 Welcome back everyone. This will be our last panel of the day and then we will have our end of program. So this is our last but not least panel. And we have our panel moderated by Dr. Hyatt Alvi. And this is another faculty development panel. Dr. Alvi is an associate professor in the National Security Affairs Department at the Naval War College. She has served as the director of international studies at Arcadia University and she has taught political science at the American University in Cairo, Egypt. She has published numerous books and articles including her latest book Nonviolent Activism in Islam, the message of Abu Kalam Azad. Please welcome Dr. Alvi and her panel. Thank you very much. It's an honor and a privilege to be asked to moderate this esteemed panel and I want to thank Dr. Syrah Yameen for inviting me and congratulations on a great symposium. So I will not be reading any bios. I encourage you to look at the program and read the bios of our esteemed panelists. We're going to begin with Mr. Robert Gussentine. Sir, the floor is yours. It's 1500. I'm going to have to ask you to participate. We have to participate and we're going to die. We're all going to die here. So I, I, I'm retired Navy captain. I run a course in the swamp in Mississippi on a NASA base for partner nation officers, diplomats and government officials. No US participation. It's fantastic. Our key objective is getting them to see, see something different. Can you see the world around you differently? And we don't shovel what the US offers. We don't say here's, here's what we got to offer. Here's from the US. Here's what you get. I'm sorry. I tell them in the beginning we're going to create something together. We're going to create this together. Every class is different. And so we go in with that mindset that we're going to do this together. So it's really patterns itself well on at 1500 on the afternoon after lunch and you've got, you know, traffic and the whole thing for you to participate. So I'm going to ask you to do that at certain points. And I'll start out with, with any army folks in here. Holy smoke. So FM six mission command, right? FM six mission command is is a doctrinal pub in the army. And it says that leaders do three things. Leaders visualize. They describe and they direct. That's what it says. That's what army doctrine says. We say in our course we visualize communicate and direct. First, you have to be able to visualize. You have to be able to see what's going on. You have to understand your environment. If you don't understand your environment, you will make decisions about things you don't understand. And you'll waste time and resources and opportunities and none of us can afford to do that on an operation. So we start with what we can see are we seeing the world is changing dynamic world we're involved in do we see it properly. Are we seeing it in a way that's advantageous to us in our country and our national security. And I say maybe. And from what I heard this morning in the Pringle auditorium, we have blind spots. One of those is women peace and security. And so we have other blind spots but this is what we're going to talk about today. This is a very famous as a scholar of poet. The souls. The father of Pakistan, right. And, and wonderful poet. And we use in our course a lot of poetry, a lot of literature we use painting visual art to communicate and make ideas and concepts sticky. And we do it to open their minds to new ideas. It seems to work for us. I won't offer that as a pedagogy pedagogy for you, however it's pronounced. But I want to I want to share what we do down in Stennis, Mississippi. With 20 or so. Partner nation officers diplomats and government officials three times a year we do a third it's a 30 day course. Nations are born in the hearts of poets they prosper and die in the hands of politicians. Thornton Wilder a US playwright wrote a play called our town and if I know our town know this know the play we skip act one and act two go to act three Emily who's in the play has died. And Emily is is is had a chance to look back at her life on her 12th birthday. When she asked the stagehand stage manager rather who's a character in the play. Do people ever really see life when they when they live it, if you actually realize life, and it's full measure when they live and he says well the poets and the saints maybe. And so, with that answer we lean heavily on poetry in the class. And I have a poem for you today that I'll read if we have time, but I'm going to move quickly to, to this beautiful idea called women peace and security. This is the US strategy. My take on this strategy is written here. And the strategy as far as I've read it, and this is not the DoD course but this is the national strategy is outward looking. It is for partner nations. It is for what we do overseas. It works well in our class for us to to incorporate it. Leonardo da Vinci to develop a complete complete mind study the science of art study the art of science, learn how to see realize that everything connects to everything else. Again, we introduce art, because art allows our brains three important neurotransmitters dopamine serotonin and oxytocin. It brings our minds up creates trust, and prepares us to learn. And so we use art and the class. When you view a piece of art, you have to piece of visual art like a painting you have to look at the painting, and its entirety, and understand what that painting is about our mind creates a thought, and we have to be able to express the thought. So what we get into in our class is understanding our environment and expressing our thoughts and in creative and sticky ways. Here's here's a little bit about our course. Our why to challenge our understanding of the world and together create new methods for thinking and going about our work in the 21st century. We see goals, strategic awareness, not omniscience, but as best we can never again be fully taken by surprise, be able to think big and small, fast and slow, able to think systemically, and be willing to do the hard tedious work of understanding. That's our course. That's our goal. And we do that for point seven women per year we get about one one. And that's our average so far us so come is going to help us fix that. Yeah. But I looked at your mission. Here's your mission statement, I looked at it and I started to draw some things