NAVAL POSTGRADUATE SCHOOL
Monterey, California
THESIS
A STUDY OF ENLISTED TRAINING
AND EDUCATION IN APPLIED OCEANOGRAPHY
by
Karl Leonard Schriner
Thesis Advisor:
D. F. Leipper
September 1972
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NAVAL POSTGRADUATE SCHOOL
Monterey, California
THESIS
A STUDY OF ENLISTED TRAINING
AND
EDUCATION IN APPLIED OCEANOGRAPHY
by
Karl Leonard Schriner
Thesis Advisor: D. F.
Leipper
September 1972
kppnovzd faoK pubtic leZejiAz; dii>txibLLtion untanlttd.
A Study of Enlisted Training
and Education in Applied Oceanography
by
Karl Leonard Schriner
Commander, United States Naval Reserve
B.S., Eastern Illinois University, 1957
Submitted in partial fulfillment of the
requirements for the degree of
MASTER OF SCIENCE IN OCEANOGRAPHY
from the
NAVAL POSTGRADUATE SCHOOL
September 1972
NAVAL POSTGRADUATE SCHOOL
Monterey, California
Department of Oceanography 2 October 1972
This thesis is one of a series of studies prepared at the Naval Post-
graduate School concerning education and training in oceanography. The
series includes :
1. "Oceanographic Education of the Naval Officer," by Rear Admiral
Robert W. McNitt published in Proceedings of the 6th U. S. Navy Symposium
on Military Oceanography, Applied Physics Laboratory, University of
Washington, Seattle, Washington, May 1969.
2. "Officer Education and Training in Oceanography for ASW and other
Naval Applications," by LCDR Larry W. Waterman, USN, M. S. thesis, March 1972.
3. "Management and the Oceanography Community: A Consideration in
Future Navy Oceanography Planning," by LCDR Samuel W. Sigmund, USN, M. S.
thesis, September 1972.
4. "A Study of Enlisted Training and Education in Applied Oceanography,"
by LCDR Karl L. Schriner, USN, M. S. thesis, September 1972.
The first study suggested that billets for oceanography subspecialists
be P-coded aboard certain fleet units such as destroyer type ships, submarines,
and ASW squadrons and the staffs which support them, and that the billets be
established in such a way that postgraduate education was highly desirable
but not essential in filling them.
LCDR Waterman' s thesis recommended sub-specializations within oceanography
and emphasized the relationships between the recommended programs and specific
billets throughout the Navy. It featured the ASW application and ocean
technology.
LCDR Sigmund' s study showed the need for some formalized management
education for oceanographers and recommended specifically how it might be
arranged.
Finally, LCDR Schriner 's analysis concerned all oceanographic education
and training for enlisted men. It discussed the working relationship in
oceanography between enlisted men and commissioned officers. Based upon the
results of a questionnaire it recommends changes in the present program of
oceanography training including the establishment of a career pattern for
"specialists."
ABSTRACT
This study concludes that the primary reason for present
programs of enlisted training and education in oceanography
is to support ASW. There is a significant lack of courses,
schools, and self-study material available to enlisted
personnel on the subject of oceanography. Through more
extensive training the aviation ASW community is more
advanced than the surface ASW community in the ability to
utilize environmental knowledge of the oceans to their
advantage in ASW. ASW sonar technicians are inadequately
trained in environmental effects on underwater sound prop-
agation. To increase the oceanography knowledge of all
enlisted personnel including STs and to provide enlisted
ratings to better utilize training in environmental effects,
several programs are proposed. These programs include an
ASW sensor rating and an oceanography rating.
TABLE OF CONTENTS
I. INTRODUCTION 9
A. METHOD OF STUDY 13
B. GLOSSARY 15
II. OCEANOGRAPHY AND NAVAL OPERATIONS 16
A. OCEANOGRAPHY SUBDIVISIONS RELATED TO
NAVAL OPERATIONS 17
1. Physical Oceanography 19
2. Chemical Oceanography 20
3. Biological Oceanography 20
4. Geological Oceanography 20
B. ENLISTED RATINGS REQUIRING TRAINING
IN OCEANOGRAPHY 21
1. Sensor Operators 22
2. Forecasting and Prediction 23
3. Weapons Effectiveness and Delivery 23
4. Training Simulators 23
5. Other Ratings 24
III. CURRENT ENLISTED TRAINING IN OCEANOGRAPHY 25
A. NAVAL TRAINING ORGANIZATION 25
B. GENERAL ENLISTED TRAINING 27
C. • ENLISTED TRAINING IN OCEANOGRAPHY FOR
SELECTED RATINGS 28
1. Military Training in Oceanography 28
2. Occupational Training in Oceanography 29
a. Aerographer 's Mate (AG) 29
b. Aviation Antisubmarine Warfare
Operator (AW) 35
3
c. Ocean Systems Technician (OT) 37
d. Quartermaster (QM) 37
e. Radarman (RD) 38
f. Sonar Technician (ST) 39
D. OTHER ENLISTED TRAINING SCHOOL COURSES 44
1. Basic Underwater Demolition/SEAL
Training 44
2. Amphibious Reconnaissance Training 45
E. SOURCES OF TRAINING MATERIAL 45
1. Training Films and Training Tapes 45
2. Training Bibliographies 46
3. Officer Correspondence Course
Training in Oceanography 46
IV. CURRENT ENLISTED EDUCATION IN OCEANOGRAPHY 48
A. EDUCATION AND TRAINING ORGANIZATION 48
B. GENERAL ENLISTED EDUCATION 50
C. ENLISTED EDUCATION IN OCEANOGRAPHY 51
1. United States Armed Forces
Institute (USAFI) 51
2. Program for Afloat College
Education (PACE) 53
3. Tuition Aid 54
4. Associated Degree Completion
Program (ADCOP) 55
V. SURVEY FINDINGS AND RECOMMENDATIONS 57
A. FINDINGS 57
1. Sonar Technician Survey 57
2. Ship Executive Officer Survey 81
3. Aircraft Squadron Executive
Officer Survey 82
B. RECOMMENDATIONS 84
VI. RECOMMENDED TRAINING, EDUCATION, AND ADVANCEMENT
PROGRAMS INVOLVING OCEANOGRAPHY 89
A. RECRUIT TRAINING 92
B. GENERAL MILITARY TRAINING 93
C. OCCUPATIONAL TRAINING 95
1. Radarman 95
2. Quartermaster 96
D. PROPOSED RATINGS 98
1. ASW Sensor Operator 98
2. Oceanographer 106
E. PRIORITIES FOR IMPLEMENTATION OF THE
RECOMMENDED PROGRAMS 110
VII. SUMMARY OF CONCLUSIONS AND RECOMMENDATIONS 111
A. CONCLUSIONS 111
B. RECOMMENDATIONS 114
APPENDIX A: GLOSSARY OF TERMS 117
APPENDIX B: QUALIFICATIONS FOR ADVANCEMENT IN
RATING AND NORMAL PATHS OF ADVANCEMENT 124
APPENDIX C: NAVY ENLISTED CLASSIFICATIONS 142
APPENDIX D: SURVEY RESULTS 146
APPENDIX E: RATE TRAINING MANUALS, STUDY GUIDES,
AND CORRESPONDENCE COURSES 212
APPENDIX F: TRAINING SCHOOLS AND COURSES 214
LIST OF REFERENCES 219
INITIAL DISTRIBUTION LIST 223
FORM DD 1473 226
LIST OF TABLES
I. PERCENTAGE AND RANK OF SONAR TECHNICIANS
BELIEVING SUBJECT AREAS WERE NOT COVERED
ENOUGH BY SHIP TYPE 59
II. DESTROYER SONAR TECHNICIAN SURVEY OPINIONS
CONCERNING ADEQUACY OF TRAINING RECEIVED
IN SUBJECT AREAS 14 8
III. SUBMARINE AND MINESWEEPER SONAR TECHNICIAN
SURVEY OPINIONS CONCERNING ADEQUACY OF
TRAINING RECEIVED IN SUBJECT AREAS 157
IV. AN/SQS-2 3 AND AN/SQS-26 SONAR TECHNICIAN
SURVEY OPINIONS CONCERNING ADEQUACY OF
TRAINING RECEIVED IN SUBJECT AREAS 171
V. SAMPLE AND POPULATION COMPARISON 185
VI. REPRESENTATIVE LIST OF TRAINING SCHOOLS
AND COURSES 216
LIST OF FIGURES
1. Naval Training Organization 26
2. Director, Naval Education and Training
Organization 49
3-10. Relation of Inadequate Training to Subject
Matter Topics, as a Function of Ship Type 62
11-18. Relation of Inadequate Training to Subject
Matter Topics, as a Function of Type Sonar
aid Paygrade 70
19. Operating Doctrine Concept 97
20. Career Pattern for ASW Sensor Operator
Rating 103
21. Normal Path of Advancement from P03 to MCPO 140
22. Normal Paths of Advancement to WO and LDO 141
ACKNOWLEDGEMENT
The author wishes to express his appreciation to the
officers and enlisted men of the fleet who willingly con-
tributed to this study through their responses to the
opinion surveys. The author is sincerely grateful to
Dr. Dale F. Leipper and LCDR C. K. Roberts for their support
and assistance in this study.
I. INTRODUCTION
In 1962, the Oceanographer of the Navy, Rear Admiral
E. C. Stephan, stated in a lecture delivered at the Naval
War College, that "perhaps the greatest current problem in
oceanography is the matter of education" [1] . RADM Stephan
further stated, "We will not do what the country needs us to
do in oceanography if we don't foster an awareness, an
interest, and curiosity in a plebe entering the Naval Academy
or an enlisted man entering the service. This is our medium.
We either know it or we don't know it. If we know it, we
can be of tremendous service to the country. If we don't,
we will never fulfill our potential" [1] . The oceans provide
the environment in which naval forces must live and operate.
The medium represented by the oceans is a dynamic one. To
satisfactorily operate in this dynamic medium, we must have
knowledge and understanding of the continuing changes which
occur.
There is a widespread relationship between oceanography
and naval operations. The applications of oceanography to
naval operations involve air, surface and subsurface activi-
ties. Anti-submarine operations, submarine operations, mine
and mine counter-measure operations, and amphibious opera-
tions are the primary areas of concern. The oceanographic
factors related to naval operations will be discussed further
in Section II.
