates started serving at Combatant Commands. These graduates, now staff officers, reached back to the Naval Postgraduate School to report how useful their wargaming design skills were in helping the Combatant Command staffs design and conduct useful planning wargames. They asked if the Wargaming Applications instructors could come to their location and teach a cadre of the Combatant Command personnel the same basic wargaming design skills they had internalized at the Naval Postgraduate School.

In response, NPS developed the week-long Mobile Education Team Basic Analytic Wargaming Course around the same philosophy as our resident wargaming course: learn by doing. The objectives for this course were two-fold.

First, it builds a cadre of personnel who can initiate, design, develop, conduct, and analyze a wargame. Unified Combatant Commands have leveraged this opportunity by having personnel from their operational planning teams and staff sections attend the course and work in teams to learn how to design, develop, and execute a wargame.

Second, since the sponsoring organization chooses the wargaming topic used in the course’s practical exercises, the organization can have the core foundation of a wargame created and demonstrated that can then be further built out and used by the organization to meet other organizational wargaming requirements. NPS has conducted over 20 week-long Mobile Education Team Basic Analytic Wargaming Courses around the world, including five at Combatant Commands. Today, NPS conducts 6-8 Mobile Education Team events annually, and demand remains high.

The philosophy in teaching wargaming is that it requires a hands-on, learn-by-doing approach. Both the resident and Mobile Education Team courses are over 70 percent practical exercises, where the students are applying the techniques that we illustrate in the lectures. In both courses, a Department of Defense, ally, or partner sponsor provides the wargaming topic that serves as the impetus behind the practical exercises. Student groups design, conduct, and then analyze wargames for their sponsors as the course’s graduation exercise. Since 2009, the Naval Postgraduate School resident student wargaming teams have conducted over 70 wargames for 35 Army, Navy, Marine Corps, Joint, International, and Industry sponsors. NPS views the wargaming course graduates as wargaming apprentices. They have enough knowledge and experience to make useful, often significant, contributions to any wargaming effort required in the department. Several recent graduates have actually led wargaming design initiatives at their respective organizations soon after graduation.

Conclusion

If the Department of Defense is serious about improving its wargaming capability, it needs to invest in its people through wargaming education. That education needs to be practical and applied at the company and field grade level, preferably as part of their Joint Professional Military Education or graduate school opportunities. If it is a priority to emphasize wargaming’s role in Department of Defense decision-making, simply “doing more wargames” is insufficient. Preparing warfighters to employ wargaming to the full extent of their purposes must be a necessary element.

Colonel (Retired) Jeff Appleget, Ph.D., spent 20 of his 30 years in the U.S. Army as an Operations Research/Systems analyst where he participated in and supervised acquisition and analysis studies using wargaming and computer-based combat simulations. Since 2009, Jeff has been a Senior Lecturer in the Operations Research Department at the Naval Postgraduate School where he teaches wargaming and combat modeling courses. Jeff has mentored over 70 wargames that have been created, conducted, and analyzed by NPS resident Operations Research and Defense Analysis student teams for DoD, Defense partner and allied nation sponsors, and the defense industry. He has led 20 NPS Mobile Education Teams to teach his week-long Basic Analytic Wargaming course in DoD and around the world, to include STRATCOM, CENTCOM, AFRICOM, MARFORPAC, Marine Corps Warfighting Laboratory (two courses), NATO Special Operations Forces, the Australian Defence Force (four courses), the Canadian Air Force, the Indonesian Navy, the Taiwan Armed Forces, and a Tri-lateral course for the Swedish, Norwegian, and Finnish Defence Research Agencies. He holds a Ph.D. in Operations Research from the Naval Postgraduate School, an M.S. in Operations Research and Statistics from Rensselaer Polytechnic Institute, and a B.S. from the United States Military Academy. His major awards include the 2016 Richard W. Hamming Faculty Award for Interdisciplinary Achievement, the 2011 Army Modeling and Simulation Team Award (Analysis), 2003 Dr. Wilbur B. Payne Memorial Award for Excellence in Analysis, 2003 Simulation and Modeling for Acquisition, Requirements, and Training (SMART) Award, 2001 SMART Award, 1993 Instructor of the Year (At Large), Department of Mathematical Sciences,  U.S. Air Force Academy, 1991 Dr. Wilbur B. Payne Memorial Award for Excellence in Analysis, and 1990 Concepts Analysis Agency Director’s Award for Excellence. Along with Dr. Rob Burks, Jeff directs the activities of the NPS Naval Warfare Studies Institute Wargaming Center.

