Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2003. / Thesis advisor(s): Janice Laurence, Armando Estrada. Includes bibliographical references (p. 33-34). Also available online.

Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2003. / Thesis advisor(s): Lee Edwards, William Bowman. Includes bibliographical references (p. 87-90). Also available online.

Thesis (M.S.)--Naval Postgraduate School, 2006. / "June 2006." Includes abstract. Author was part of NPS's company officers program and was stationed at the Naval Academy while doing the research for this thesis Includes bibliographical references (p. 77-82). Full text available online from DTIC and USNA LEAD theses database.

Thesis (M.S.)--Naval Postgraduate School, 2004. / Title from PDF file as viewed on 4/9/2005. "December 2004." Includes bibliographical references (p. 95-98).

Thesis (M.A.)--Memorial University of Newfoundland, 1999. / Bibliography: leaves 294-303.

This thesis is concerned with the selection and early career education of executive branch officers in the Royal Navy c1902-1939. The thesis attempts to place naval selection and educational policy in context by demonstrating how it was affected by changing naval requirements, external political interference and contemporary educational reform. It also explores the impact of the First World War and the Invergordon mutiny upon officer education. The thesis discusses the selection of potential executive officers, exploring what methods were used, why they were used and how they were developed over time. It discusses the increasing openness of the officer corps of the Royal Navy to boys of talent, irrespective of their background; and shows that this trend was driven by political demand, fuelled by the increasing number of well educated lower middle class boys, and welcomed by many in the Royal Navy. The thesis demonstrates that the Fisher-Selborne Scheme of officer education combined existing naval practice with recent educational developments to produce a unique and innovatory educational system. It shows how many of the assumptions on which the scheme was founded were subsequently proven to be wrong, and demonstrates its gradual dismantling through the inter-war years. The thesis considers the development of the Special Entry scheme, initially in response to a shortage of junior officers but later as a means of broadening entry to the officer corps. It contrasts the fortunes of the two schemes in the inter-war period, in which the educational side of the Special Entry scheme was largely unaltered. Overall the thesis seeks to place the development of the Royal Navy’s systems for the selection and early career education of executive officers in context by exploring how and why they were developed and their response to the changing fortunes and shape of the Royal Navy.

Approved for public release, distribution is unlimited / The main purpose of this study was to examine the effect of the Summer Training Program (STP) on vocational development of midshipmen at the United States Naval Academy. To test this a sample of 615 first-class midshipmen and 615 second-class midshipmen from the classes of 2002-2004 completed a survey regarding their experiences on summer cruise. Survey answers were grouped into several factors derived from a review of the literature in vocational psychology. The relationship between these factors and their final warfare community preferences were analyzed using several cross-tabulations, univariate tests and multivariate models. Cross-tabulations showed that only 25% of midshipmen change their warfare community preference during the last two years at the Academy. Independent Pearson Correlation (r) showed the affect of each of the different factors on warfare community selection. Of the different variables identified: gender, academic major, running-mate qualification/experience, and ship morale were found to have an impact on the desire to select surface warfare at the conclusion of the summer training experience. The multivariate models (logit) verified that the above variables were significant in determining the choice of warfare community and also showed that observed ship morale was the dominant factor above all others in helping to form career interests. / Lieutenant, United States Navy

Approved for public release, distribution is unlimited / This study will examine the statistical effects of varsity athletics on Naval Academy Midshipman performance. Academic performance averages, military performance averages, conduct grade, and honor violation are analyzed with respect to Midshipmen participating in varsity athletics versus non-varsity athletics. Using hierarchical regression analysis, the expectation is that varsity athletes make up the upper-echelon of the Brigade of Midshipmen than non-varsity athletes. In the analysis however, no statistical significance is discovered with respect to varsity athletics, and that, consequently, varsity athletes perform to the same degree as non-varsity athletes. The results further outline the need for better prediction measures of Midshipman Performance. / Lieutenant, United States Naval Reserve

Approved for public release, distribution is unlimited / It is unknown if the Summer Seminar program, which gives rising high school seniors a six-day look at Naval Academy life, has resulted in a more successful midshipman. While not previously discussed in literature, there are an abundance of studies on civilian recruiting and orientation programs, as well as realistic job previews and expectation-lowering procedures. Based on this literature, it is theorized that Summer Seminar program participation will be positively correlated to increased graduation rates and increased academic cumulative quality point ratings, as well as increased military and physical performance. This hypothesis was tested using multiple hierarchical regressions on population data obtained from the Classes of 1997 through 2003. Success is defined using seven dependent variables organized by academic, military, and physical performance. The key independent variable is participation in the Summer Seminar program, while eleven other independent variables control for demographics, selection criteria, and proven indicators of success. Participation in the Summer Seminar program had a significant relation to increased graduation rates, increased academic cumulative quality point ratings, increased military cumulative quality point ratings, and increased physical readiness test scores. This study concludes that the Summer Seminar program makes a unique contribution to midshipman success at the Naval Academy. / Lieutenant, United States Navy