Of the foregoing areas of naval operations, antisubmarine
warfare (ASW) is the single one having the nost urgent prob-
lems involving naval oceanography [2] . Oceanography is
associated closely with antisubmarine warfare, because the
performance of ASW systems is controlled by the ocean envi-
ronment to a greater degree than are other systems employed
in naval warfare [3] . Detailed knowledge of the medium in
which ASW will be waged "must be second nature to Navymen
from skippers to acoustic sensor operators" [2]. The surface
and submarine sonar technicians and the air-borne antisub-
marine warfare operators are the enlisted sensor operators
who normally must be relied upon to operate the sensors in
the actual environment.
In the past ten years since RADM Stephan stated that the
greatest current problem in oceanography was the matter of
education, how far has the Navy progressed in educating
navymen in oceanography? While obtaining data for this
study, a naval officer who occupies a billet requiring know-
ledge of sonar technician education and training requirements
was noted as stating: "Sonar technicians are not involved
with oceanography anymore." The executive officer of a
destroyer stated: "He was not qualified to comment on the
relationship of ASW and oceanography." The problem of edu-
cation still exists.
In 1964, it was decided that not all education and
training should be concentrated at the officer level. It
was believed that the field of oceanography had then reached
10
that level of importance and application at which serious
consideration was being given to the formation of a corps of
enlisted men trained in oceanography. The Aerographer ' s
Mate (AG) rating was considered the logical one to take on
these additional responsibilities "since the laws of physics
which govern meteorological phenomena also govern oceano-
graphic phenomena." It was then stated: "The additional
training in oceanography will produce a highly skilled and
valuable man who can make a most useful contribution to the
success of naval operations. This cadre is required to
maintain an oceanographic capability among naval personnel"
[4] . Thus the impetus was provided for the education and
training in oceanography for the AG rating.
The Navy has made large investments in ASW hardware in
the past several years and is continuing to budget heavily
for the research and development effort in ASW. In an
article published in February 1972, Dr. Robert R. Mackie,
an authority in ASW human factors research declared:
"Significant improvement in ASW readiness and systems per-
formance is achievable if we are willing to make an invest-
ment in the upgrading of the human element in these systems.
The amount of improvement may well be as great or greater
than that obtainable through major investments in improved
hardware" [5] . One of the large investments in ASW hardware,
the multi-mode AN/SQS-26 sonar, has been operational in the
fleet for about eight years, but only in the past two years
have the long range modes been getting the attention they
11
require. Environmental training has contributed to the
understanding of the phenomena involved in asing these
modes [6] .
This study is concerned primarily with perusal of cur-
rent enlisted training and education in applied oceanography.
From this study, proposals for modification of existing
programs were made. An important area, which was not
included in the study, is Navy training requirements to
support new undersea technologies. An exploratory investi-
gation has been made to develop and employ valid bases in
forecasting likely effects of new technology on future Navy
training requirements [7] . This investigation forecasts
that future developments in undersea technologies will pro-
foundly affect Navy training requirements during the next
two decades. Additionally, the report recommends a study
in detail of all current and future Navy and national oceanic
and deep-ocean programs, and development of updated long-
range personnel and training implications. Thus, the way
must remain clear for future training requirements in
oceanography to support these new technologies.
The purpose of this study is to attempt to answer the
following questions.
1) Does the Navy require specific ratings, in addition
to the Aerographer ' s Mates, which are especially trained in
oceanography?
2) How much knowledge of the environment does the
sensor operator need to properly perform his duties? Should
12
the operator's training be limited to plugging operator's
handbooks, graphs, charts, and slide rules, or, should he
also have a knowledge of the principles correlating the
sensor system to the actual environment?
3) Could enlisted ratings trained in oceanography be
assigned at the staff level or on ASW capable ships for the
support of ASW operations where billets for officers trained
in oceanography are not provided?
. 4) Which enlisted ratings require training in oceano-
graphy and at what level?
5) What are the present levels of oceanography training
and education available to enlisted personnel and what is
the oceanography content of the subject matter?
The answers to the above questions will hopefully also
help to answer other related questions and to provide
ancillary information concerning enlisted education,
training, and advancement.
A. METHOD OF STUDY
The method of approach to this study was as follows:
1. Literature searches were conducted of pertinent
subject areas applicable to this study to obtain reports,
directives, studies, and publications for background infor-
mation.
2. The Manual of Qualifications for Advancement [8] was
reviewed to determine the current qualification items which
are oceanography oriented.
13
3. An opinion survey was prepared and forwarded to the
executive officers of randomly selected Helicopter Anti-
submarine Squadrons (HS) , Air Anti-Submarine Squadrons (VS) ,
and Patrol Squadrons (VP) concerning the adequacy of oceano-
graphy-oriented training for enlisted personnel in their
squadrons .
4. An opinion survey was prepared and forwarded to
executive officers of randomly selected mine warfare and ASW
capable ships concerning the oceanography training of sonar
technicians.
5. A detailed sonar technician survey form was prepared
and forwarded to the sonar technicians assigned on board
mine warfare and ASW capable ships. The survey form included
personal history information, training information, and an
opinion survey of the formal Navy training received in 25
subject areas related to oceanography.
6. School curricula and curricula outlines were requested
from training commands offering training in oceanography and
oceanography related areas.
7. Telephone conversations and personal interviews were
exchanged with officers in training commands offering train-
ing in oceanography and oceanography related areas.
8. Navy rate training manuals were reviewed to determine
the oceanography content available for reference in Navy
enlisted correspondence courses.
9. Sources of oceanography education which are currently
available or could become available to enlisted personnel
were reviewed.
14
10. The data obtained from the literature searches,
surveys, school curricula, and other sources were then
compiled to ascertain the requirements for enlisted educa-
tion and training in oceanography, and to determine if the
present state fulfills these requirements.
B. GLOSSARY
A glossary of terms is provided in Appendix A. It con-
sists of terms peculiar to enlisted training, education,
manpower, and advancement.
15
II. OCEANOGRAPHY AND NAVAL OPERATIONS
Oceanography may be defined as the study of the oceans
in all their aspects. The oceans and their bounding media
are considered as a unified dynamic system, the study of
which may be approached from the points of view, and with
the techniques of, the various pertinent basic sciences [9].
Understanding underwater sound requires a consideration
of the properties of the environment and a knowledge of
acoustics. There must be an interpretation of physics in the
environment. If gains are to be made in ASW, the environmen-
tal information from oceanography research must be integrated
with the results from underwater acoustic research through
the appropriate use of engineering principles. Progress will
not be made at a satisfactory rate unless equipment or
systems personnel and environmentalists interact to a common
goal of ASW operational effectiveness [10].
Oceanography is not the panacea for ASW, but it must be
utilized to obtain knowledge of the oceans because as pre-
viously mentioned the performance of ASW systems is controlled
by the ocean environment to a greater degree than are other
systems employed in naval warfare [3]. "... one effort
must precede those of the acoustician, electronics man, and
operator alike: the uncovering of basic knowledge of the
sea itself. It is there that we must look in order to
appreciate both our dilemma and our peril" [11] . The vari-
ability of the ocean dynamic system can produce large varia-
tions over both local and broad areas. Under certain
16
conditions, sensor systems can be rendered virtually useless
due to the variability of the ocean environment. Fleet
sensor operators must be aware of the existence and nature
of these variations.
For example, experiments conducted at the Naval Electronic
Laboratory tower in San Diego, California have shown that a
change of 12 db in the sound pressure level can occur with
the passage of an internal wave. A fluctuation of this
amplitude would presumably cause a 24 db variation in the
strength of the signal received by an active sensor, since
two-way transmission is involved [12] . Also, sensor opera-
tors must be aware of the possibilities of extremely strong
gradients in the vertical thermal structure as in the north
wall of the Gulf Stream where the thermocline gradient is
normally greater than 10 °F per 100 feet of depth.
Soviet oceanography research is being vigorously pursued
all over the world as part of a massive program to learn
more about the oceans. Their first Seven-Year Plan in
oceanography started in January 19 59. The high priority for
obtaining underwater acoustic data in this huge state-backed
program has been clearly indicated [13].
The nation that knows the most about the oceans and
the qualities of the sea that govern the transmission paths
for various forms of energy, and can thereby perceive how
best to exploit them, will possess an immeasurable and
probably crucial advantage [11] .
A. OCEANOGRAPHY SUBDIVISIONS RELATED TO NAVAL OPERATIONS
From the military point of view oceanography can, and
does, make a vital contribution to all aspects of naval
17
operations, but especially to antisubmarine warfare. In
World War II, with operating conditions of ^00-foot submerged
depth for submarines; detection ranges of a few thousand
yards (at best); weapons such as torpedoes, depth charges,
or hedgehogs with a range of a few yards; it was not neces-
sary to know much about the ocean medium [14], With the
advent of the nuclear submarine, and with the rapid increases
in all types of technology, the need for improving the know-
ledge of the ocean environment became apparent. Longer
ranges in sonars and weapons systems have greatly increased
the effects of the environment on the performance of these
systems. Antisubmarine warfare involves the use of air,
surface, and submarine forces, hence most ASW environmental
requirements overlap the requirements for other types of
warfare. Ocean current measurements, for example, are of
importance to ASW but also of importance to mine warfare,
amphibious landings, carrier strikes, and replenishment at
sea. Underwater acoustics in an oceanographic factor affect-
ing practically all areas of naval operations. In Section I,
it was stated that antisubmarine operations, submarine opera-
tions, mine warfare operations, and amphibious operations
were primary areas of concern. In ASW, the emphasis is
placed upon those characteristics of the environment which
influence detection. In submarine operations this emphasis
is accompanied by an equivalent concern with factors such as
tides, currents, and water opacity that directly affect the
tactics which may be effectively executed [15] .
18
There are interrelationships among ocea^ographic phenomena
which affect naval warfare. For example, i.. the area of
under-water acoustics, the path which sound travels through
the ocean is affected by temperature, salinity, and pressure,
variations along that path. Additionally, the sound energy
may be influenced by biologic populations causing scattering
and reverberation. The nature of the bottom can cause rever-
beration or the bottom can be used, as in bottom bounce prop-
agation, to enhance unfavorable sound conditions.
The general subject areas affecting Naval operations that
fall within the four basic subdivisions of oceanography,
physical, biological, chemical, and geological, will now be
briefly discussed [16] .
1. Physical Oceanography
The scientific study of marine physics produces
results applicable to almost all areas of naval operations.
The optimum conduct of surface operations requires knowledge
of the sea state at present and in the immediate future.