that seem to align with what we do. And then maybe never will courage to live, never will work out delivers the mental strength and flexibility to out think competitors. It's a cognitive advantage, which I think is fantastic. It's a fantastic thing for you to see as your mission. We're going to give our men and women and the men and women of our partner nations cognitive advantage. I know these are people familiar to you in the war college I know you teach from this. The Cadoy to be able to see things at a glance to understand them, generate a comprehensive understanding at a glance and clouds this you teach that here I know you do. I've read I've seen your books. I've seen your papers in your articles. These two gentlemen have are talking to us about seeing the battlefield. How do we see it. When all said and done it really is the commanders Cadoy who is ability to see things simply to identify the whole business of war, completely with himself. That is the essence of good generalship to see things to see things simply to identify the whole business of war. And that's what we're going to talk about briefly this morning because I've got about 17 or excuse me. About 10 minutes left. We're going to talk about the whole business of war which includes women, peace and security. What the research says this is what the document provides us this research. And so participation starts now. So you have we're going to read these together. These three things we're going to read together you're ready ready I'm going to hear it out loud okay we're going to read this together. Number one, peace negotiations come on we can do this. Happy hours coming you got it, you're going to have to turn on here. Peace negotiations are more likely to succeed and result in lasting stability when what women participate number two women and girls are often targeted for various forms, exploitation and abuse. Oftentimes their physical vulnerability can be directly traced back to their politically disadvantaged patient society and number three, social and political marginalization of women strongly correlates with the likelihood that a country will experience conflict. The research says, that's the why of it all. The first document, looking out, we had this we're starting to see the whole business of war, and women have a place in it. So I will tell you this is not a document that's instructing us to be nice. It's not in this it's not about compassion or being fair. This is about war. It's about winning wars. It's not about winning battles that we set up front. You want to win a battle I'll grab you know you want to go to a bar fight I'm going to grab a bunch of guys here and go. Maybe Ebony but I'm going to write I'm going to I'm going to grab bunch of guys are going to go to a bar fight. If I wanted to sustain the peace. If I want to win the war. It says we need women to participate. That's important. Art can help us it helps us in our course. Open up minds on ramps to new ideas. Aristotle art is born when many of the bits of information derived from the experience, the whole business of war. And from that emerges a grasp of those similarities similarities in view of which they are a unified whole. The whole business of war comes together. Oasis right Aristotle thinking how thoughts are for how we create thought. And there's a spot between the time we see a tree. And the time our brain tells us we've recognized as a tree. And there's a there's a thing in between and that's where we generate thought meaning comes from in between. I perceive a tree here. And of course we see with our minds. So seeing is a cognitive activity. You give students it says we give the force the joint force cognitive watt advantage. This is about thinking. You're in the business of thinking. Generating and building thinkers for the 21st century. That's your job. That's your mission statement. People have who have a cognitive advantage. I Asia come out. I certainly lean on Pakistan here a little bit. A beautiful calligraphist out of Pakistan. I try to emphasize the message of the Quran through my art. I believe that your soul connects to a mystery. As soon as you observe a piece of calligraphy. Whether or not you can understand that or whether or not you can understand it. This is this is of course, versus from the from the Quran. Right. Beautiful calligraphy. Beautiful. So this idea that art has a special place in learning is not something that is exclusive to our course. And it's a way of thinking of course and the Chinese and the Sunday anesthesia on the left there's a little bit of information talked about the three perfections. The Chinese think I think there should be I think there should be an intelligence discipline for art. Let's look at their art and tell something about those people. So the Chinese back in the day. Use three forms of artistic expression poetry calligraphy and painting and that came together to be called the three perfections. And it was to them it was the fullest expression of an idea. And it's something that you can receive in nature here with the natural setting, something common to this type of painting is there is the same level of detail in many parts of the painting that is not true in Western art. It is not as is common in Western art. They think everything has value. I see the whole picture Gus. And in Western art there's usually a focus. If you look at Van Gogh sunflowers guess what the focus is. Those ideas even the Hudson School they had they had something for us to look at. And so in the Chinese painting here back in the Song Dynasty. We see that every part the whole business of this thought is incorporated almost to the same value, almost to the same value. Is that important to three perfections. General crew like any Marines in here. So, general crew like 1999 writes this article the three block war how many times have you said the three block war and the strategic corporal in your life military lifetime 1000 times right 1000 times at least. We say that we quote that all the time. He wrote the article, his, his the whole cross of the article is were concentrating on combat operations guess what warfare is not synchronous. Right. It doesn't happen. We go to phase zero phase one phase two phase three phase four doesn't happen that way. Everything happens at once and that was crew Lex lesson to us. It happens all at once. You're