Colonel (Retired) Robert E. Burks, Jr., Ph.D., is an Associate Professor in the Department of Defense Analysis of the Naval Postgraduate School (NPS) and with Jeff Appleget, directs the activities of the NPS Naval Warfare Studies Institute Wargaming Center. He holds a Ph.D. in Operations Research from the Air Force Institute of Technology, an M.S. in Operations Research from the Florida Institute of Technology. Rob is a retired Army Colonel with more than thirty years of military experience in leadership, advanced analytics, decision modeling, and logistics operations. He spent 17 years in the U.S. Army as an Operations Research/Systems analyst and has led multiple analytical study teams responsible for Army Transformation and organizational restructuring and design efforts using wargaming and computer-based combat simulations. Since 2015, Rob has taught multiple educational, historical, and analytical wargaming courses at NPS. He has taught the NPS week-long Basic Analytic Wargaming Course 14 times to the Department of Defense and other organizations around the world, to include CENTCOM, AFRICOM, MARFORPAC, Marine Corps Warfighting Lab (two courses), NATO Special Operations Forces, the Australian Defence Force (four courses), and the Taiwan Armed Forces.

Captain Jeffrey E. Kline (ret.) served 26 years as a naval officer, including two sea commands. Jeff is currently a Professor of Practice in the Naval Postgraduate School Operations Research department. He directs the NPS Naval Warfare Studies Institute. He teaches campaign analysis, systems analysis, and executive programs in strategic planning and risk assessment. Jeff supports applied analytical research in maritime operations and security, tactical analysis, and future force composition studies. He has served on the U.S. Chief of Naval Operations’ Fleet Design Advisory Board and several Naval Study Board Committees of the National Academies. His faculty awards include the Superior Civilian Service Medal, 2019 J. Steinhardt Award for Lifetime Achievement in Military Operations Research, 2011 Institute for Operations Research and Management Science (INFORMS) Award for Teaching of OR Practice, 2009 American Institute of Aeronautics and Astronautics Homeland Security Award, 2007 Hamming Award for interdisciplinary research, 2007 Wayne E. Meyers Award for Excellence in Systems Engineering Research, and the 2005 Northrop Grumman Award for Excellence in Systems Engineering. He is a member of the Military Operations Research Society and the Institute for Operations Research and Management Science. He earned a Bachelor of Science in Industrial Engineering from the University of Missouri, a Master of Science in Operations Research from the Naval Postgraduate School, and a Master of Science in National Security Studies from the National Defense University’s National War College.

References

1. Peter Perla et. al, “Rolling the Iron Dice: From Analytical Wargaming to the Cycle of Research” October 21, 2019; https://warontherocks.com/2019/10/rolling-the-iron-dice-from-analytical-wargaming-to-the-cycle-of-research/

2. Matthew B. Caffrey, Jr., “On Wargaming” (2019). The Newport Papers. 43. https://digital-commons.usnwc.edu/newport-papers/43

3. Phil Pournelle, “Can the Cycle of Research Save American Military Strategy?” October 18, 2019, WOTR, https://warontherocks.com/2019/10/can-the-cycle-of-research-save-american-military-strategy/

4. Jeffrey Appleget, Robert Burks and Frederick Cameron, “The Craft of Wargaming: A Detailed Planning Guide for Defense Planners and Analysts,” Naval Institute Press, Annapolis, MD, 2020.

Featured Image: EIELSON AIR FORCE BASE, Alaska (Oct. 22, 2020) – A U.S. Army M142 High Mobility Artillery Rocket Systems (HIMARS) launches ordnance during RED FLAG-Alaska 21-1 at Fort Greely, Alaska, Oct. 22, 2020 (U.S. Air Force photo by Senior Airman Beaux Hebert)

Then What? Wargaming the Interface Between Strategy and Operations, Pt. 3

Read Part One. Read Part Two

By Robert C. Rubel

Filling the Gap

It might seem, from the discussion so far in Parts 1 and 2 of this series, that effective gaming of the operational/strategy interface is infeasible. It is certainly the case that if the matter was approached using regular gaming methods, it may very well be. However, the importance of the issue in the real world demands an attempt be made to incorporate it into the overall gaming posture of the military as a whole, not to mention games run by the State Department and other national security organizations. To understand the prospects for incorporating the interface of levels, we must examine how something, whether a phenomenon, factor, issue, etc., can be addressed in a game. There are three ways: simulation, representation, and discussion.

Simulation and Representation

Simulation involves an attempt to recreate some aspect of reality as an aspect of the game. Certain things are understood well enough to be accurately modeled mathematically and simulated in computer programs. But the simulation approach can also be used when computer modeling is not possible or appropriate. A frequent instance in gaming is command and control. Where multiple command echelons are involved, human players act as commanders and staffs. The game designer attempts to create the essential elements of a C2 environment, including organization of player cells and communications equipment, such that in the course of a game the process of C2 unfolds in a manner sufficiently like it would in the real world to allow lessons to be learned that are applicable outside of the game. Such simulations can be very instructive, especially when new communications concepts or technologies are involved.