Waves influence any surface movement of ships and further
the surface condition is important in ship control, replen-
ishment, and amphibious operations. Navigation requires
knowledge of currents, of the earth's magnetism, and possibly
of its gravity field. Sea turbulence influences air opera-
tions, submarine detection, mine laying, mine surveying, and
reconnaissance. Thermal structure is the primary factor
affecting sound velocity in the upper ocean areas. Temper-
ature also affects the rate of fouling and corrosion on
19
ships and structures immersed in the sea. Submarine opera-
tions require a knowledge of the vertical a.id horizontal
density distribution for trimming purposes. Geomagnetic
and gravity fields affect navigation and ordnance operation.
2. Chemical Oceanography.
The chemical composition of sea water influences
corrosion of ships ' hulls and other equipment exposed to sea
water. Salinity is an important factor influencing sound
velocity in water. Also, certain chemicals seriously affect
the absorption of sound in water.
3. Biological Oceanography
Marine fouling can seriously limit ship's speed and
impair sonar performance. False biological targets cause a
loss of time and effort, and in a wartime situation, a large
expenditure of ammunition. Bioacoustics is important when-
ever sound discrimination is essential in the identification
and classification of targets. Biological organisms cause
scattering and reverberation. The safety of underwater
swimmers is partly dependent upon the frequency of occurrence
of noxious creatures.
4. Geological Oceanography
The shape and depth of the ocean basins, the land
forms that surround these basins, and the discrete components
of the ocean floor have impacts on naval operations [16] .
Prior consideration must be given to geological configurations
before equipment can be implanted on the ocean floors. In-
formation on bearing strength of sediments, rate-of-sound
travel through bottom deposits, and occurrence of rocky
20
reflecting surfaces or sound-absorbing muds is necessary for
efficient emplacement. The features of coa tal land forms
vary around the world and must be examined for amphibious
assault planning. For mine warfare, it is essential that
information be available concerning the nature of the bottom.
Knowledge of mud, sand, silt, ooze, and rock bottoms is
important for the support of minecase anchors or the mines
themselves. Bottom currents cause ripples or crevices on the
bottom into which currents may cause a mine to "walk."
Bottom vegetation may grow rapidly enough to contribute to
mine fouling.
B. ENLISTED RATINGS REQUIRING TRAINING IN OCEANOGRAPHY
In order to ascertain the enlisted ratings requiring
training in oceanography, the Manual of Qualifications for
Advancement [8] was reviewed to determine the current quali-
fication items which are related to underwater acoustics
and oceanography. From this review, ten ratings were
selected. It was further found that eight of the ratings
could be classified as falling into the areas of sensor
operators, forecasting and prediction, weapons effectiveness
and delivery, and training simulators, although two of the
selected ratings could not be precisely classified into
these categories. (The applicable scope of each selected
rating and the qualifications pertinent to this study are
listed in Appendix B. The selected Navy Enlisted Classifi-
cation (NEC) codes for these ratings are contained in Appen-
dix C.)
21
For the purposes of this study only, the ten ratings
were divided into primary and secondary rat. lgs . The primary
ratings were included in the current education and training
study. The secondary ratings were not. Comments concerning
each rating are presented in the following sub-sections.
1. Sensor Operators
Sensors used for detection, classification, locali-
zation, and tracking of submarines include active and passive
sonars, Magnetic Anomaly Detection (MAD), and radar, working
in a very complex ocean environment [17] . Sonar, active and
passive, is the most important sensor for antisubmarine
warfare. Sonars are designed for several modes of underwater
sound propagation. The effectiveness of the modes for any
given piece of equipment and in any given situation depends
on the detailed characteristics of the immediate ocean
environment. These characteristics vary with location and
with time at any given position. Hence, the detection and
classification ranges of a particular sonar system may vary
considerably from one time to another and from one location
to another. Sensor operators must understand and exploit
these characteristics to make ASW forces as effective as
possible. The enlisted sensor operator ratings who must
have this understanding are: Aviation Antisubmarine Warfare
Operator (AW) , Ocean Systems Technician (OT) , Radarman (RD) ,
and Sonar Technician (ST) .
22
2 . Forecasting and Prediction
The availability of predictions of eavironmental
parameters is extremely important. The Antisubmarine Warfare
Environmental Prediction Services (ASWEPS) program consists
of: (a) development of instrumentation for use aboard ships,
aircraft, and buoys to measure oceanographic parameters, (b)
development of thermal structure analyses, prediction tech-
niques, and displays, and (c) application of the products to
ASW planning and tactical operations [18] . ASWEP makes it
possible for an operational area commander to obtain predic-
tions and forecasts of conditions in his area. In addition
to ASWEPS, sea, surf, and ice forecasting are very important
to naval operations. The enlisted rating concerned with
ASWEPS, sea, surf, and ice forecasting is the Aerographer ' s
Mate (AG) .
3. Weapons Effectiveness and Delivery
Oceanography factors effect underwater weapon effec-
tiveness and delivery (including weapon sensor systems) .
The two enlisted ratings concerned with this aspect of
oceanography and weapons are Mineman (MN) and Torpedoman's
Mate (TM) .
4. Training Simulators
The rating concerned with the operation and main-
tenance of sensor operator training simulators and devices
is Tradevman (TD) .
23
5. Other Ratings
Two additional ratings which cannot be precisely
classified in the foregoing categories are Quartermaster
(QM) and Aviation Antisubmarine Warfare Technician (AX) .
The oceanographic qualifications for these two ratings are
contained in Appendix B.
24
III. CURRENT ENLISTED TRAINING IN OCEANOGRAPHY
The primary duty of the Navy in peacetime is training.
In the past, the training of naval personnel has been the
responsibility of numerous commands reporting through vari-
ations of command lines. However, the problem of not having
a single training organization has recently been rectified.
A. NAVAL TRAINING ORGANIZATION
On 1 August 1971, a new command, Chief of Naval Training,
was established at Pensacola, Florida. The Chief of Naval
Training has the responsibility for surface, sub-surface,
and aviation training. The organization of the new command
is shown in Figure 1. The Chief of Naval Training has the
responsibility for bringing all technical training for the
Navy under central control. The schools, formerly managed
by the Bureau of Naval Personnel, have been divided into
four categories as shown in Figure 1. These schools will
operate through a closely integrated fleet-training estab-
lishment relationship. Mission oriented schools, such as
destroyer, submarine, and mine warfare, report directly to
the technical training command as do the significant interest
schools such as recruit training, damage control, and service
schools. The mission oriented school heads report for
additional duty to the appropriate type commander which
assures the type commander technical direction over the
25
CINCLANT/PACFLT
Chief
of
Naval Training
Type
Commanders
Chief
of Naval
Technical Training
Mission
Oriented
Schools
Destroyer
Submarine
Amphibious
Mine Warfare
Command:
Additional Duty
Coordination :
CI CLANT/PACFLT
COMTRALANT/PAC
Primary
Interest
Schools
Fleet
Training
Centers
Fleet
Sonar
School
Fleet
ASW
School
Afloat
Training
Activities
Fleet
Training
Groups
Missile
Training
Unit
Significant Interest
Schools
Recruit Training
Service Schools
Damage Control Schools
Guided Missile Schools
Development and
Training Center
I
Figure 1. Naval Training Organization [19].
26
specialized nature of the curriculum of the schools. The
Commanders, Training Command Atlantic (COMTRALANT) and
Pacific (COMTRAPAC) report to their respective fleet
Commander-in-Chief as well as to the Chief of Naval Techni-
cal Training. The afloat training activities and primary
interest schools (Fleet Training Centers, Fleet Anti-Aircraf t
Warfare Training Centers, Sonar and Anti-submarine Warfare
Schools) report directly to COMTRAPAC or COMTRALANT as
appropriate. The significant interest school heads report
to COMTRAPAC or COMTRALANT for additional duty [19].
B. GENERAL ENLISTED TRAINING
The basic reference for the preparation of training
courses, training publications, on-the-job training programs,
and school curricula is the Manual of Qualifications for
Advancement [8] . The principle sources of professional
training for enlisted personnel are the rate training
manuals, correspondence courses based on rate training
manuals, and training school courses. The Navy Training
Publication Center at Memphis, Tennessee, produces rate
manuals and correspondence courses for the various aviation
ratings in the Navy. The non-aviation rate training manuals
and correspondence courses are produced by the Navy Training
Publications Center, Washington, D.C. The Naval Correspon-
dence Course Center at Scotia, New York, administers and
distributes all of the correspondence courses and prepares
others not directly related to rating manuals. The Naval
27
Training Equipment Center, Orlando, Florida is the major
government activity developing and procurin j simulators for
training.
C. ENLISTED TRAINING IN OCEANOGRAPHY FOR SELECTED RATINGS
In order to determine the status of training in oceano-
graphy currently available for the six primary ratings
determined in Section II as requiring this training, a peru-
sal was conducted of school catalogs and other school infor-
mation. Rate training manuals, as listed for these six
ratings in the List of Training Manuals and Correspondence
Courses , NAVPERS 1006 1-AE, were also investigated for
oceanography content. A listing of rate training manuals,
study guides, and correspondence courses may be found in
Appendix E. The number of training school courses ranges
from very few for some ratings to a myriad of courses for
other ratings. The major courses which the ratings included
herein are eligible to attend are presented in Appendix F.
This is a representative, but not an all-inclusive list.
The results of the study of currently available oceano-
graphy training are contained in the following sub-sections.
1. Military Training in Oceanography
A reply received from the recruit training command,
as a result of an inquiry into the recruit training curric-
ulum content, determined that no training in oceanography
or oceanographic related subject matter was included in the
recruit training curriculum nor planned for the near future.
However, the military standards for advancement listed in
28
Appendix B include standards for Environmental Pollution
Control for all naval personnel. A recently published rate
training manual, Military Requirements for Senior and Master
Chief Petty Officer, contains information pertaining to
pollution control. Military Requirements for PO 1 & C
contains information concerning the Navy's role in marine
research.
2. Occupational Training in Oceanography
The rate training manuals, technical school catalogs,
and curriculum outlines were studied for oceanography and
oceanography related training applicable to the primary
ratings of Aerographer ' s Mate (AG), Aviation Antisubmarine
Warfare Operator (AW) , Ocean Systems Technician (OT) , Quar-
termaster (QM) , Radarman (RD) , Sonar Technician (ST) , iden-
tified in Section II as requiring training in oceanography.