going to turn assistance peacekeeping and war fighting all at the same time. There's no focus on combat operations we have to take care of everything we have to see and deal with the whole business of war to be successful. Not just the stuff I like to do. Not just the stuff I was trained to do tank battalions Bosnia hurts a govenia right doing tank battalions didn't want monitoring voting booths. Not just the stuff I was trained to do as a US Navy seal. It's the stuff I have to do to be successful. Right. So crew like told us this. And in this article. It's non linear. It's the whole business of war that we have to be working on at the same time. I gave a brief, or I met with the Office of Director of National Intelligence staff in 2006 we were we were discussing something up in up in Fairfax that or their offices that that we're all interested in at the end of the briefing. I said, it looks like to me that your remit your burden your challenge for the IC intelligence community was that everything everywhere matters all the time. Not everything's important. But everything matters in a close or semi closed system. Remember now joint doctrine has systems design right in a in a closer semi closed system. Everything affects everything else. That's the nature of complex systems. So crew likes telling us that we have to pay attention to the whole business of war. And we have to see it differently. Less less. My last couple of slides here. This is an article about Haiti after the after the earthquake. And you can see the title. And I would ask you. And this could be any military force it just happens to be one on the way. But I would ask you, what's the impact of peacekeepers going down to the gate and I had a discussion with with our, our, I call my companions in the course about their experiences with this sort of thing. And roughly it's the troopers go down to the gate and engage and barter for a price for for entertainment for having sex with the women, right. And then some of the some of the folks my companions with several young and the families even bring the women, the young women to the gate. That's the nature of this, this messy stuff for it. And so we've moved the conversation on there were two female officers in the class. And it meant for a very, very interesting discussion. And I know you know the Malian dialogue we're very famous and then what's the great line anyone can anyone give me the great line out of the Malian dialogue. The strong do what they can and the we suffer what they must. Right. Athens tomatoes. What, what's the impact here, if the stronger going down to exploit. What's the impact on the individual. The trooper, the trooper, right. What's the impact, what's the impact on the unit. Especially if they have women in the unit, what's the impact. How about the mission, how about the family, how about the country, how about the UN, the reputation, the trust legitimacy reputation, the moral injury that we incur. All right. This is the whole business of war. It's just not lasers and cyber and pointy ends of ships. It's the whole messy stuff. And we have to be able to see it all. We have to be able to see it all. And that's learning to see anyone have someone ever break trust with them. Anyone. Somebody break a promise break trust. Yeah, I know, we always are here. I'll just give you secret your relationship will never be the same. That's the power of trust. That's the injury, right. So if we lose trust in a unit, how does that work. You have a. Okay, I'm going to try to hurry. So the whole business of war, we have to learn to see it. It includes women. It includes their, their participation. In all the ways we've heard about this morning, both in positions of authority and influence. And also their, their consideration as potential victims of exploitation. Okay, Gus, we get it. So what are we up against? Well, you're up against this. Right. This is what you're, this is what you're building people to take care of. To handle this stuff, right. Everything here. And it's not just this stuff, this world that's spinning around us. It's all the changes that these things create. They generate change that multiplies and multiplies and multiplies. And you're supposed to be building the people who can handle this, right. The leaders. Well, they have to see the whole business of it. The whole business of war. The great game layered on top. What's the one on top, ma'am. Commander, what's the one on top chat VT GPT, right. Yeah, right. And then of course, anarchy. These two guys thought people have different ways of thinking. Fantastic. John Sturt Mill and Isaiah Berlin. We need people who can think differently about the whole business of war and I'll end with this. And I picked this because it was it when it works very well as a poem. It's the kind of thing we do in class. It's many wall it's done up here. It was north out of the north Boston series of poems that Robert Frost wrote. Very famous line like the million dialogue quote right we loved it. We love to talk about good fences make good neighbors like we love to say that. Here's the last stanza. And here's what I want to take away from this poem poems can teach us poets can can illuminate things they see things we don't see. But this is how I kind of use this thing in class and each hand like an old stone savage armed he moves in darkness as it seems to me. Not of woods only and the shade of trees. He will not go behind his father saying. And he likes having thought of it so well. He says again. Good fences make good neighbors. We can't we can't walk away from old ideas. Right. We want to clutch those things these traditions he does. He will not go behind his father's saying he clutches on to that. And so the thing we try to move our companions into our the people who participate in our class. Is be prepared to move away from where you are. Be ready for new ideas. Be curious. Generate and feed your imagination and be ready to become the leaders your countries their countries needed to be. That includes learning to see the whole business of war, which includes women. Thank you very much. We will now open the floor for q&a and I mitzi please go ahead. I'm a faculty member at the center for naval warfare studies and analysis, which is across the air bridge over there. Sir, you had a very nice picture of general crew lack up there. The 31st command on of