The problem that commonly arises in games of this design is that such simulation occurs only on the Blue side. Red consists of a relatively small team of players that sit in a single seminar style cell, so C2 issues are obviated – not simulated. This introduces a profound asymmetry to the game irrespective of whether Red gets to engage in free play. Red can easily amalgamate strategy and operations in a way that is impossible for Blue. Creating a symmetrical C2 structure runs up against a number of feasibility issues. First is finding a sufficient number of Red players with the requisite knowledge of Red capabilities and doctrine. Second, simulating the cultural dynamics involved in foreign, multi-echelon interactions is normally beyond our intelligence capabilities. The third problem involves the inherent imponderables of free play at the strategic level. Even the real Red likely does not know what it would do in a crisis situation, and gaming experience has shown a reluctance of strategic level players to initiate hostilities on their own in a rational actor environment – with Red being played by U.S. personnel. All of this leads to the conclusion that the interface between the operational and strategic levels of war cannot be gamed via the simulation approach.

Those things that are well understood or whose effects are relatively simple and straightforward are susceptible to being represented by a rule. An easy example from board gaming is a rule that reduces a unit’s (say an Army armored regiment) movement factor if it enters hexes (six-sided cells that overlay the game board’s map) that depict forests. This represents the difficulties that real world units experience moving through such terrain. Some phenomena are more difficult to represent by rules. An example is command and control (C2). For a board game the author had used to support his wargaming theory and practice class, C2 was represented by a budget metaphor. Players had fixed numbers of C2 points that had to be spent in order for their pieces to move or fight.1 Players did not have unlimited numbers so they had to make decisions on where to spend them. This simulated the pressures on a commander’s ability to focus. In other cases, again commonly in board games, a unit’s combat strength factor might be reduced to reflect deficient training or morale. In some cases, such representations can be useful, but the problem is that they are at best impressionistic – like the simple brush strokes an artist might use to represent foliage – and unable to capture what might be qualitatively different effects in different situations.

A notable example of a game using a set of rules to represent political dynamics is Persian Incursion, a commercial board game that explores the consequences of an Israeli attack on Iranian nuclear facilities. In it a series of cards and look up tables produce a way to integrate operational actions and political effects. Its goal is not to determine whether Israel should attack Iran, it “… is an exploration of the consequences. What are the odds of it working? And what are the costs – to the attackers, the defenders, and everyone on the sidelines?”2 The game’s focus is limited, but the notion of superimposing a set of rules that provide a defined set of political inputs or outputs (rigidly assessed, in Francis McHugh’s terminology3) on an otherwise free-assessed operational game merits some consideration.

If such an approach is to have either analytic or educational value, it seems to require iterative gaming. The outcomes of a single game cannot be used as reliable indicators of future reactions. However, multiple games employing the same rules might produce insights into how various factors relate to one another. The challenge lies in mounting multiple games, especially large, detailed operational games that often characterize service gaming. On the other hand, some useful insights might be gained if the same rule set were to be used by all the services and its effects on each game were well documented.4

Discussion

The final approach to incorporating something into a game is simply talking about it. While this may not appear at first to be a gaming technique at all, there is ample precedent for doing so. A good example involves cyber warfare. There are any number of obstacles to subjecting it to either of the first two approaches, including it being highly complex, new, and not well-understood. However, in a series of deterrence games, the Naval War College brought in cyber experts to advise umpires on how cyber might be manifested in the assessment of player moves. Nuanced, qualitative judgments replaced rules and simulation as the mechanism by which the effects of cyber were inserted into the game. This seems to be a useful way that the complex, cybernetic interactions that characterize the interface of the strategic and operational levels of war can be incorporated into games.

To understand and appreciate the utility of “talking about” the strategy/operations interface we can use a concentric ring framework similar to that adopted by Clausewitz for the purposes of what he called kritik, the historical analysis of battles and campaigns to arrive at a judgment of the relative merit of command decisions.5 We will proceed from an inside-out orientation.

The beginning and most narrow focus is that of the individual game. We have already established the difficulty of trying to address, via representation or simulation, the interplay of the strategic and operational levels. To assess the worth of talking about the interface, we must first break down the potential purposes of games. Broadly speaking, they can be categorized as research, education, training, and influence, admitting nonetheless that any game can have multiple purposes and effects. Research games are conducted to learn something about a potential military situation that cannot be learned any other way.6 Educational games support teaching of some sort, most often the curricula of the military war and staff colleges. In the training realm, games tend to be substrates for the principal teaching objectives including weapons systems operations, staff procedures, tactics, etc. Influence games are conducted to create consensus on an issue, build teamwork, or convince external parties of the position the game sponsor holds on a matter.