The synopsis of these studies for each of the six ratings
is contained in this sub-section.
a. Aerographer 's Mate (AG)
The AG 1 & C rate training manual contains
subject material pertaining to the study of the physical
properties of sea water, their measurement and distribution;
Optimum Track Ship Routing (OTSR) ; the observation, fore-
casting, and effect of land and sea ice on naval operations;
and sea, swell, and surf forecasting. This material is
important to the AG due to his role in the determination and
forecasting of oceanic factors affecting naval operations.
The rate training manual contains more information and study
29
material on the ocean environment and the Antisubmarine
Warfare Environmental Prediction Service (ASWEPS) than any
other unclassified rate training manual. The Naval Weather
Service, with technical aid from the Naval Oceanographic
Office, provides acoustical forecast products for all
oceanic areas. The knowledge of sound propagation theory
and the effects of the ocean environment is necessary for
an understanding and application of these products to ASW
operations. For this reason, the AG 1 & C rate training
manual contains study material on sonar principles, instru-
mentation systems, and analysis procedures. The material
includes principles of active and passive sonar; propagation
of sound in sea water, sound velocity, gradients, factors
affecting transmission; underwater ray paths, shallow water
transmission, deep water transmission; mechanical bathy-
thermographs (BT) , expendable BTs , reading and interpreting
BT traces, recording and distributing BT data, airborne
radiation thermometers (ARTs) ; and the application of
oceanographic products. Additionally, the manual contains
information on ocean currents since they vitally affect the
weather. Sea waves, swell waves, and surf observations are
topics included in the AG 3 & 2 manual.
There are three primary training school courses for
the Aerographer ' s Mates which contain oceanography as a
phase of the course: Class A, Class B, and the Class C Air-
Ocean Environment Course. The schools are located at the
Naval Air Technical Training Center, Lakehurst, New Jersey.
30
The classes of schools are defined in Appendix A. in the
Class A school, the trainee must acquire ar. elementary under-
standing of the subject of physical oceanography and develop
skill in decoding and plotting oceanographic data on appro-
priate forms, charts, and diagrams. He must also acquire an
understanding of the type, nomenclature, operating principles,
use, operator's care, and maintenance of non-electronic and
selected electrical oceanographic instruments. The oceano-
graphy phase is 35 instructional hours divided into three
units. The outline of the oceanography phase is as follows:
Unit 1 - Physical Oceanography 12 hours
Introduction to Oceanography
The Physical Oceans
Physical Properties of Sea Water
Characteristics of Sound
Sound Ray Theory
Oceanic Circulation
Unit 2 - Instruments and Logs 6 hours
Oceanographic Instrumentation
Oceanographic Logs and Codes
Oceanographic Data Evaluation
Unit 3 - Oceanographic Charts 17 hours
Routine Oceanographic Services
Tailored Oceanographic Services
Application of Products
The stated objective of Aerographer ' s Mate Class
B school is to provide the comprehensive background necessary
for the performance and administration of duties in the Naval
Weather Service, and for advancement in rating to AG1 and
AGC. To accomplish this objective the trainee must acquire
basic knowledge of sea, swell, and surf forecasting, acquire
31
a basic knowledge of the properties of sea water and their
effect upon naval operations, and acquire an understanding
of the physical and chemical properties of sea water and
their effects on sound transmission. He must become pro-
ficient in the analysis and forecasting of environmental
oceanographic data, and develop skill in converting environ-
mental data into range data for various types of sonar, and
preparing these conversions in a format appropriate for
operational use. The oceanography phase of Class B school
occupies 160 instructional hours. The oceanography phase
outline which is presented below is divided into three units.
Unit 1 - Basic Oceanography 35 hours
Introduction to Military Oceanography
Properties of Sea Water
The Oceanic Heat Budget
The Mixing Theory
Oceanic Circulation
Basic Principles of Sea Waves and Swell
Determination of Effective Fetch
Forecasting Sea and Swell Waves
Basic Principles of Surf
Forecasting Surf
Sea Condition Analysis
Land and Sea Ice
General Oceanography
Unit 2 - Oceanographic Analysis and
Prediction 35 hours
Oceanographic Instrumentation
Oceanographic Data Evaluation
The Gulf Stream
Sea Surface Temperature Analysis
Layer Depth Analysis
Drift Analysis
Ocean Thermal Structure Forecasting
Forecasting Thermal Structure
32
Unit 3 - Application to ASW 90 hours
Characteristics of Sound
Ray Path Tracing
The Sonar Equation
Major Sound Transmission Paths
Acoustic Properties of Sea Water
Sonar Systems and Tactics
NAVSHIPS Range Prediction Method
Graphic Range Display
Variable Depth Sonar Range Prediction
Sonobuoy Range Prediction
Submarine Sonar Range Prediction
Tactical Application (Laboratory)
OPAREA Forecast
Acoustic Sensor Range Prediction (ASRAP)
Ship Helicopter Acoustic Range Prediction
System (SHARPS)
Airborne Oceanography
Oceanographic Support Service
New Developments in Oceanography
The objective of the Air-Ocean Environment
course/ Class C, is to provide selected enlisted naval per-
sonnel with the understanding and knowledge necessary to
fulfill the technical and operational requirements of the
Naval Weather Service Command's Antisubmarine Warfare
Environmental Prediction Service (ASWEPS) . To accomplish
this objective, the student must acquire a basic understand-
ing of the physical and chemical properties of sea water and
of their effect on underwater sound. Likewise, he must gain
a general knowledge of the equipment used to measure the
physical properties of sea water, with emphasis on devices
for measuring temperature versus depth. He must acquire a
working knowledge of bathythermograph observations, become
adept in the plotting and analyzing of local-area sea-
surface temperature, layer depth, current drift and
33
sea-condition charts. He must also gain a general knowledge
in the conversion of environmental data int range data for
various types of sonar and in the preparation of these con-
versions in a format appropriate for operational use. The
course is divided into three phases. Phase I, Fundamentals
of Sea Water and Sound, is 4 8 instructional hours divided
into three units. The Phase I outline of training is as
follows:
Unit 1 - Physical Oceanography
20 hours
Introduction to Military Oceanography
Physical Oceans
Sea Water Temperature
Salinity
Pressure
Density
Water Masses and Types
Ocean Currents
Marine Climatology
Unit 2 - Underwater Sound
15 hours
Characteristics of Sound
Sound Ray Theory
Shallow Water Transmission
Deep Water Transmission
Ray Path Tracing
The Passive Sonar Equation
The Active Sonar Equation
Unit 3 - Observational Equipment and
Procedures
13 hours
Bathythermograph Systems
BATHY Log and Code
Airborne Radiation Thermometer
Augmenting Oceanographic Equipment
Evaluation of Bathythermograph Traces
Phase II, Environmental Analysis and Prediction,
covers 42 hours divided into four units: sea surface tem-
perature charts - 10 hours, layer depth charts - 10 hours,
augmenting oceanic environmental charts - 10 hours, and
34
thermal structure forecasting - 12 hours. Phase III, Opera-
tional Analysis and Prediction, is 70 hours divided into
four units: acoustic sensor systems - 8 hours, range pre-
diction methods - 24 hours, oceanographic services - 6
hours, and environmental application laboratory - 32 hours.
b. Aviation Antisubmarine Warfare Operator (AW)
The AW 3 & 2 and AW 1 & C rate training manuals
contain study information concerning underwater sound theory,
ocean environment principles, the Antisubmarine Warfare
Environmental Prediction Service, and other oceanographic
related items of study pertinent to the AW rating. For
security reasons, the precise contents of the manuals are
not presented.
The primary training school for the AW rating
is the Class A school located at Naval Air Technical Train-
ing Center, Naval Air Station, Memphis, Millington, Ten-
nessee. The Class A school is 16 weeks in length and
includes principles of oceanography and principles and types
of acoustic and non-acoustic ASW equipment. The curriculum
has recently undergone revision and the curriculum unit on
oceanography to be taught in the new, revised course of
instruction is outlined as follows:
Phase II, Unit 1 - Oceanography 40 hours
TITLE HOURS
Introduction to Oceanography 3
Geological Oceanography 2
Air-Ocean Interface 2
35
Physical and Chemical Properties 4
of Sea Water
Biological Oceanography 3
Logarithms 4
Decibels 4
General Theory of Underwater Sound 5
The Sonar Equation 3
ASWEPS 2
ASWEPS Tactical Application 3
Review and Examination 5
Until recently, Fleet Aviation Specialized
Operational Training Group (FASOTRAGRU) Pacific conducted a
three-day basic oceanography course for AWs , and FASOTRAGRU-
LANT conducted a five-day enlisted ASW oceanography course.
These courses have been discontinued as an efficiency measure,
However, the FASOTRAGRUs will probably continue to teach
oceanography to acoustic AW operators as a portion of another
training syllabus. FASOTRAGRULANT has compiled a manual,
Oceanography for Air Anti-Submarine Warfare. The manual is
presented in two parts, one unclassified and one classified.
As stated in the manual's preface, the authors have attempted
to present the minimum amount of information necessary for
air ASW personnel to make intelligent and timely decisions
when faced with the task of searching for and localizing
submarines. It is an excellent compilation of oceanography
material and a very useful reference. Although not all-
inclusive, the authors state: "It is further hoped that the
36
information presented in this two part manu 1 will serve to
whet the appetite of those personnel involved, and that
they will go on with a more determined effort to learn more
about the ocean environment."
c. Ocean Systems Technician (OT)
There are neither rate training manuals nor
correspondence courses available for Ocean Systems Tech-
nicians. A study guide for OTs is available. The primary
OT training school is the Class A Ocean Sys :ems Technician
School, located at the Fleet Sonar School, Key West, Florida.
The purpose of this course is to train selected personnel
to perform basic watchstanding duties at an oceanographic
naval facility. The course includes instruction in the
operation of the naval facility equipment, data collection,
data analysis, and practical applications to oceanographic
system shore equipment.
d. Quartermaster (QM)
The QM 1 & C rate training manual contains
subject matter on oceanographic observations, echograms,
reports to the Oceanographic Office; sea and swell observa-
tions, wind waves, swell, wave parameters, breakers, surf;
ice observations, characteristics of ice, ship-shore ice
log; and charts and publications. The QM 3 & 2 rate training
manual contains study material on the topics of tides and
currents, tide tables, predicting set and drift, and weather
There is no Class A nor Class B school estab-
lished for Quartermasters. The Fleet Training Center at
37
Newport, Rhode Island conducts a five-week Quartermaster
Course which includes in the curriculum, instruction on
navigational charts and publications, and weather observa-
tion and reporting. Fleet Training Center, San Diego,
California, has an established four-week Basic Quartermaster
course which includes instruction in charts and related
publications, weather, and tides and currents. Additionally,
a one-week course, Piloting and Publications, is conducted
at the same activity. This course includes instruction in
types, procurement, uses, and stowage of navigational charts
and publications.
e. Radar man (RD)
The RD 3 & 2 rate training manual contains infor-
mation on charts, chart numbers, oceanographic publications,
and chart correcting. Information on ASW operations and the
recording of ASW data is contained in the RD 1 & c manual.