the Marine Corps. And I would like to ask you about general crew lacks best friend. They met in 1953. And this mysterious best friend died and crew lack gave the eulogy at the funeral. And who was this mysterious man, you know him well because you teach him in your course. It was Ted Geisel. Otherwise known as Dr Seuss. So I would like I have prior knowledge. That's just guessing. I'd love to hear you talk about that and how that fits in with your general pedagogical philosophy about understanding the world in its entirety as necessary for warfare. I have some backups like the police. Tell me when we're going along and I'll out. Okay. Okay. Oh, this is my last slide. I'm sorry. The note on the left though, the note on the left. I want you to see that the whole point is I'm going to point to the left so you see the note. I believe that about strategies. I didn't look at all this work. I just saw back up stuff. I can't. There we go. Okay. So, Yeah, we use this in the course. It's the only course book we have. And just as they talked about in the last panel, you have to have things that are sticky. And this sticks. And they take it back. And I mean now the words out right there ain't going to get one of these at graduation. And the point is there. It would be incomplete if they did not receive it. They're anxious to get that thing in their hands. And they take it back and, you know, I've seen it in pictures in their offices. They've got a prominent display next to the whatever, right. But they're very proud of it. The cat in the hat, of course, is a story about chaos. If you know the story. The kids are in inside this raining and mom's gone. And they they're bored. The cat comes in chaos ensues. Messed up the house. Oh, mom's coming back and the cat says, well, I can fix this right. And the cat comes in with this car with lots of arms on it, right to pick up the house and get away but right as mom's walking. Okay. Cat comes back relatively the same story cat comes in. And it's a great. It's a great depiction and very simple terms about wicked problems, where one problem you try to solve one problem and you create two more right. And this story what happens well that you know he's eating the cake in the bathtub and there's a ring in the bathtub, and he grabs mom's dress and he cleans up this now mom's dress is messed up and he keeps going. Okay, so the problems multiply. And then he comes in with pretty soon pink, it's pink snow and the whole world's pink and mom's coming home. And he has to, you know, cat comes back in well I've got all these cats and won't go to the name of the last cat is cat Zed. And it has boom, right, and boom is magical and it cleans everything up and mom comes in everything's clean and go and she goes and story. The point is, I, we were and I haven't read it in class it's a fantastic photo, you can imagine the image we capture. You know they're in there with their with their uniforms on and they got the cat in the hat open and they're reading and I get great pictures you know, and I said well I'm not going to send these back until you get home. You know I'm not going to send these back to the guys I know in your country because if these get out no one's going to understand what in the world, you know you spent money to come here to do this for so the cat the hat the cat comes back. The storyline here is a classical storyline from literature and Shakespeare everybody uses this right. You have the story begins and you have conflict is introduced and then you have increasing complexity or trouble or problems. You have a climax and you have the Daniel more okay, classic right English majors I know there's one there this morning. So these two stories, the game changing innovation comes in the car with all the arms or the boom right something happens is introduced the game changing innovation, and everything gets sorted out. And then the cat goes away mom comes home and everything too. So we we pattern our discussion after we've introduced the books and the stories and had them read them to this we move them towards this. And I just tell them hey when you know the archaeological record now says that there were, there were four or five species of humans alive at the same time right archaeological record says that alive at the same time not sequentially right they're alive at the same time. And one of the things that homo sapiens the big brain. One of the species. What was its. What was its greatest says here ultimate weapon. What was its game changing innovation. And I move them to this. This was our game changing innovation these are international partners. So I move them from why are we why are we reading discuss to cooperation. And it's through art and it's through it's through the cat in the hat, because it's a nice on ramp. It's incredibly sticky. We refer to it through the rest of the course. And so I have just stuck. Dr. Seuss is very sticky I put cooperation on it and I give it to him, and it works. And that's how I did it and it wasn't like I understand the neuroscience of the three neurotransmitter anything else. It was eight it was, you know, 830 on Sunday night and I had no idea what I was going to do tomorrow. And had to come up with something. But it works. And it's it's an art induced. On ramp. To a concept which we want them to take away. They do, they do pretty good job. Okay. That's a great question. I'll give you. You know, I got, I got to 10 bucks later. I see a question over here. Okay. Well, I hope that was informative and helpful and I name I'll turn it over back to you. We still have time for one more question. Anyone of you. Sorry. So, Gus, I have a question I know the answer but I want the audience to hear when you introduced the topic of women, peace and security in an international strategic leaders course that you host. What is their initial response to understanding the concepts within women, peace and security that you receive back from them and does their response surprise you. It surprised me, but I want to hear your feedback. Yeah. Well, I do the US strategy right. And they, but they as you point or somebody pointed out this morning on the panel in a Pringle auditorium. You know, hey, this is this has been in the works globally for a long time. And these countries are no stranger to women, peace and security, either as a, as a, as a, as a, you know, a bumper