In training and influence games, any inclusion of the strategy/operations interface would likely constitute a distraction and serve to undermine game objectives. The role of the game as a substrate in training makes any auxiliary discussion of the interface irrelevant and superfluous. In influence games, unless the interface is central to game objectives, it would constitute a distraction and possibly interfere with the achievement of game objectives.

The situation is fundamentally different for research and educational games. Research games, especially those that focus on the operational level of war, require a degree of plausibility to stimulate player buy-in and realism sufficient to establish an intellectual link with the real world. This is sometimes termed validity. Both of these attributes could be enhanced by the inclusion of the strategy/operations interface via discussion in all phases of game design, execution, and analysis. The interface should permeate the game as both enhanced context and direct influence on player decision-making. Sufficient attention to developing a “road-to-war” scenario, including discussions between scenario writers and political scientists, would tee up more nuanced play, including move assessments. A dedicated “interface” control cell could inject political considerations into the game as both guidance to umpires and injects to players, keeping the “whys” of the conflict as visible as the “hows” as the game unfolds. This cell would be well-placed to conduct an end-of-game session on the direction of the conflict beyond where the game ended, otherwise described as the “then what?” question. The research insights and lessons learned would be colored and enhanced by doing this, and its demands on time and manpower would be manageable. The main ingredient would be an organizational commitment to the idea that the interface matters. The inclusion of the interface in educational gaming would use a similar approach, to include a more completely thought-out road-to-war scenario, an interface-oriented control cell, and a “then what” session included in the hot wash.

The discussion approach might also benefit from iterative gaming. Using the methods just discussed, a series of games featuring the same general scenario but with different “strategies” adopted by control would allow analysts to see how different sets of presumed political conditions and dynamics could affect approaches to military operations. However, due caution must be exercised if different players and methods are used in each game. Nonetheless, patterns may emerge that could provide valuable insight into the potential dynamics of the strategy/operations interface.

Conclusion

There are a number of reasons that the exploration, via gaming, of the strategy/operations interface may not yield directly actionable insights. Any game conducted in peacetime can only speculate on why a war would start, thus making gaming of the interface across the span of that conflict equally speculative. Moreover, the intellectual complications Clausewitz discussed are always present, further clouding any predictive value the game might have. However, well-run games can have indicative value; that is, they can reveal possibilities. But even in this realm, the narratives that emerge from gaming the interface cannot be directly distilled for principles. If this is the case, what value is obtained from the cost and effort of including the strategy/operations interface in gaming?

The value of gaming the interface is admittedly indirect, but nonetheless real. It would be manifested in the minds of game participants and eventually in the corporate reflexes of the national security enterprise. If the interface was routinely incorporated into the appropriate games, over time, individuals would start to reflexively consider it in their real-world tasks, whether developing plans, policy, or making real-time decisions. In the best case, experience in such gaming would inoculate practitioners and policymakers against mystical, “sure fire” concepts of wa and perhaps keep them from yielding to emotion in the heat of conflict. In this sense, it is like superimposing an influence game on a research or educational game.

Military officers and civilian national security professionals who experience the competitive narrative of a wargame are likely to be more aware of the strategy/operations interface, and adopt more nuanced approaches to their various national security tasks. In other words, just talking about something in the context of a wargame can have widespread and important effects, not the least of which is developing a reflex of asking the important question, “then what?”

Professor Emeritus Rubel is retired but serves as an advisor to the CNO on fleet design and architecture. He spent thirty years on active duty as a light attack and strike fighter aviator. After leaving active duty he joined the faculty of the U.S. Naval War College, serving as Chairman of the Wargaming Department and later Dean of the Center for Naval Warfare Studies. In 2006 he designed and led the War College project to develop the concepts that resulted in the 2007 Cooperative Strategy for 21st Century Seapower. He has published over thirty articles and book chapters dealing with maritime strategy, operational art and naval aviation.

References

[1] Peter Perla and Michael Markowitz, Wargame Construction Kit, a one-off game produced at the author’s request.

[2] Larry Bond, Chris Carlson, Larry Dougherty, Persian Incursion, Rule Book, (Sassamansville, PA: Clash of Arms Games, 2010) p. 4.

[3] Francis J. McHugh, The Fundamentals of War Gaming, Third Edition, originally published 1966,(Washington, DC: US Government Printing Office), p.14.