The basic Radarman training school is the Class A
school located at the Service School Command, Great Lakes,
Illinois. The Class A school includes antisubmarine warfare
in the curriculum, but there is no training provided in
environmental factors affecting ASW in the curriculum. An
advanced course for Radarman, Operations Specialist, is
established at the Fleet Anti-Air Warfare Training Center,
San Diego, California. The purpose of this course is to
provide the advanced knowledge and skills required to per-
form as a specialist in naval warfare operations. The cur-
riculum includes antisubmarine warfare. A lesson entitled
38
"Environmental Factors" is contained in the course of
instruction. This lesson includes information on the physics
of sea water, sound refraction, temperature gradients,
sound velocity profiles, sound propagation paths (less
bottom bounce) , the effect of weather on the operational
aspects of ASW, and shipboard sonar range prediction tech-
niques. There is no ASWEPS or SHARPS information included
in the curriculum outline.
f. Sonar Technician (ST)
The ST 1 & c rate training manual is designed
to present an overall look at the present field of anti-
submarine warfare. It covers the tactics of ASW units work-
ing in the air, on the surface, and under the sea. The
manual includes no subject matter concerning the theory of
underwater sound or the ocean environment. As described in
Appendix B, the ST general rating is divided into two
service ratings: STG (surface) and STS (submarine), up to
and including paygrade E-5. The STG 3 & 2 manual contain
subject material pertaining to oceanography and range predic-
tion. It includes information on range prediction, thermal
gradients, layer effects, sound propagation paths, submarine
operating depths, sea state, ray path plotting, bathythermo-
graph observations, and oceanographic support. This manual
was last revised in 1969. The acoustic theory and ocean
environment study material included in it is minimal. The
STS 3 & 2 manual was last revised in 1966, but contains more
comprehensive study material on sound theory and the ocean
39
environment than the STG 3 & 2 rate trainin ' manual. The
STS manual includes ambient noise, sea nois , biological
noise, factors affecting sound paths, reverberation (surface,
volume, bottom), spreading, attenuation, factors affecting
loss of sound energy, temperature gradients, ocean currents,
and sound propagation paths.
There is no training course, as a separate en-
tity, in applied oceanography, underwater sound theory, or
the ocean environment, available for sonar technicians. The
oceanography, sound theory, and ocean environment factors
information presented at the enlisted school level is an
integral part of the ASW and mine warfare school curricula.
The basic school for both the surface and submarine ST is
Class A school, which is divided into two phases, A-l and
A-2. Sonar Technician Class A-2 schools are essentially
electricity /electronic courses and are not considered in
this study. The ST class A-l (submarine) school is conducted
at Fleet Sonar School, Key West, Florida, and Fleet ASW
School, San Diego, California. The basic principles of
underwater sound are contained in this curriculum, which
includes sound wave propagation, sound velocity profiles,
propagation paths, sound propagation losses, noises in the
marine environment, and reverberation. The school has a
total of 14 hours instruction in underwater sound and seven
hours on the topic of active/passive sonar equations. ST
Class A-l (surface) school is taught at the same two activi-
ties as Class A-l (submarine) . The Class A-l (surface)
40
school curriculum contains 15 hours on the rrinciples of
sound in sea water, including marine biology and bottom
topography, physics of sound and doppler drills, acoustic
ray theory, reverberation, propagation paths, figure of
merit, bathythermographs, and range prediction (SHARPS
System) . The Class A-l (surface) school is divided into an
eight-week core phase and a 2-6 week operation phase. Fleet
ASW School, San Diego, provides courses in the operation of
the AN/SQS-35 Independent Variable Depth Sonar, AN/SQS-26
BX and CX Sonars, which include the basic principles of
physical oceanography and environmental effects upon equip-
ment modes and parameter settings. The three courses are
each two weeks in length and are a package of the Class A-l
(surface) school. Fleet Sonar School, Key West, has an
AN/SQS-26AX (R) and CX operations course which is designed
to provide STs with a background in the oceanographic aspects
of deep water sound transmission in order to enable operators
to employ all modes of operations of the sonars. Sonar
performance prediction and oceanography are highly stressed
as are hypothetical environmental ocean condition problems.
Physical properties of sea water, reverberation, and back-
ground noise are also included.
An extensive course, Advanced ASW Systems Tech-
nology, has been established at Fleet Sonar School, Key West.
The stated purpose of the course is to provide instruction in
the application of advanced technological concepts to sub-
marine and ASW tactics, and the operation of surface and
submarine sonar and fire control systems to obtain optimum
41
performance under any ocean environmental and operational
conditions. The course includes instruction in underwater
acoustics, oceanography, ASW systems employment and tactics,
and advanced contact classification. A lengthy course,
Sonar AN/SQS-26BX Maintenance located at Fleet ASW School,
San Diego, includes advanced oceanography, deep ocean sound
propagation, techniques of bottom bounce and convergence
zone, and contact classification. The AN/SGS-26CX sonar
maintenance schools, taught at Fleet Sonar School, Key West,
and Fleet ASW School, San Diego, list advanced oceanography
as being included in the curriculum. The AN/SQS-35 main-
tenance schools, which contain theory of operation of the
sonar, include the environmental effects on performance of
the sonar system.
The sonar target classification (basic) course
includes information to give the operator a better under-
standing of environmental conditions and their effects on
sonar performance and target classification. Advanced
classification school includes study of ocean phenomena and
non-submarine sounds. Fleet ASW School, San Diego, has a
short AN/SQS-26 BX/CX operator refresher training course
available which provides instruction in parameter settings
and environmental conditions by use of the 14E19 (AN/SQS-26
BX/CX Training Device) . A two-day course in bathythermo-
graph observations, and sonar range prediction is taught
at the Fleet Training Center, Charleston, South Carolina.
This course includes the basic physics of underwater sound
42
and range prediction using ray path plotting techniques,
NAVSHIPS 900,196, and SHARPS. A one-day coarse, Sonar
Range Prediction, located in Norfolk, Virginia includes
instruction in oceanographic factors affecting ASW tactics,
sonar range prediction using NAVSHIPS 900,196, ray path
plotting techniques, range prediction using convergence
zone slide rule, and SHARPS interpretation techniques.
Naval Schools, Mine Warfare, Charleston, South
Carolina, conducts two courses for sonar technicians assigned
to mine warfare ships. The UQS-1 Operator/Maintenance course
trains mine warfare sonar technicians to operate the AN/UQS-1
sonar and includes instruction in the physics of sound, the
effects of oceanographic phenomena, and ocean currents that
effect minehunting operations. The AN/SQQ-14 Sonar Operator/
Maintenance Course provides basic instruction in the opera-
tion of the sonar system, operating procedures, and target
classification.
For the submarine sonar technicians, General
Submarine Sonar Maintenance School is taught at Fleet Sonar
School, Key West. The school provides instruction for
skilled sonar technicians in the operation and maintenance
of sonar systems installed aboard SS, SSN, and SSBN sub-
marines, including instruction in the passive sonar equation
and the physics of sound in water. An advanced training
course, Submarine Sonar Subjective Analysis, is available
at four locations: Submarine School, New London, Connecti-
cut; Naval Submarine Training Center Pacific, Pearl Harbor,
43
Hawaii; FBM Training Center, Charleston, South Carolina; and
Fleet ASW School, San Diego, California. Th j oceanographic
content of the course includes losses in the sound medium
(divergence and attenuation) , factors affecting sound velo-
city, reverberation and reflection, and sound propagation
paths.
Other courses are available for sonar technicians
and non-sonar technician watchstanders which include the
basic physics of underwater sound. Additionally, sonar
technician maintenance courses, particularly for submarine
technicians, are available for training. COMTRALANT has
available programmed instruction for the mechanical bathy-
thermograph and the expendable bathythermograph for use in
training sonar technicians.
D. OTHER ENLISTED TRAINING SCHOOL COURSES
Training of enlisted personnel in underwater demolition
and amphibious reconnaissance involves a facet of oceanography
to be described which is not contained in the other training
courses. A description of this training follows:
1. Basic Underwater Demolition/SEAL Training
Training classes on certain aspects of beach and surf
characteristics and marine life are included in basic under-
water demolition/SEAL (BUD/S) training. The BUDS training
conducted at the Naval Amphibious School, Coronado, Califor-
nia, includes the topics of beach terminology, ocean currents
and current terminology, breaker and surf terminology, tide
44
and current tables, causes of tides, the use of portable
fathometers, characteristics of coral and ccral forma-
tions, beach intelligence and beach reports, surf reports,
preparation of UDT hydrographic charts, and marine life.
2. Amphibious Reconnaissance Training
The amphibious reconnaissance training courses
offered by Landing Force Training Command, Pacific, are open
to enlisted personnel of the U.S. and Allied Armed Forces
who satisfy the prerequisites for the training. The course
lengths are one week, two weeks, and four weeks. Addition-
ally, a 13.5-hour mobile training team presentation is
offered for Organized Marine Corps Reserves serving in an
Organized Marine Corps Reserve Reconnaissance Unit. The
topics of the amphibious reconnaissance courses include
baseline hydrographic surveys, hydrographic reconnaissance
equipment, beach reconnaissance, surf observation and reports,
hydrographic cartography, tide tables, hydrographic exercises,
river/beach interpretation and reconnaissance, harbor sites,
and map reading.
E. SOURCES OF TRAINING MATERIAL
In addition to rate training manuals, correspondence
courses, and training schools and courses, there are other
very valuable sources of training information in oceanography
and underwater sound.
1. Training Films and Training Tapes
There are many excellent training films available on
the subjects of oceanography and underwater sound. Training
45
films are listed in the Navy Film Catalog. Training tapes
are available for use in training sonar teci licians. Know-
ledge of the availability of training films and training
tapes and methods of obtaining these training aids is a
problem. The results of the sonar technician survey,
described in Section V and Appendix D, indicates fleet sonar
technicians are not receiving the tapes and films needed for
shipboard training. This is primarily due to supervisory
personnel, both officer and enlisted, not knowing how to
obtain these training aids. This is a problem in communi-
cations and not in training.
