Thesis (M.S. in Human Systems Integration)--Naval Postgraduate School, December 2008. / Thesis Advisor(s): Mehay, Stephen L. "December 2008." Description based on title screen as viewed on February 2, 2009. Includes bibliographical references (p. 67-68). Also available in print.

The purpose of this thesis is to quantitatively analyze the relationship between midshipmen leadership and morale at the United States Naval Academy. The goal is to determine if there is a specific set of leadership characteristics that directly contribute to positive company morale within the Brigade of Midshipmen. The study is quantitative and uses the Naval Academy Brigade Climate survey as its primary instrument. The results of this effort indicate that leadership characteristics that are centered on equality and fairness have a statistically significant influence on a unit's morale. Additionally, the thesis provides recommendations for clarifying the definition of morale in a military context along with recommendations for shaping survey questions when attempting to measure morale.

Many senior officers in the Royal Navy of late-eighteenth and early-nineteenth centuries saw the French Revolutionary and Napoleonic Wars as a time of dramatic social change within the officer corps. Naval and civilian commentators alike expressed concern that the virtue of birth had replaced the virtue of merit when it came to the selection of officer recruits, and that the change adversely affected discipline and subordination. This thesis seeks to test the accuracy of these observations, and modern interpretations of them, by determining when and why changes in the social make-up of the corps of “young gentlemen” took place, and the effects of those changes on naval professionalism. This study asserts that social developments in the navy’s officer corps are most transparent at the entry level. Data on the social backgrounds of more than 4500 midshipmen and quarterdeck boys, from 1761 to 1831, shows that the presence of the social elites among officer aspirants was directly affected by states of war and peace and the popularity of a naval career for well-born sons. While contemporaries saw a growing elitism among officer recruits between 1793 and 1815, the data suggests that the scions of peers and the landed gentry were more prevalent in the peacetime service of 1771 and again after 1815, when the weight of social and political connections again became determining factors in the selection of officer trainees. The cultural changes that influenced the popularity of a naval career for young “honorables” between the Seven Years’ War and Parliamentary Reform highlight the social and political pressures that were exerted on recruiting captains and the Admiralty. Together they help to explain developments in the social make-up of the navy’s future-officer corps and the relationship between the naval microcosm and British society at large.

Approved for public release; distribution is unlimited. / This study examined individual Midshipman's First Class (Senior Year) leadership positions, academic and military grade point averages, course of study, prior- enlisted Marine status, family affiliation with the Marine Corps, and status as a Varsity Letter recipient as predictors of assignment to the United States Marine Corps upon graduation from the United States Naval Academy. A review of the Service Assignment process and Marine Corps selection criteria is provided as a historical background. Nine cohorts of subjects were studied from the period 1995-2003 to derive the most prevalent characteristics synonymous with Marine Corps selection. Results of a series of binary logistic regressions showed that the variables measuring Marine Corps enculturation (i.e., prior-enlisted Marine status and legacy status) serve as the best predictors of an assignment to the Marine Corps. For the population of Midshipmen that were neither prior-enlisted Marines nor legacies, the variables measuring leadership experience serve as the best predictors. This investigation also includes a synopsis of the Marine selection panel's proceedings to educate Naval Academy faculty, Company Officers, and Midshipmen who aspire to become Marine Corps officers as to the process the selection panel uses in selecting its Midshipmen. / Major, United States Marine Corps

This thesis utilized a multi-method approach to conduct exploratory research regarding the use and abuse of alcohol by midshipmen at the United States Naval Academy (USNA). Quantitative data were analyzed regarding midshipmen perceptions of abuse. Over 50% of midshipmen consider alcohol abuse as a problem at the Academy. Focus groups were conducted in order to gather qualitative data concerning midshipmen drinking behaviors. Midshipmen representing all four classes at USNA reported significant pressures not only to drink underage but to binge drink. The probability of binge drinking at USNA may be related to the fact that midshipmen are restricted in their use of alcohol; there exists an attitude that they need to make up for lost time by over-indulging when they do have the opportunity. Sixty-five percent of the female and 77% of the male midshipmen participants admitted binge drinking within the last six months (significantly higher than the national college average of 44%). Fear of jeopardizing future careers prevents midshipmen from getting the medical assistance they need for alcohol poisoning or concerns about alcohol dependency. Recommendations include "playing down" the novelty of drinking, providing more opportunities for responsible use, establishing alternate avenues for reporting midshipmen for medical help, holding the 1/c midshipmen accountable for modeling responsible alcohol use, and continuing to support the ADEO program and prevention education. / US Navy (USN) author.