[4] Robert Rubel, “Connecting the Dots: Learning from Multiple Wargames,” Phalanx, December 2016, (Arlington, VA: Military Operations Research Society).

[5] Clausewitz, Book Two, Chapter Five, p. 156 for a general explanation and pp. 159-161 for an example of his widening circle analysis concerning his moves in the 1797 campaign leading to the peace of Campo Formio.

[6] Robert C. Rubel, “The Epistemology of Wargaming,” Naval War College Review, Spring 2006, (Newport, RI: Naval War College Press), p. 111.

Featured Image: NEWPORT, R.I. (May 5, 2017) U.S. Naval War College (NWC) Naval Staff College students participate in a capstone wargame. (U.S. Navy photo by Mass Communication Specialist 2nd Class Jess Lewis/released)

Then What? Wargaming the Interface Between Strategy and Operations, Pt. 2

Read Part One here.

By Robert C. Rubel

Gaming and the Levels of War

The Prussian military theorist Carl von Clausewitz famously observed that war is a continuation of politics by other means, an aphorism that is universally taught at the nation’s war and staff colleges. It implies that there is an intimate relationship between what happens on the battlefield and what happens in the capitals of the warring states, as well as those of neutrals and allies. In later chapters he expands on the idea, laying out various situations of relative strength and motivation among combatants and the way that the policy/strategy interface is affected.1 Given the prominence of this idea in his book, Clausewitz admits the difficulty of grasping the logic of how policy and warfare interact with one another, stating that in strategy “…what is more difficult to grasp are the intellectual factors involved. Even so, it is only in the highest levels of strategy [presumably where military strategy meets policy] that intellectual complications and extreme diversity of factors and relationships occur.”2 Having made that admission he goes on to simplify the matter by making an assumption about the coherency of the political level: “Once it has been determined what a war is meant to achieve and what it can achieve, it is easy to chart the course.”3 If only things were that straightforward.

Clausewitz thought that a good way for military operations to be harmonized with national strategy and political imperatives was for the strategist to lead the forces in the field, ala Frederick the Great.4 Abraham Lincoln actually dabbled with the idea when he took a trip down to the James River to check up on McClellan during the Peninsular Campaign.5 However, since that brief excursion, American practice has been for the president to stay close to the political front, even though being Commander-in-Chief, and choosing to delegate field command to a senior military officer. Depending on the president’s approach, factors such as policy, politics, and military strategy could be coordinated in Washington or perhaps, as in World War II, at allied conferences such as Arcadia, Casablanca, and Tehran. In theory, as Clausewitz presumes, the purpose and objectives of the war are outcomes of the political process and military strategy that are concocted, ideally, in consultation with senior military leadership. The resulting strategy would be converted into orders which the fighting forces would carry out.

However, history teaches us that coherency in the relationship between policy and the military instrument (which is somewhat simplistically termed here as the strategy/operations interface) is both an aspiration and an assumption on the part of most governments. The intellectual complications and diversity of factors Clausewitz mentions often put such coherency beyond reach. This represents a serious challenge to historians seeking to document causes and effects, but even more so it is an obstacle to game designers seeking to incorporate the interplay of both levels of war.

In order to prepare the way for a discussion of potential game methods to explore the interface, we will work our way through the levels of war in a temporal manner, proceeding from the beginning of war, through its execution, and then to the endgame. The relationships of the levels (the people and organizations responsible at each) and the challenges to gaming them change a bit at each stage.

Combining Strategy and Operations in Wargames

It is often the case that scenarios for operational-level wargames include a “road-to-war” section that offers a plausible narrative of how the crisis or an attack that starts the game came about. As routinely as such narratives are produced, their influence on the game tends to wane as the game proceeds. Players and umpires become immersed in operational moves and counter-moves. Moreover, the road-to-war narrative may lack sufficient discussion of factors that would be needed to power analyses or move assessments farther downstream in the game. The bottom line is that unless a game is designed such that it includes specific measures to examine the matter, the strategy/operations interface gets short shrift in current gaming practice.

Of course, no plan survives contact with the enemy, so inevitably, once a war starts, a strategy/operations feedback loop of some sort must be established. Such loops automatically raise the issue of the degree to which operations are subject to detailed management from Washington. In some cases, such as Vietnam, operations such as air strikes into North Vietnam were micromanaged from the White House. In others, such as Desert Storm, General Schwarzkopf went into cease fire negotiations with little in the way of guidance from the president. In between those extremes are any number of cases, such as Lincoln and Grant, in which we find a good balance of delegation and oversight.