2 . Training Bibliographies
In addition to rate training manuals, there are
numerous other publications available for study. These pub-
lications are listed in the Bibliography for Advancement
Study, NAVPERS 10052-S. This bibliography lists the publi-
cations applicable for each rating by text identification
number, correspondence course identification number (if
applicable) , and appropriate rate level. The rate training
manuals and other publications listed may contain reading
lists. Also, some of the textual material may refer to
other publications for expanded coverage of the material.
3. Officer Correspondence Course Training
in Oceanography
Enlisted personnel are eligible to enroll in officer
correspondence courses. At the present time one officer
correspondence course in oceanography is available, General
Oceanography, NAVTRA 10 417-A. The correspondence course is
46
designed to provide the student with an overview of, and an
introduction to the field of oceanography. The course may
be of general interest to enlisted personnel, but is of
little use to fleet personnel seeking knowledge of the air-
ocean environment and environmental effects on underwater
sound propagation. The course includes only three questions
concerning acoustics. In the sonar technician survey con-
ducted in this study, only three of the technicians indicated
completion of this correspondence course. The beneficial
aspects of the course are best described by the comment of
one ST: "General Oceanography course was good, but it didn't
cover specific subjects that sonarmen would be interested in
(sonarwise) . " A second course, Oceanography in Antisubmarine
Warfare, NAVPERS 10418, using as a textbook, Application of
Oceanography to Antisubmarine Warfare, H. 0. 781, was
declared obsolete and discontinued in July 1972. The text,
H.O. 781, is widely used for training but is seriously out-
dated having been published in 1961. There was no announced
replacement for the correspondence course which was originally
published in May 196 3 and was never revised. However,
H.O. 781 is under revision [20]. The ST survey results indi-
cated five technicians had completed the course, but the
course was too outdated to be of sufficient benefit to their
training. A course is needed, for both officers and enlisted
personnel, that relates applied oceanography to antisubmarine
warfare.
47
IV. CURRENT ENLISTED EDUCATION IN OCEANOGRAPHY
In Section III/ the organization of the newly established
command/ Chief of Naval Training, was described. The Chief
of Naval Training is also the Director of Naval Education
and Training (DNET) with headquarters in Washington, D.C.
The Director of Naval Education and Training is OP-0 99 on the
staff of the Chief of Naval Operations. The training require-
ments are provided the DNET Office by the Deputy Chiefs of
Naval Operations Training Divisions for Submarines (OP-02) ,
Surface (OP-03) , and Air (OP-05) . DNET combines the inputs
and sets the priorities for the complete Navy education and
training program. In order to properly coordinate the edu-
cational programs between the various schools and activities
in the Navy, educational matters are now concentrated in one
organization - DNET.
A. EDUCATION AND TRAINING ORGANIZATION
The organization of the Director of the Naval Education
and Training Command is shown in Figure 2. The Education
Programs Division, OP-993, administers and manages 18 edu-
cational programs within the Navy and in civilian schools.
The Division is divided into three branches: Officer Edu-
cation, Undergraduate Education, and Dependents Education.
The Officer Education Branch manages special education
programs, graduate education, the Naval War College, the
Naval Postgraduate School, and certain Department of Defense
48
Director, Naval
Educati
on and Training
Deputy DNET
and
Staff Assistants
Requirements
Coordination
Division
OP-991
Resources
Control
Division
OP-992
Education
Programs
Division
OP-9 9 3
NROTC/NJROTC
Division
OP-994
Officer
Education
Branch
Naval War
College
Graduate
Education
Naval PG
School
DOD Schools
and Courses
Undergraduate
Education
Branch
NESEP
ADCOP
USAFI
PACE
Tuition Aid
Dependents
Education
Branch
Figure 2.
Director, Naval Educa
Organization [21].
ion and Training
49
schools and courses. The Undergraduate Education Branch
programs are: the Naval Academy, the Nava] Academy Prepara-
tory School, BOOST (preparatory school for minority members),
Naval Enlisted Scientific Education Program (NESEP) , the
Associate Degree Completion Program CADCOP) , off-duty educa-
tional programs, the United States Armed Forces Institute
(USAFI) , the Program for Afloat College Education (PACE),
and Tuition Aid [21] .
B. GENERAL ENLISTED EDUCATION
The Educational Services Manual is the authority for the
administration and operation of the educational services
program at each Navy activity. The manual includes command
requirements, procedures, and definitive and comprehensive
guidance for each of the voluntary education programs in
addition to details concerning the associated administrative
procedures [22]. The purpose of the educational services pro-
gram for enlisted personnel in the Navy is to insure (1) that
all Navy enlisted personnel will be given the opportunity to
earn at least a high school diploma or equivalent; and (2)
that all career designated/career motivated enlisted person-
nel, who are properly qualified to pursue an advanced educa-
tional program, have an opportunity to continue their formal
education leading to an associate degree. Meeting these
objectives will raise the educational level of all active
duty personnel, increasing their value to the Navy and to
themselves .
50
In 1970/ 38% of the Navy enlisted men wr re enrolled in
one or more Navy sponsored education progra s [23], During
the survey which determined this percentage of participation,
enlisted men were asked to indicate the extent of their
knowledge of selected Navy education programs. The men were
most familiar, 98 percent, with USAFI correspondence courses,
and about 70 percent with the Tuition Aid program. Only 39
and 36 percent, respectively, were familiar with the Program
for Afloat College Education (PACE) , and the Associated
Degree Completion Program (ADCOP) . These latter programs are
apparently suffering from a lack of publicity [23] . The men
also indicated that the opportunity for more Navy training
was the most influential factor toward a Navy career. Off-
duty educational opportunities ranked fifth as an influen-
tial factor.
C. ENLISTED EDUCATION IN OCEANOGRAPHY
The primary sources of enlisted education in oceanography
are through the USAFI, PACE, Tuition Aid, and ADCOP educa-
tional programs.
1. United States Armed Forces Insitiute (USAFI)
The core of the education program is USAFI. Detailed
information concerning USAFI is presented in the current
edition of the USAFI Catalog, Correspondence Courses Offered
by Colleges and Universities through the United States Armed
Forces Institute, and the Educational Services Manual. There
are three college level courses offered by USAFI which are
51
pertinent to the study of oceanography and underwater sound.
These three courses are identified and descij-bed as follows:
A-510, Oceanography - 3 semester hours
This is an introductory course covering the funda-
mental physical, chemical, and biological features of the
world oceans. It is comparable to courses normally offered
to college juniors and seniors. The approach is nonmathe-
matical, covering the topics from an introductory oceano-
graphy textbook.
C-505, General Geophysics - 3 semester hours
This is a comprehensive treatment of the fundamental
concepts of modern geophysics. Included in the course topics
are earth structure and composition, the hydrosphere, marine
geophysics, the ocean floors, plate tectonics, submarine
morphology, mid-ocean ridges, and the origins of mountains
and continents .
D-517, College Physics 1-3 semester hours
This course is a study of the fundamental concepts
underlying physical laws and relationships. Topics covered
in the course include fluids at rest, fluids in motion,
harmonic motion, wave motion, sound waves and sources, and
atmospheric physics.
In addition to courses offered directly from USAFI,
several courses are also offered by the USAFI Participating
College and University Program. The student enrolls in
correspondence courses offered by any one of a number of
52
colleges and universities under contract to USAFI. The
following courses are presently available:
Course
Number
XSB 105
C101
(none)
Course Name
Marine Geology
University of California, Berkeley
Survey of Oceanography
University of Washington
Oceanic Navigation
University of Tennessee
Quarter Hrs
Credit
(none)
2. Program for Afloat College Education (PACE)
In cooperation with the Navy, several highly respected
universities and colleges are under contract to administer a
number of accredited undergraduate college-level courses to
qualified men stationed aboard selected Navy ships [22] .
The PACE program represents a part of the Navy's continuing
effort to offer men opportunities to initiate and/or continue
their formal college education while serving away from home.
The details of the PACE program are contained in the
Educational Services Manual. The courses available depend
largely upon the geographic area and the participating
college in that area. The actual course title, amount of
credit earned, textbook requirements, and other supplemen-
tary information is provided by the college. The foregoing
reasons preclude the listing in this study oceanography or
underwater sound courses available under PACE. It was noted
from the results of the sonar technician survey, described
53
in Section V and Appendix D, that one sonar technician had
completed a course in oceanography administc ed under this
program.
3. Tuition Aid
The objective of tuition aid is to provide eligible
personnel with financial assistance as a means of encouraging
their participation in the voluntary education programs at
Navy approved institutions [22], Educational institutions
approved for Navy tuition aid are listed in the current
edition of the Department of Health, Education, and Welfare's
Education Directory, Part 3 - Higher Education. The Tuition
Aid Program will pay up to 75% of school tuition costs, and
will support up to seven credit hours, quarter or semester,
in any one term. Details of the program are contained in the
Educational Services Manual. Participation in oceanography
courses, oceanography related courses, and underwater sound
courses depends on the approved educational institutions
located in the local area and the preference of the indi-
vidual student as to his course of study.
4. Associate Degree Completion Program (ADCOP)
The Associate Degree Completion Program (ADCOP) offers
career motivated enlisted members the opportunity to pursue
a course of instruction at a participating junior college.
This program leads to an associate of science/arts degree in
various technical and vocational fields. Tuition and required
educational expenses are paid by the Navy. The courses of
study continue through the summer months, and the requirements
for an associate degree are normally completed in less than
54
two years. Course planning and transfer of nrior college
credits are determined by the student in conjunction with
the college counseling staff and the Navy administrative
representative at the college. The student must pursue a
field of study closely related to his rating and one which
serves to increase proficiency in that rating. Six years
obligated service are incurred in exchange for the oppor-
tunity to pursue the associate degree [24]. The pertinent
details of the ADCOP program are contained in Bureau of
Naval Personnel Manual.
Studies have been conducted to evaluate the career
motivation value of the ADCOP program for enlisted personnel.