sticker or a concept. And most of the countries we work with that are partner nations that come to our course are integrating some slower some faster. Some have different experiences with women and positions of authority and leadership. But they, I will say that there, there's, there's a. It's not surprised that we have it in the course and we and I would show you a thing on the course. We, we talk about it all the time. Because, because again, because it's part of the whole business of war. And every Thursday though is women, peace and security day, every Thursday. I know you have a happy hour here but there we have women, peace and security. And, and the reason we do that is because you get these conversations that you need to spend time with this. Instead of having a little class here and a little comment here. Hey guys, we're going to go on because we've got. We spend a whole day. And we have to deep dive it and they have to be exhausted. They have to think through these things for them to say, okay, I'll take a piece of that. Right. And so they're there. Some, sometimes they are. Curious of why it's in the program. Why do we have this. We all know this Gus why are we talking about it. Like we're like we're finished like we've, we've done enough to put out a strategy we've done enough to put it in in law. We've, we've heard from early this morning until now that that's just not enough. Right. We have to put it in practice. And as, and as we say, the Chinese word Dow, the Japanese word dough. Is way and it's not a way of going it's a way of being. And so changing the way as we talk about in our class. How, how are you being. How are you being that we are spreading this virus about women peace and security. Someone called the virus this morning. But how are we doing it. How are you being not what you do. What you are the to be verb. And so, so that's what we want to make it so it's a thing. And they want to walk away again as a sticky thing and I have a great example, which I'm going to cheat. This is some of the stuff we do. We do rapid prototyping. Okay, so I, here's one thing. We've seen this come into we build strategies at the end of the course, and the strategies are given as presentations, and I have been listen to women. That came up as one of the reasons for women in the strategy. Why is Siri a female voice. Why about Alex, what about. These are the reasons they put these in a strategy so are you being effective Gus. Well we're talking about it. And our friends from so calm come and help us get this started. And we talk about it whole course and it ends up in the strategies that they produce at the end. And I, and I tell them, and here's here's another one that you may be. So, and I'll read the, the red bubble having developed the strategy comprehensively empower women in our societies as a non provocative unconventional path and source of strategic leverage to rebalance our collective relationships with a great power is namely Russia, the United States and China. And these are medium and small size countries who have no choice mainly in dialogue fans, right, but to suffer what they must. How do we do this cooperation Gus, what do you want to cooperate on something that that blows up in the face of these big powers, not a good choice. Well, let's find a non provocative way and so they incorporated empowerment of women to build community to build cooperation among nations and start from moving from a point of weakness to point of of advantage. So, I'm very proud to see those things come about in the in the strategies. Thank you sir let's give him a hand. Our next speaker. I'm sorry. Yeah. Sorry, I just had one more brief question, kind of related to the previous if we have a second or no real quick real quick. Gus I just wanted you to ask you to share what is the biggest resistance or push back that you receive from your students when bringing up WPS. And what do you quickly say to that thank you. It's combat combat combat arms, just exactly what we talked about today. I don't have a good answer for them. So, I'm sorry, I'm all for, trust me, I'm all for Hey, if you could if you can do it you get in there. I do tell him this, I say, Listen, we got 11,000 years of the of the Holocene period right humans were developed the record says whatever. For, I don't know 10,000 years of human history. We have been based on physical strength. That has been the power broker right is your physical strength. And it's our ability as men to counter friction and gravity. And because we started this 7,000 years ago. We captured key terrain right men captured key terrain. I mean, presidents were the leaders of corporations. So what happens in the future. Man cyber what happens in the future is a physical strength. No, right. So we have to prepare. So this is the whole thing. They wonder why what about combat arms. Well, I don't know figured out. My point is, in 20 years and one generation, it's going to change. Your job is to figure out how to lead there. And our job is to develop leaders who are prepared to lead in space. We're weight and friction stuff really kind of doesn't matter. And so they start to see, wow, we got to get ready for the future. Yeah, you have to get ready for the future. And you have to have women. You can't start the pipeline of leaders. Like, when we're 20 years from now, right, you got to do it now. And the pipeline that was being the pipeline being small or barely littered with women, right, the leadership pipeline. Was a thing that brought up the comment they made today, but that's the thing. What about combat does. Okay, listen, it's going to change. Right. It's going to change and you have to regardless what you think you've got to prepare leaders, given that cognitive advantage, have wrong to lead in the future. Thank you. That, that was a great question. Thank you. Our next speaker is command master chief Joseph Barney and thank you for your patience, sir. The floor is yours. I appreciate that. I was fixing the dog Gus for this sharing session that he brought but thank you very much. I do appreciate that there's a lot of things that I've learned today. I think what I learned from him was really impressive that just a little while ago. I learned for those of you that may not know this I'll tell you so you don't do what I did that these buttons on the jacket don't actually unbutton and open up