At this point it should be mentioned that each level of war contains its own logic and its own set of imperatives. The fundamental purpose of each higher command echelon is to coordinate and support the staffs and units that report to it. However, there is also the inherent requirement for higher echelons to override or sub-optimize the logic of lower echelon operations. If tactical victory was all that mattered, operational-level staffs would not have to worry about harmonizing strategy and tactics and could only focus on coordinating the tactical units below them. Similarly, if operational logic governed things once war broke out – a view that was widely held in earlier times – then political oversight would be unnecessary and likely counter-productive. The point is that there frequently arises occasions in which higher commands must impose guidance on lower level forces that exposes them to higher risk or reins them in somehow in order to protect or achieve higher level objectives.

In current operational-level gaming practice across the Department of Defense (DoD), Blue (U.S.) players generally have a free hand once they are given the starting scenario and perhaps a campaign plan. Any guidance from either the game control cell or a “council of elders,” while frequently advertised as guidance from higher authority, is almost always based on regulating the progress of the game rather than an attempt to explore the strategy/operations interface. The net effect of this “strategic vacuum” is the tendency for players to focus at the tactical level, which is what most Blue players, regardless of service, are most comfortable with. Control tries to keep them oriented on the operational level by various means, including by providing broad move feedback vice detailed battle reports.

On the other hand, for any number of reasons it is common for Red (the enemy, whoever that might be for the particular game), especially free-play Red, to pitch their moves at the strategic level. One reason is that Red is frequently weaker in conventional military power than Blue and so seeks asymmetric avenues of advantage. Red also tends to be represented by fewer players who are organized into a single cell, thus facilitating multi-level thinking. This creates a problem for game umpires who must reconcile asymmetric move inputs: operational from Blue, and strategic/tactical from Red. The frequent response is to factor out Red’s stratagems, perhaps informing Blue of them, and concocting operational-level assessments based on presumed Red moves at that level. If Blue’s political-level responses and resulting guidance to operational-level players is not provided in the feedback, an opportunity to incorporate the strategy/operations interface is lost.

Regardless of how the strategy/operations gap takes form in operational-level games, perhaps the biggest vacuum is in addressing the endgame – how the war ends, a major gap in the planning for OIF. True also for strategy games, the arena of what might be termed “Phase IV”6 is surrounded by a moat of technical and intellectual difficulties that all but isolates it from routine incorporation into gaming. Regardless of how and why a war starts, actions by both sides might serve to transform the nature of the conflict, thereby confounding any pre-war calculations of how it might end. Among the difficulties is how long the war lasts. Desert Storm terminated in roughly the time a week-long wargame would run. Seventeen years after its onset, Afghanistan still simmers. Wars are propelled by disputes, the nature of which heavily influences how long hostilities drag on. Successful military operations, in and of themselves, are not always a sufficient cause for war termination. This therefore presents procedural difficulties for gaming. Even if a game is played out until one side achieves some kind of military checkmate, the matter is not necessarily settled.

Recreational wargames, especially the game board style, can be played out to a decision. In fact, that is the whole idea behind them. However, the decision is usually a function of victory points accrued via operational success, thus the operations/strategy interface is hardwired into the experience.7 In free-assessed games, typical of most large military professional games, it is rare for a game to arrive at a strategic decision. One of the reasons is mechanical, in that the game is arbitrarily limited in moves by the amount of time players have, usually several days to a week. Moreover, game objectives normally focus on specific operational-level issues, obviating any motivation to press for strategic closure. Then too, the technique of free assessment, the use of human umpires to assess moves based on their judgment, makes “who won” either moot, or at least a subjective matter.

Professor Emeritus Rubel is retired but serves as an advisor to the CNO on fleet design and architecture. He spent thirty years on active duty as a light attack and strike fighter aviator. After leaving active duty he joined the faculty of the U.S. Naval War College, serving as Chairman of the Wargaming Department and later Dean of the Center for Naval Warfare Studies. In 2006 he designed and led the War College project to develop the concepts that resulted in the 2007 Cooperative Strategy for 21st Century Seapower. He has published over thirty articles and book chapters dealing with maritime strategy, operational art and naval aviation.

References

[1] Carl von Clausewitz, On War, edited and translated by Michael Howard and Peter Paret, (Princeton, NJ: The Princeton University Press, 1976), Book Eight, Chapters 5-8, pp. 601-616.

[2] Ibid, Book Three, Chapter 1, p 178

[3] Ibid, p. 178.

[4] Ibid, p. 177.

[5] Craig L. Symonds, Lincoln and His Admirals, (New York: Oxford University Press, 2008), pp. 145-153.

[6] Joint Publication 5-0, Joint Operations Planning, 11 August 2011, p. III-41.