These studies have shown the majority of the graduates of
the program feel that ADCOP would have an advantageous
effect on advancement opportunities and their ability to do
a better job in their rating. Six out of 10 graduates hope
to further their education by completing at least a bachelor's
degree, and about 30% hope to complete at least a master's
degree either in or out of the Navy. The ADCOP graduates
have shown a definite positive attitude toward the program
[25] . Recently the ADCOP program has been expanded to
include a warrant officer ADCOP, and a trial run of an exten-
sion of ADCOP to allow previous graduates to work toward a
bachelor's degree. The Chief of Naval Personnel has stated
an ultimate goal of having 4500 enlisted personnel in junior
colleges at one time.
55
A list of the junior colleges offering courses and
associate degree in "marine sciences/" including oceanography
and ocean engineering, has been prepared [26] . The compi-
lation includes several junior colleges with courses of
study which would be closely related to the ratings identi-
fied in Section II. A course of study at these colleges,
preferably a college where the program is designed so that
students who attain an associate degree may transfer to a
senior institution and pursue a bachelor's degree, would be
beneficial. As the ADCOP program grows, consideration should
be given to adding several of the junior colleges offering
courses and associate degrees in marine sciences to those
participating in the program.
56
V. SURVEY FINDINGS AND REC0MJ4ENDATI0NS
In order to obtain information for this study, three
opinion type surveys of randomly selected fleet personnel
were conducted. The surveys covered:
1. Sonar technicians
2. Ship executive officers
3. Aircraft squadron executive officers
The data, statistics and comments from the survey are con-
tained in Appendix D.
A. FINDINGS
The survey findings are contained in the following sub-
sections .
1. Sonar Technician Survey
The findings of this survey show the average age of
the sonar technicians to be 2 3.8 years, with an average time
in service of 4.8 years. The average civilian education
level is 12.7 years, increasing, in general, from the higher
to the lower paygrades. These averages all occur at approx-
imately the E-5 paygrade level. In general, the sonar tech-
nician is young and relatively inexperienced. Approximately
50 per cent of the sample attended Class A school within
the past three years and 75 per cent within the past five
years. This means the majority of the sample attended
Class A school under the A-l and A-2 phase concept. The
57
majority, 67%, indicated favorable intentio s to enroll in a
voluntary course of programmed instruction n oceanography,
if such a course was available. In order to further their
education, approximately 50 per cent of those eligible
indicated they would request the ADCOP program if an associate
degree in oceanography or as a marine technician was offered.
The sonar technicians were requested to indicate
their opinions concerning the adequacy of the Navy school
training they had received in 25 subject areas covering the
topics of sound propagation and oceanography. The list was
representative and covered the major areas of interest. The
list of subject areas and percentage of sonar technicians
believing the subject area was covered inadequately in Navy
training schools is contained in Table 1, ranked from lowest
to highest percentage, by ship type. The information is
presented graphically in Figures 3-10, with an additional
breakdown for the destroyer type ships to distinguish between
the AN/SQS-23 and the AN/SQS-26 hull-mounted sonar-equipped
ships. Figures 11-18 show the relation of the percentage
of destroyer sonar technicians believing the training to be
inadequate as a function of paygrade and type of hull-
mounted sonar.
From Table 1, it is evident the sonar technicians
believe their school training in the temperature effects on
the sound velocity profile was the most adequate, and the
effect of internal waves on sound transmission was the least
adequate. A notably high percentage of the total sonar
58
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o Temperature effects on the sound velocity profile
♦Salinity effects on the sound velocity profile
•Pressure effects on the sound velocity profile
*©
'
Minesweeper
- Submarine
Destroyer
(total)
Destroyer
(SQS-26)
Destroyer
(SQS-23)
00
40 6 0 80
Percent believing training inadequate
Figure 3. Relation of Inadequate Training to Subject Matter
Topics, as a Function of Ship Type.
62
o Sur
face reverberation (sea state, wind, waves)
* ^^reverberation (includin9 deep so tterin,
* ^oc^nlS""00 '"-Clarities on the
Minesweeper
Submarine
Destroyer
(total)
Destroyer
(SQS-26)
6 0 80
Percent believing training inadequate
J L
Destroyer
(SQS-23)
1 00
Figure 4. Ration of Inadequate Training to Subject Matter
-topics, as a Function of Ship Type.
63
o Environmental conditions affecting absorpti
* En^°nmental conditions affecting scatter
on
ing
Environmental consitions governing spreading
(spherical, cylindrical, dipolar) *
20
±
40
6 0 8 0
Percent believing training inadequate
Minesweeper
Submarine
Destroyer
(total)
— j Destroyer
(SQS-26)
Destroyer
(SQS-23)
100
Figure 5. Relation of Inadequate Training to Subject Matter
lopics, as a Function of Ship Type.
64
J oEnvironmental conditions
duct
* Environmental conditi
necessary for a surface
ons necessary for a Ippd
sound channel Y ep
Convergence zone transmission
'Bottom bounce transmission
Percent believing training inadequate
Minesweeper
Submarine
Destroyer
(total)
Destroyer
(SQS-26)
Destroyer
(SQS-23)
100
Figure 6. Relation of Inadequate Training to Subject Matter
Topics, as a Function of Ship Type.
65
° False targets
* Biological noise
• Effects of marine fouling
1
on sound transmission
20
40
6 0 80
Percent believing training inadequate
Minesweeper
Submarine
Destroyer
(total)
Destroyer
(SQS-26)
Destroyer
(SQS-23)
100
Pi9ure 7- sasrj* .rss-orsg^.^-- -«•=
66
° Shallow water sound transmission
* Bottom sediments and acoustic properties of the
ocean bottom
•Topography of the ' ocean bottom (bathymetric
features)
J_
_L
_L
_L
JL
_L
±
20 40 60 80
Percent believing training inadequate
Minesweeper
Submarine
Destroyer
(total)
Destroyer
(SQS-26)
-j Destroyer
(SQS-23)
100
Figure 8. Relation of Inadequate Training to Subject Matter
Topics, as a Function of Ship Type.
67
o Location and general characteristics of the
current systems in the oceans
* Causes of varied salinity conditions in the
oceans and areas these conditions are located
• Daily and seasonal variations in temperature
conditions
I L
20
40 6 0 80
Percent believing training inadequate
Minesweeper
_ Submarine
*-J Destroyer
(total)
-
Destroyer
(SQS-26)
Destroyer
(SQS-23)
1 00
Figure 9. Relation of Inadequate Training to Subject Matter
Topics, as a Function of Ship Type.
68
° Ambient noise
* Ray path plotting
• Effect of internal
waves on sound transmissi
on
Percent believino **.= -•• . 80
levin5 training inadequate
Figure 10. Relation of m
Topics, as a Fun otiose f^
Minesweeper
- Submarine
Destroyer
(total)
Destroyer
(SQS-26)
Destroyer
(SQS-23)
1 00
adequate Training to Subject Matter
69
Temperature effects on sound velocity profile
Salinity effects on sound velocity prof^ le
• Pressure effects on sound velocity profile
40
E-7
E-6
to
CO
E-5 ^
i
CO
a
CO
"
"
E-4
E-3
E-7
E-6
0)
U
tn)
>i
a.
w
Eh
CO
n
E-5 7
CO
a
CO
\
E-4
60 8 0
Percent believing training inadequate
E-3
100
Figure 11. Relation of Inadequate Training to Subject Matter
Top1Cs, as a Function of Type Sonar and Paygrade.
70
° Surfac* reverberatic
„ , state, wind, wave
* Volume (including the de . ■ ^
P scattermg ayer)
• Bottom (irregularities on «,
SS °n the ocean bloor)
E-7
E-6
w
co
i
CO
a
co
\
E-4 §
E-3
E-7
E-6
w
CO
E-5 ™
CO
a
CO
\
E-4 ^
20
40
E-3
100
Percent believing train/* • 80
g trainin9 inadequate
Figure 12 p i
' ^^-JS^^^* Sublet Matter
°z Type Sonar and Pay grade.
71
Environmental conditions affecting absorption los*
* Environmental conditoins affecting scatt ring loss]
• Environmental conditions governing spreading
(spherical, cylindrical, and dipolar)
20
40 60 8 0
Percent believing training inadequate
E-7
E-6
w
EH
E-5vo
I
W
a
E"4|
E-3
E-7
rd
u
ft
- E-6
w
EH
W
E-5^
i
w
a
w
e-4 <:
E-3
100
Figure 13. Relation of Inadequate Training to Subject Matter
Topics, as a Function of Type Sonar and Paygrade.
72
o Environmental conditions necessary for a surface
duct
* Environmental conditions necessary for a d 3p
sound channel
•Convergence zone transmission
x Bottom bounce transmission
_|_
±
1
JL
±
J.
J.
xo*-
±
E-7
E-6
E-
E-
co
EH
CO
5 VD
CN
I
co
o
CO
4 <
E-3
E-7
-a
n3
ft
E-6
E-
w
Eh
CO
5 CM
CO
a
CO
\
E-4
E-3
20 40 60 80
Percent believing training inadequate
100
Figure 14. Relation of Inadequate Training to Subject Matter
Topics, as a Function of Type Sonar and Paygrade.
73
° False targets
Biological noise
• Effects of marine foul
ing on sound transmission
\
20
4 0
60 8 0
Percent believing training inadequate
E-7
E-6
Eh
CO
E-5
*X)
CN
CO
a
CO
\
E-4
<
E-3
E-7
CD
CO
u
cr
>^
ffj
ft
- E-6
w
Eh
CO
E-5^J
i
CO
a
CO
\
r, A S
E-4 <
E-3
100
Figure 15. Relation of Inadequate Training to Subject Matter
Top1Cs, as a Function of Type Sonar and Paygrade!
74
° L°our^nta^ r""1.1 oh«acteristics of t
current systems in the oceans
' ^oceLf aTied salinitV conditions in be
oceans and areas these conditions are located
' DacoLitionsaS°nal Variati°- " temperature
40
Percent believing training inadequate
E-7
E-6
w
Eh
CO
i
CO
a
CO
\
E-4 §
"
E-3
E-7
E-6
to
CO
E~5£
i
CO
Of
CO
\
E-4 §
d)
u
>1
(d
ft
E-3
100
Figure 16. Relation of Inadequate Training to Subject Matter
topics, as a Function of Tvce Son.r ,^ na,™„^
Type Sonar and Paygrade.
75
Percent belipvin« +. -6? 80
relieving training inadequate
100
ype b°nar and Paygrade.
