CASE STUDY 1:MISSION POSSIBLE:STRATEGIC DIVERSITY

2. Muhammad Umer Yasin

3. CASE STUDY 1:
MISSION POSSIBLE:
STRATEGIC DIVERSITY

4. Title and Content LTHE U.S. NAVY AND THE U.S. NAVAL ACADEMY, THE PRESTIGIOUS
UNDERGRADUATE COLLEGE OF THE NAVY SERVICE IN ANNAPOLIS, MARYLAND, MIGHT
NOT BE PLACES THAT COME TO MIND WHEN YOU THINK OF ORGANIZATIONS THAT ARE
SUPERIOR DIVERSITY CHAMPIONS.79 YET THE NAVY IS JUST THAT. IN FACT, THE
ENLISTED FORCE OF THE NAVY IS MORE THAN 40 PERCENT DIVERSE. layout with List THE
DEPUTY CHIEF OF NAVAL OPERATIONS VICE ADMIRAL SAYS, “WE VIEW THE DIVERSITY
IMPERATIVE AS A STRATEGIC ISSUE FOR SEVERAL REASONS.” ONE REASON IS THE
CHANGING DEMOGRAPHICS OF THE UNITED STATES. WITH NEARLY 70 PERCENT OF NEW
WORKERS ENTERING THE WORKFORCE IN OUR
RECRUITABLE DEMOGRAPHIC BEING WOMEN AND MINORITIES, THE NAVY HAS TO PAY
ATTENTION TO DIVERSITY. ANOTHER COMPELLING REASON IS THAT THE NAVY’S
STRATEGIC IMPERATIVE HAS EVOLVED OVER TIME TO INCLUDE PREVENTING WARS, NOT
JUST WINNING WARS. THIS APPROACH INVOLVES ENGAGING IN HUMANITARIAN
ASSISTANCE, DISASTER RELIEF, AND BUILDING STRONG MARITIME PARTNERS AROUND
THE WORLD, ALL OF WHICH BENEFIT FROM A DIVERSE NAVAL FORCE. FOR INSTANCE,
AFTER THE INDONESIAN TSUNAMI IN LATE DECEMBER 2004, A NAVY HOSPITAL SHIP WAS
RELOCATED TO THAT REGION. DURING THAT EVENT, THE PUBLIC OPINION OF THE
UNITED STATES CHANGED IN A FEW SHORT MONTHS FROM 70 PERCENT NOT LIKING TO
70 PERCENT SUPPORTING. SINCE THAT TIME, THE HOSPITAL SHIP HAS BEEN TO SOUTH
AMERICA AND OTHER PLACES. “WE SEE AMERICA’S NAVY AS A FORCE FOR GOOD
AROUND THE GLOBE.”

5. AT THE NAVAL ACADEMY, WHERE THE MILITARY BRANCH’S FUTURE
LEADERS ARE EDUCATED, APPLICATIONS HAVE INCREASED 57 PERCENT
AMONG BLACK, LATINO, AND OTHER TRADITIONALLY
UNDERREPRESENTED APPLICANTS. THE NAVAL ACADEMY
SUPERINTENDENT VICE ADMIRAL SAYS THAT, ALTHOUGH THERE’S NO
SPECIFIC NUMERICAL DIVERSITY GOAL, IT MAKES SENSE TO HAVE
REPRESENTATION CLOSE TO THE DEMOGRAPHICS OF THE COUNTRY. THE
FACULTY/STAFF AT THE NAVAL ACADEMY HAVE SEEN CHANGES WITH
THE NEW GENERATION OF “MILLENNIAL” MIDSHIPMEN (THE “STUDENTS”
AT THE NAVAL ACADEMY) AND HAVE ADJUSTED THEIR METHODS AND
APPROACHES TO ACCOMMODATE THOSE CHANGES. “HOW WE REACH
OUT TO THEM IS DIFFERENT. WE JUST HAVE TO BE SMART
ENOUGH TO UNDERSTAND THAT.”

6. DISCUSSION QUESTION

7. 1: HOW ARE POPULATION TRENDS AFFECTING THE U.S.
NAVY’S EDUCATION AND OPERATIONS? WHAT MIGHT
THE ORGANIZATION HAVE TO DO TO ADAPT TO THESE
TRENDS BEYOND WHAT
THEY’RE ALREADY DOING?
SOLUTION:

8. 2. WHAT CHALLENGES MIGHT THE NAVY FACE IN ADAPTING TO A MORE
DIVERSE STUDENT BODY AT THE NAVAL ACADEMY?
SOLUTION:

9. 3. JUST LIKE THE DILEMMA THAT BUSINESSES FACE IN RETAINING DIVERSE
EMPLOYEES, THE NAVY HAS TO ENSURE THAT ONCE ITS WORKFORCE IS TRAINED
THAT THOSE INDIVIDUALS STAY WITH THE ORGANIZATION. WHAT CAN THE NAVY
DO TO ASSURE THIS?

10. 4. WOULD MENTORING OR EMPLOYEE RESOURCE GROUPS BE APPROPRIATE FOR A MILITARY
ORGANIZATION? EXPLAIN. HOW MIGHT A MENTORING PROGRAM OR EMPLOYEE RESOURCE GROUPS BE
IMPLEMENTED IN THE NAVY?
SOLUTION:
AS STATED IN THE PREVIOUS QUESTION, MENTORING GROUPS AID IN THE
RETENTION OF MINORITIES. MENTORING PROGRAMS CAN BE EITHER
VOLUNTARY OR AS PART OF ASTRUCTURED ARRANGEMENT WHERE EVERY
CADET IS PAIRED WITH A MENTOR. FOR MINORITIES,IT IS IMPORTANT THAT
THEY BE PAIRED WITH SOMEONE FROM THEIR SAME GENDER OR RACIAL
GROUP. THESE TYPES OF PAIRINGS HELP MINORITIES IN THAT THE MENTOR
HAS THE ABILITY TO SHARE THEIR EXPERIENCES AS BEING PART OF THAT
GROUP AND THE UNIQUE EXPERIENCES THAT THEY FACED.