[7] There are some games that do address the operations/policy interface, an example being Persian Incursion, a board game designed by Larry Bond, et.al. that employs cards depicting various political conditions attendant to Israeli strikes on Iranian nuclear facilities. See https://clashofarms.com/files/PI_Sample%20Rules.pdf for a description of game mechanics.

Featured Image: NEWPORT, R.I. (June 28, 2018) Military officers from various countries participate in the first international wargaming course held at U.S. Naval War College (NWC). (U.S. Navy photo by Mass Communication Specialist 2nd Class Jess Lewis/released)

Then What? Wargaming the Interface Between Strategy and Operations, Pt. 1

By Robert C. Rubel

The Problem

Wargaming is ubiquitous throughout the U.S. Armed Forces as a tool for research, education, training, and influence. It is a flexible tool, adaptable to different scenarios, purposes, and levels of war. It is in this last arena, levels of war, that gaming organizations and their sponsors can bump up against the limits of wargaming.

The inherent nature of wargaming requires delineation and focus in game objectives and design. A game to address all three levels of war, strategic, operational, and tactical, is simply not feasible, requiring too many players, too much money, and too much time. The normal approach is to pick a level of war to play, with the other levels being either scripted, managed by the control cell, or ignored altogether. Even when a game is designed to incorporate free play at two levels, some kind of pruning of factors – frequently time – must occur to make the game feasible within budget and schedule constraints. The net result is that a robust exploration of the relationships among the levels of war becomes a casualty, missing in action.

Among the consequences of this gap in gaming could be a failure of communication and coordination among policy, strategy, and operational decision-makers, such as occurred in Vietnam and Iraq. This series will discuss the nature of this gaming gap and will offer some suggestions for closing it.

The Real World Gap

The doctrinal partitioning of war into three levels in the U.S. is a relatively recent occurrence. The Army’s 1982 Field Manual 100-5 Operations introduced the notion of an operational level in between strategy and tactics.1 The operational level, according to doctrine – and subsequent practice – is the level of command at which campaigns and major operations are planned and directed. This doctrinal development simply provided a theoretical basis for a command structure that had existed since World War II. Between fighting units and their direct commanders in the field and at sea, there were established theater headquarters that not only oversaw, coordinated, and supported large and widely dispersed forces, but also coordinated theater strategy – the campaigns – with the national command authorities in Washington. In WWII the emergent arrangement in which theater commanders such as Eisenhower, Nimitz, and MacArthur worked with an ad hoc joint staff that consulted routinely with President Roosevelt worked well enough in the context of a total war against the Axis. Deft political management during the war and especially in the end game produced, if not a perfect post-war world, at least good outcomes in West Germany, Italy, and Japan. Operations were governed by strategy, set in Washington, which was where political and military feasibility met.

After the war, the U.S. established a permanent globe-girdling theater command structure to coordinate a potential global war versus the Soviet Union, manage the geopolitical strategy of containment, and execute the oversight and support of limited wars that broke out, such as in Korea and Vietnam. The problem, as compared to World War II, was that those wars were conducted in the shadow of the U.S./USSR nuclear standoff, thus taking certain military options off the table. Moreover, those two wars and all subsequent ones were fought for limited objectives. These factors called for a more detailed interaction among policy, military strategy, and operations than was required in World War II. Sometimes this resulted in micromanagement, as in Lyndon Johnson’s approach to bombing in Vietnam. After that war, the services, especially the Army, embarked upon an effort to revamp their doctrine and cultures, including the notion that Washington should delegate more authority for running operations to theater commanders. The development of the operational level of war aided in this change.

However, the development of operational art as a key pivot of U.S. military doctrine had the effect of turning theater commanders into regional military “proconsuls.”2 This served, in the view of two Army War College writers, to drive a wedge of sorts between strategy (to include the policy side) and operations (the conception and design of campaigns) to the point where it “… reduced political leadership to the role of ‘strategic sponsors,’ quite specifically widening the gap between politics and warfare.”3 Others have attributed the inability of the United States to achieve definitive victories since 1945 to defective strategic leadership in Washington.4 Both problems have infected U.S. strategy since at least Vietnam, being perpetuated by a gap in understanding of the connections between operations and strategy. One manifestation of this gap is in the vulnerability of administrations to the lure of what might be termed “sure fire” victory concepts.

Since at least the dawn of the air age there have been warfare prophets that assert in an a priori manner that particular technology-based concepts, like strategic bombardment or network-centric warfare, will confer an unassailable advantage to their users and produce rapid victory. Such concepts are alluring to political decision-makers that find themselves under pressure to resolve a vexing international dispute on favorable terms. Skeptics have a difficult time countering the claims of adherents, since there usually exists no historical counter-evidence as the concept and its supporting technology are new.