the sleeve, and guess exactly when I figured it out. Right. About the time I stuck this thing into that sleeve. Right now you're half in half out and I don't know what to do so we've worked this out I've got a jacket on I'm happy and really really pleased. It also makes me very happy to listen to somebody say hey it was 830 at night and I didn't know what I was going to do. So I did this that you know mine is like it's 830 in the morning I don't know what I'm going to do and I'm going to do this. I have been predisposed to women peace and security since about 1979. My mother and my aunt both owned beauty salons and if you are a young cisgender heteronormative male, there is no better place in society than work as a teenage boy than that kind of a construct. What I saw in those spaces and places were women that were leading that women that were in spaces and places that were taking charge and doing the things that they should as matriarchs of their families and of their communities. And I saw efficient people operating well in those spaces. Years after I joined the Navy I was then again asked to go and represent the US submarine forces Pacific on a panel for the women and submarines project. And I am kidding you not for almost a year, sitting in a room watching people ring their hands about what are we going to do when the girls show up to the submarine right was stunning. Guess who was absent from that conversation. Women. Right, say it isn't so. You know, and it, it took almost a year to get women in that conversation and I could swear to you. The only thing that kept going through my mind is, I don't know how many of these men have sisters I don't know how many of these men have daughters. I don't know how many of these men have wives, but I do know they all have mothers. And what would it look like if that conversation if the WPS conversation had been as relevant at relevant and as I guess prevalent at that time. I think we'd have probably been more effective war fighters. I think we'd have been more effective at combat. And I think it would have made a bigger difference to the world, much, much sooner. I think a little bit about culture. I've got a couple of slides here to show. I would offer that the slides are less meaningful than your engagement with me and vice versa. I do think it's important that we all understand or at least come from a position of commonality when we talk about culture of inclusion. I didn't really get fascinated with cultures of inclusion, until as a strike group command master chief, I had the opportunity to look at 13,500 sailors and compare apples to apples squadrons to squadrons. DDGs to DDGs cruisers to cruisers aircraft carriers to aircraft carriers. And in that compare and contrast, start looking at organizations that were thriving in support of their people that were meeting all of their measures of effectiveness, that were doing all of the things that they should be doing their people were promoting happy, non attribution or correction, unplanned losses were not prevalent in the organizations, and then other organizations who might have measured that meet met their measures of effectiveness, but did so on the backs of their people. I think very heavily at what was the difference between those two organizations, and it's easy to say that it might be the leader or the commanding officer. It's easy to say that it might be the command triad or the department heads or the wardrobe or the chief mess, but what I found and what I'll share with you today or some things that I think are fundamental to the fabric of the entire crew. And I would ask as facilitators in this organization, and as faculty and professionals in this space that you consider some of these as we move along. Okay. Key enablers for cultures of inclusion I took about 155 different attributes and started looking very closely at what, what they had in common what they had in difference I started kind of bidding them into different genres, and I came up with these. What I call key enablers. I would readily admit that these are some key enablers not all key enablers and this is a way to look at this, not the way to look at this. Your way may be different in your classrooms it may be different in your squadrons or your submarines or your military treatment facilities. Right, it may be different. Great out words might be big and bold on your slide and my big and bold might be great out on your slide. But these were the things that I found out of that 155 or so attributes that in the absence of or in the presence of we saw cultures in organizations that were inclusive or cultures and organizations that were dying. What is stunning to me as I talk about this list. Over four years at the naval leadership and ethics center to every commanding officer executive officer command master chief chief of the boat and spouse. Everyone in those rooms looked at that list and said yeah of course absolutely that makes perfectly good sense to me I understand that that's what we do. Really. Then why are 50% of the commands. First, not thriving know what what is it that is preventing if you believe that to be true and you espouse that that is the right idea. What is it that prevents us from doing it. So I would ask you to consider those as you take a look at cultures of inclusion. I think that if cultures of inclusion and key enablers are properly aligned in an organization and properly aligned in the mindset of a leader of an organization that you come up with learning cultures. Now for this audience learning cultures are what you do. It's part of the fabric of who you are as an educator as an academic it's a part of the fabric of those of you that are practitioners in the space around culture and inclusion. But the reality is learning cultures. Challenge the status quo. They're disruptive. They cause frustration. They create environments where people are uncomfortable and in that uncomfortable uncomfortable ability. They struggle with trying to figure out what is the next move. What do I say how do I say when do I say what happens if I say the wrong kind of things. My experience as a command master chief over 17 years, looking at organizations that create learning cultures. What I find is that people are addressing the chain of command more frequently and more often with ideas. That are meaningful to the fight. With ideas that are