Approved for public release; distribution is unlimited / The United States Naval Academy is the premier source of officers for the Naval service. A Naval Academy diploma and commission into the Navy or Marine Corps requires a four-year total immersion into military culture, leadership training, and a demanding academic curriculum. The Naval Academy.s unique style of leadership training prepares young men and women for service to their country is an artful combination of mental, physical, and emotional development processes. These processes culminate into a performance measure called the Military Performance grade This research uses detailed literature reviews to support the operationalized model of the Naval Academy.s midshipman development process. The model uses secondary data from the Bowman-Mehay data files for Naval Academy classes 1980 through 1985. Evaluated in this research are the outcomes of the Linear and LOGIT regressions of the fleet success measures of Officer Performance, Promotion, and Retention. This research indicates some surprising results about the role of academics, physical education, athletics, and the Military Performance grade on the development of future Naval officers. The Military Performance grade is consistently the best predictor of fleet success measures. / Lieutenant, United States Navy

Approved for public release; distribution is unlimited / This study examines technical and behavioral relationships between independent variables related to U.S. Naval Academy graduates and their probabilities for submarine duty assignment and service with technical competence as junior officers. ìTechnical competenceî is defined as: successful completion of Nuclear Power School, Nuclear Power Training Unit, and the Prospective Nuclear Engineer Officer examination (PNEO). Data analysis of different outcome models is accomplished with the use of binary LOGIT regressions. Results suggest Engineering and Mathematical/Sciences majors (Group 1 & 2) have greater chances for submarine service assignment and better performance during initial nuclear training programs than officers with Humanities/Social Sciences (Group 3) majors. However, the Group 1 & 2 advantages, slowly decrease over time and eventually Group 3 officers linearly perform as well as their peers during PNEO. Findings suggest Group 3 majors are as desirable as other undergraduate majors when selecting submarine officers. Study limitations are discussed with future implications and suggested research opportunities. / Lieutenant, United States Navy

Approved for public release; distribution is unlimited. / For one hundred fifty-seven years, the United States Naval Academy has been producing junior officers to serve in United States Navy and Marine Corps fleet commands. Each year, more than 1,200 new midshipmen are inducted into the four-year, total immersion process. Overseeing every aspect of midshipman life is a dedicated and experienced officer and senior enlisted core. The 4,200 midshipmen in the brigade are divided into thirty companies; each led by a fleet experienced junior officer. These Company Officers play a pivotal role in the education, leadership and training of their midshipmen. This research extracts the current measures employed to assess these Company Officers by way of a thorough review of USNA instructions, previous theses, popular literature, and expert interviews. These interviews were conducted with both Battalion and Company Officers via a specific set of uniform questions. Data obtained from interviews were analyzed qualitatively using content analysis in order to identify themes and patterns. Identification and explanation of these measures will assist current and perspective Company Officers in performing their duties more effectively and providing a better product to their midshipmen. / Lieutenant, United States Navy

Thesis (M.S.)--Naval Postgraduate School, 2004. / Title from PDF file as viewed on 4/9/2005. "September 2004." Includes bibliographical references (p. 79-82).

This research analyzes performance at the U.S. Naval Academy (USNA) and attrition of Midshipmen who have prior-enlisted experience in the Navy and Marine Corps. The primary hypothesis of this study is that the experience gained by enlisted service members provides them with valuable tools and training that helps them overcome perceived academic deficiencies to be successful at the Naval Academy. Linear and Bi-Linear regression models are used to analyze the influence of prior-enlisted experience on academic and military performance at the Naval Academy on the classes from 1999 through 2004. Results show that while prior-enlisted arrive at the Naval Academy with lower academic standings in high-school and lower SAT scores when compared to direct-entry Midshipmen, they still perform at a higher level than direct-entry Midshipmen in the areas of academic and military rankings when compared to a direct-entry Midshipmen with similar academic backgrounds. The study also finds that while prior-enlisted and direct-entry Midshipmen attrite at nearly the same rate from the Naval Academy, the reasons for attrition are quite different, showing that their background in the military has changed their perspectives in some way.