The most notorious recent example is the 2003 invasion of Iraq. The policy/strategy framework for Operation Iraqi Freedom (OIF) was founded upon Defense Secretary Donald Rumsfeld’s notion that new technology would produce “shock and awe” and allow the invasion to be carried out with far fewer forces than had participated in 1991’s Desert Storm. “Faster, lighter,” were his buzzwords, and he believed intelligence and hi-tech gadgetry would play a more important role in future conflicts than boots on the ground.Blatantly missing from the strategy was any plan for establishing order after Baghdad was captured, which resulted in chaos and an eight-year counterinsurgency operation. There were indeed people in the national security community that advised caution based on the politics of using military force, such as former Central Command commander Marine General Anthony Zinni and Congressman Ike Skelton, who advised the administration that they should not take the first step without considering the last.6 However, their concerns fell on ears deafened in part by the administration’s idea that the war would be quick and easy.

The susceptibility of both civilian and military strategists to the siren song of new, unproven concepts occurs in part because of a widespread ignorance of the interactions between policy, strategy, and operations. Apart from Congressman Skelton’s injunction not to start a war without considering how it might be brought to an end – and the aftermath – there is little in the way of guidance in the literature on the matter of how, exactly, the strategic and operational levels interact before, during, and after a war. In fact, there are reasons to think that it may not be possible to develop a set of principles or rules of thumb on the matter. As Carnes Lord pointed out:

“The fundamental problem facing American proconsuls is that political and military decision-making are institutionally split. This remains the case in spite of the significant reforms put in place after World War II, especially the creation of the National Security Council. Today, after ten years of war and continuing pressures to improve the integration of the political and military dimensions of American counterinsurgency operations in the Greater Middle East, there remain significant disconnects and tensions between a civilian leadership that is increasingly without military experience and a military establishment (embracing civilian professionals as well as the uniformed military) that is increasingly competent to deal with security-related matters beyond the narrowly military sphere.”7

In other words, it may fall increasingly on the military to reconcile the gap between strategy and operations, a solution far from optimum but likely better than ignorance of the strategy/operations relationship in both Washington and the field. Wargaming is deeply institutionalized within the military, so it is within the military gaming process that education and analysis of the relationship must at least start to occur.

To close the existing gap, national security practitioners, uniformed and civilian, should develop a feel for the dynamics of these interactions such that they can approach decisions to go to war, war strategy, campaign design, and post-war arrangements much more sagaciously. Widespread inclusion of such an interface in wargaming would help close the gap.

Professor Emeritus Rubel is retired but serves as an advisor to the CNO on fleet design and architecture. He spent thirty years on active duty as a light attack and strike fighter aviator. After leaving active duty he joined the faculty of the U.S. Naval War College, serving as Chairman of the Wargaming Department and later Dean of the Center for Naval Warfare Studies. In 2006 he designed and led the War College project to develop the concepts that resulted in the 2007 Cooperative Strategy for 21st Century Seapower. He has published over thirty articles and book chapters dealing with maritime strategy, operational art and naval aviation.

References

[1] U.S. Army, Field Manual 100-5, 1982, p. 2-3, https://archive.org/details/FM100-5Operations1982

[2] Carnes Lord, Proconsuls, (New York: Cambridge University Press, 2012), see Chapter 1, “On Proconsul Leadership,” pp. 1-22 for a discussion of delegated political-military leadership in the American system.

[3] Justin Kelly and Mike Brennan, Alien: How the Operational Art Devoured Strategy, (Carlisle, PA: Strategic Studies Institute, September 2009), p. viii.

[4] Harlan Ullman, “Harlan Ullman: U.S. decision-making lacks strategic thinking,” UPI June 13, 2016, http://www.upi.com/Top_News/Opinion/2016/06/13/Harlan-Ullman-US-decision-making-lacks-strategic-thinking/3231465586081/ 

[5] Richard Saunders, “The myth of ‘shock and awe’: why the Iraqi invasion was a disaster,” The Telegraph, 19 March 2013, http://www.telegraph.co.uk/news/worldnews/middleeast/iraq/9933587/The-myth-of-shock-and-awe-why-the-Iraqi-invasion-was-a-disaster.html

[6] David C. Gompert, Hans Binnendijk, Bonnie Lin, Blinders, Blunders and Wars, (Santa Monica, CA: Rand Corporation, 2014). p. 167.

[7] Lord, p. 231.

Featured Image: NEWPORT, R.I. (May 5, 2017) U.S. Naval War College (NWC) Naval Staff College students participate in a capstone wargame. (U.S. Navy photo by Mass Communication Specialist 2nd Class Jess Lewis/released)