meaningful to fighting and winning our nation's wars. And with ideas that ultimately translate to this space that we talk about with women, peace and security today. Prior to March of 2020. I taught this lesson roughly 60 times. I wrote it in late 2017. And it was a lesson that was relatively well received. After March of 2020. And that summer and the following January. Teaching the same material to the same audiences. The tone change. And it went from a tone about culture of inclusion to a conversation about that de I and de I became very polarizing very quickly. What I would offer to you, and it's been mentioned several times today so I won't beat up on it. Is the DEI and WPS are certainly complimentary behaviors and complimentary efforts. The DEI has a much wider aperture in terms of the number of people, the types of people, the flavor of people, the individuals that we would ask for you to consider as inclusive people parts of your organization. Where what WPS is a policy framework. And an important one. So to answer, hopefully a question that was asked earlier. When we think about the counter arguments to WPS, these are the types of things that I see. I hear people talk about lethality. I hear talk about WPS being a political agenda. I hear things like women not being physically suited for combat. Which I would challenge as Gus has already done so. Our idea of combat is changing rapidly. So that is changing the inclusion of women may disrupt unit cohesion the WPS agenda agenda diverts resources for more pressing military priorities. And the WPS agenda undermines meritocracy in the military as practitioners in this space and as educators in this institution. I think you should develop your own thought processes behind these counter arguments. I expect that you will hear them in your classrooms. I expect that you should be able to address them when they come up. And I expect that you think back to this lesson. And remember that master Farni told you, you should expect to be able to answer these questions. Right. It's really, really important to do that. So as part of that mechanism, while you formulate those thoughts, I've asked, I've got two slides here that I'll show you effective approaches for leaders. And then another way that you might bring in the WPS conversation in institutions that understand WPS, they are very, very effective at connecting WPS to operational effectiveness. They understand how to do that. They can show very tactically on what that looks like for an institution. Right. What happens when you have individuals in an organization that come to work every day belonging and feeling like they can be the best version of themselves and how effective they can be in the battle space when you do that. So those organizations can tie WPS to operational effectiveness. They can provide practical examples. This morning's plenary session we heard about three female engagement teams and I would argue and make even a stronger argument that there are absolutely places and spaces that you will never have access to if you do not have female engagement teams. Period. We'll stop. We are a lot of things. Men. But we are not able to purse to puncture some of that. And if you don't have women and female engagement teams to build critical intelligence for you, you're not going to get it. Effective approaches for leadership to understand how to build training and resources. And understand why that is a priority in your institution. One of the most damaging things I think we can do to DEI efforts to inclusion efforts or to WPS is to talk and espouse how we believe about it, but not put the resources training and agenda behind it. It's a remarkably different thing. That's a great group you brought with you guys. And then finally on this slide and encouraging collaboration I think that that's what we are doing in this room. I've watched the WPS agenda just here at the war college in a couple of years more to something that was really good to something that is outstanding to have all of you in this room. Thinking about hard problems and what you might take back to your classroom. I think that's one of the most important things we can do to address these issues is meaningful, is deliberate, and it is purposeful. And in fact, it is collaborative. Okay. I am not one for buzzwords. I have whore t shirts that have, you know, every chief season we put t shirts on our backs as lead by example, right, deck plate leaders. Sometimes that stuff is fantastic in this case, I would say it's not optional. It's really fascinating with the WPS agenda. They must be by example they must be able to walk the talk. They must be able to demonstrate their commitment to gender equality and inclusion through their actions and decision making. And when they make a mistake they must be able to say, I messed this up how can I do it better. That is what about the the educational process is all about is your students being able to do the same thing in your classroom. Making mistakes, learning, growing, falling forward, making mistakes, learning, growing, falling forward. The central contributions include integration of the gender perspectives and incorporating gender considerations into all aspects of planning, execution, assessment and military operations. There was a question in the last session that was a hazard to paraphrase but essentially the question was, could you show me examples of where women in the planning process made a difference. I would challenge you to show me where women absent from the planning process doesn't get you your end state quicker faster and more effectively. Creating safe and inclusive environments and I'll show you a couple of ways that we might look at that, promoting female representation being advocates for the recruitment of the retention and the advancement of female service members within their commands. I had an opportunity for the first time ever. Despite being in the Navy for 33 years I had an opportunity this past summer to go to the Naval Academy because they were forming the battalion. And I looked across the 1100 plebs at the Naval Academy. And it quite literally was an eye watering moment for me. The group of individuals 1100 strong from all walks of life from also to economic backgrounds, all colors, all genders, it was unbelievably rewarding, but diversity is nothing without a culture of inclusion. And I wonder what it will look like in a dozen or so years when those folks are department heads, but we have the same kind of representation. We have the same kind of people at the table. I would offer that there is a rubric for WPS. I'm not fully sure how to quantify this, but I can provide some qualitative assessment. So I'll just go through a handful of slides here and ask you to take this with you when you go. In terms of a rubric integrating WPS and cultures of inclusion, again, a whole lot of overlap there starts with this awareness and education, being able to incorporate WPS and cultures inclusion into everything that you do is going to be very important. And I'm not talking about spinning the plate, checking the box and then walking off and letting the pay fall. I'm not talking about in your organizations in your classrooms. How often do you talk about it with what periodicity did it happen. How loud do you beat the drum. How frequently do you get after it and Gus's institution I love the idea that every Thursday that's a thing. Right. That is exactly what we're talking about when we do this. So leadership commitment, encouraging leaders to championship champion WPS cultures of inclusion initiatives and set the tone for the organizations. Policy development and implementation. What do your policies related to gender equality, women, peace and security and cultures of inclusion look like. How do your people know that you stand for that. How do they know that you don't, which might be a more telling question. What metrics and accountability might you use to look at WPS and organization and how do you hold the individuals accountable and more importantly, you know, I know what it looks like for our organization here at the war college. But what does it look like for your classroom. What does that work in your places and spaces collaboration and partnerships. Encouraging collaboration and Gus hit this so well earlier WPS is an outward facing mission. Again, one of the questions in the last sessions was, you know, how do you engage with other countries what did we take from their best practices to look at our WPS initiatives. I would say that that collaboration is two way. It's, well, actually it's more than two ways. You need directional or multi directional communication and advocacy developing a communication strategy. And then perhaps most important continuous improvement. So when I go into an organization, I start looking at the things that make organizations effective. These are the kinds of things that I'm looking at some of this is really, really easy to look at. You have a five inch gun, you have a target, how many times you shoot the target, how many times you hit the target. That's your measure of effectiveness. The question that I would ask for you is how do you know your people are ready to shoot that gun every single day when the time calls. And if you're not using a rubik like this to look at these kinds of things. I think you might be surprised when it comes time. All right, this is an exercise that I have done for about seven years now to really kind of look at privilege and the role of privilege and how that might play with organizations. I'll give you just a second to read that. Now, to punish those of you that sat in the back of the room, who have to pass this exam to get your exit ticket. There is your quiz. This is a modified version of an exercise that I've been using for quite some time to look at privilege. There are 27 statements, 14 on this slide, 13 on the next slide. When you have an opportunity to get the slide deck. I would ask you to do it in your office or in your area where you most often reflect. Questions like if you have never been discriminated based on your gender at one point. Then told that you were not masculine or feminine enough, based on your gender at one point, then denied access to education based on your gender at one point. Had to change your behavior appearance to avoid unwanted attention or harassment based on your gender at one point. For the second set of attributes they include things like if you have never identified as a woman of color at one point. If you have never experienced adverse childhood experiences of emotional physical or sexual abuse at one point. If you have never been denied the opportunity to participate in peacekeeping security related activities based on your gender at one point. It is interesting to me. At the higher your score, let's say it's in the range of 25 or so, which would probably be my score that you are most positioned to impact women, peace and security and the lower your score closer to zero. You are most likely to be impacted by a lack of women, peace and security. And that is true in this country, as it is true abroad. I had a professor, I hope that he is watching me. Hi, Dr Hall. I had a professor that once said, if it doesn't get measured it can't be managed. And I hated it. Mainly because I hate SPSS, but whatever. So I went and looked up the quote that he used to use and found out that it was not true. What it came from was what gets measured gets managed, even when it is pointless to measure and manage it. And even if it harms the purpose of the organization to do to. I don't know what your rubik should look like when you are measuring cultures of effectiveness or cultures of inclusion. I don't know what your measures of effectiveness should be. I have some ideas about what that looks like and as a command master chief walking into an organization and being able to grab a cup of coffee and go down and sit with sailors and find out what's going on in an organization. Well, I get a felt sense for what's happening. But I think it is far more important to understand where you influence women, proofs and security and cultures of inclusion than it is to provide some measurement to somebody up the chain of command that says we've checked all these boxes and we're good. So just consider that the enablers as I mentioned when present can assist leaders in creating learning cultures and those learning cultures support both culture of inclusion and by extension, the WPS agenda. And if there was one bumper sticker that I would ask you to take out of here is that bottom diversity without a culture of inclusion is not only a hypocritical maneuver that is also wasteful and dangerous. It puts lives at risk. Thank you very much.