76
Ambient noise
* Ray path plotting
• Effect of internal
waves on sound transmissi
on
g inadequate
'""•"• SSK---.'S3s-dPSfiiw«sr
77
technicians, 81.2%, do not believe their training was ade-
quate in this area. The detection capabil ties of sonar
systems are affected by the presence of internal waves. The
rising and falling of the thermocline as a result of internal
waves changes the paths of signal propagation and produces
variations in the transmission loss [27]. Sonar modes most
affected are those which depend on acoustic transmission
through the thermocline. Internal waves will affect the
reverberation level where the scattering layer undergoes
significant vertical translation. Low frequency acoustic
fluctuation in shallow water is caused by the focusing and
defocusing of sound transmitted through a field of high-
amplitude internal waves. High-frequency and high-amplitude
internal waves are sufficiently common in shallow water to
amplify the importance of low-frequency acoustic fluctuation
in mine hunting. Similarly, the entire list of subject,
areas can be analyzed as to the importance of each and its
relation to underwater acoustics, sonar operation, and the
interpretation of underwater data obtained for operational
use.
A primary duty of the sonar technician rating, as
presently structured, is to operate (manipulate, control,
evaluate, and interpret data) sonar and oceanographic equip-
ment for operational use. The duties and scope of the ST
rating are contained in Appendix B. It is significant that
such a large percentage of the fleet sonar technicians
believe the training they received in the subject areas
78
covered by the survey was inadequate. Basod on this survey,
the qualification items for advancement wi hin the ST rating
listed in Appendix B, which are the minimum standards for
advancement, cannot be satisfactorily attained from the
training received in the Navy ST training schools. The
subject topics listed are in both the area of vital (must
know) and important (should know) material in order for a
sonar operator or sonar watch supervisor to properly perform
his duties. N
Figures 3-10 show the relation of inadequate training
to the subject matter topics as a function of ship type.
From these eight graphs, the general level of school training
of the sonar technicians surveyed can be observed and a
comparison can be made between the different ship types.
With the exception of four topics, the AN/SQS-26 sonar tech-
nicians believed their training was better than the AN/SQS-2 3
sonar technicians. This would indicate a higher level of
school training in these subject areas for the AN/SQS-26
sonar technicians. In view of the subject matter content
of AN/SQS-26 courses, this result was anticipated. In
general, the submarine sonar technicians believed their
training in these areas was more adequate than was the total
destroyer sonar technicians. The minesweeper sonar techni-
cians, represented by a small sample, have the highest over-
all percentages for the different ship types, even in areas
such as bottom topography and shallow water sound transmis-
sion .
79
Figures 11-18 show the relation of ir adequate train-
ing to the subject matter topics, as a function of the
AN/SQS-23 and AN/SQS-26 hull-mounted sonars and paygrade.
Due to the small sample size of seven men, E-8 sonar tech-
nicians were not included. The E-8 opinions are tabulated
in Appendix D. From these graphs, the opinion percentage
of inadequate training for each paygrade can be observed,
as can the trend within each type sonar system. As pre-
viously indicated, the graphs again show the general level
of school training for AN/SQS-26 sonar technicians to be
higher than for the AN/SQS-2 3 sonar technicians.
The general overall trend for the percentage inade-
quacy of school training increases with paygrade from E-3 to
E-6. In some subject areas, the trend continues through
paygrade E-7. However, for the majority of the topics, the
E-7 percentage is only approximately equal to or greater
than for the E-3 paygrade. The overall difference between
the AN/SQS-26 and AN/SQS-23 sonar technicians is due in part
to the differences between the two sonar systems and their
propagation modes. The AN/SQS-26 operator schools and
maintenance schools include a number of the subject survey
topics in the school curricula. The trend of the percentages
increasing by paygrade is most likely due to the sonar
technician's decreasing opinion of the adequacy of the train-
ing he received as experience is gained. The magnitude of
the problems encountered is not recognized by the lower pay-
grades. The E-5 and E-6 petty officers are sonar watch
80
supervisors and they have the lowest opinion of the adequacy
of the training received in training schools. This is a
primary area of concern.
The fact that 70% of all ships selected for this
voluntary survey responded and that 87.5% of the AN/SQS-26
sonar-equipped ships responded is noteworthy.
2 . Ship Executive Officer Survey
This survey was made of the executive officers of
ASW surface ships, submarines, and mine warfare ships. The
findings show the consensus of these officers is that train-
ing received by the sonar technicians in the areas of applied
oceanography is inadequate. The topics these officers feel
should be included in the subject training are contained in
Appendix D. They believe there is too much of an emphasis
on maintenance and hardware in the sonar technician training.
For the surface ASW ships, the lack of submarine services
for actual shipboard training is a very significant deficiency
in the training of sonar technicians. Sonar technicians
should receive introductory courses, gain sea experience,
and then have more advanced training provided. This sequence
of study would give the STs experience to which they could
relate their training. The officers believed the OT, QM, RD,
TM, AX, AG, and AW ratings, in addition to other ratings
used for sonar watch-standers , should receive training in
applied oceanography.
81
3. Aircraft Squadron Executive Officer Survey
An opinion survey was conducted of „he executive
officers of randomly selected Helicopter Antisubmarine (HS) ,
Air Antisubmarine (VS) , and Patrol Squadrons (VP) . The
analysis of this survey is contained in Appendix D, sub-
section C. This survey indicated that Aerographer ' s Mates
(AG) and Aviation Antisubmarine Warfare Operators (AW) are
the primary Group IX (aviation) ratings which should receive
training in oceanography. Contrary to the opinion expressed
by the executive officers of ASW surface ships, the aircraft
squadron executive officers, in general, consider the present
training to be adequate for the needs of the ASW aviation
community.
The separation of training in the AW "pipeline"
allows the students to develop the required association of
environmental effects on the various ASW sensors. Class A
school presents the academics of oceanography, and the Fleet
Aviation Specialized Operation Training Groups (FASOTRAGRU1 s)
and readiness squadrons instruct in practical and tactical
application during the equipment operation data analysis
phase. The oceanography training program, as considered at
the time of the survey, was not instituted until 1969.
Hence, many aircrewmen have not received this training.
Basically, the Air Antisubmarine Squadrons were
satisfied with the oceanography training program as existed
at the time of the survey. The oceanographic training
program was adequate for the S-2E/G ASW sensor operators.
82
More information on practical application ard real time
analysis of bathythermograph information wa. considered to
be necessary for P-3 and S-3A aircraft sensor operators.
The relationship between environmental effects and ASW
cannot be overstressed to the P-3C and S-3A aircrewmembers .
The Helicopter Antisubmarine Squadrons surveyed indicate
more training in oceanography is in order for their aircrew-
men than was being provided by Class A AW school and the
FASOTRAGRU ' s . The majority of the topics compiled in
Appendix D, sub-section C, as requiring inclusion in a for-
mal training program were submitted by HS squadrons. The
VP community believe the problem of training AW1 s has been
recognized and is being resolved.
The major problem is in the area of refresher train-
ing on a scheduled basis, preferably annually, to augment,
update, or even repeat with emphasis the previous training
in oceanography. At the present time a great amount of
oceanographic material is initially presented to the AW, in
a relatively short period of time, with no continuing program
to augment this training. This is where the need is in AW
training. Additionally, the training should be provided by
trained officer oceanographers with an aviation ASW back-
ground and not by enlisted personnel where background in
oceanography is fleet experience only.
The squadrons surveyed had much praise for the
FASOTRAGRU courses in oceanography. However, since the
survey was conducted, FASOTRAGRUPAC has ceased to conduct
83
the Basic Oceanography for Aviation Antisubmarine Warfare
Operator (AW) course. The last class conven d in May 1972.
FASOTRAGRULANT will cease conducting their basic enlisted
oceanography course in the near future. The disestablishment
of these courses was apparently done as an efficiency measure,
Class A AW school located at the Naval Air Technical Training
Center, Memphis, Tennessee, will take over the oceanography
training for AW's going to both fleets. As discussed in
Section III, the AW school curriculum is undergoing revision.
The revised course will include a 40-hour oceanography unit.
The impact of this change in the training of AW's will not
be known for some time and will bear close observation.
FASOTRAGRUPAC may continue to teach oceanography, but as a
part of another course syllabus.
B. RECOMMENDATIONS
Based on the findings presented in this section, the
comments contained in Appendix D, and personal research, the
following recommendations are made concerning the AW and ST
training. The ST rating recommendations are made for the
present rating structure.
1. Actual shipboard training with a target submarine,
in a realistic ASW situation, is recommended for both an at-
sea phase in ST Class A-l and operator training schools, and
for further shipboard training after school completion. The
ashore simulators, such as the 14E19 training device, are
84
good training tools, but they do not provid- the training
needed to cope with the actual ocean envirc iment.
2. Prospective sonar technicians should be assigned to
sea duty for about 6-12 months immediately upon completion
of recruit training in order to gain sea experience with
qualified sonar technicians. It is recommended that after
the at-sea tour, the prospective STs be assigned to the
training schools on a returnable quota basi- only. This
would help to eliminate personnel who were incorrectly
classified at the recruit training command. The school
trainee would then have at sea experience to relate his
training to, and could build a deeper and longer lasting
knowledge of the subject matter. Shipboard leading petty
officers would also have the opportunity to provide the
prospective ST with his initial sonar training knowing the
ST would return to his sonar crew after completion of
training schools. This recommendation should be considered
only on a returnable quota basis.
3. A Class C school course in applied oceanography,
similar to the AG Class C Air-Ocean Environment School, is
recommended for paygrade E-5 and above sonar technicians to
provide sonar watch supervisors with additional environmental
training.
4. The development of programmed instructional material
on the subject of oceanography as applied to underwater
acoustics and sensor operation is recommended. The programmed
material should be divided into two parts, basic and advanced,
85
upon which the sensor operators could build their knowledge.
5. An increased emphasis on underwater ;ound propaga-
tions, and the effects of the environment is recommended for
Class A-l ST schools.
6. An expansion of classification schools with mandatory
attendance requirements at regular intervals as a refresher/
update for STs is recommended.
7. The instruction at Class A schools/ classification
schools, and other schools dealing with underwater acoustics
and environmental effects should be given by an officer
oceanographer with fleet experience in order to relate ASW
and mine warfare operations to the environmental effects of
the ocean medium.
8. The fact that a trainee is an excellent student is
of no consequence unless he can demonstrate that there is a
strong relationship between performance as a student and
ultimate on-the-job performance. Very few ST trainees are
disenrolled from Class A school for academic reasons, which
indicates training is being given to pass tests and not for
required performance. If mediocre work is all that is
required as in a no-fail situation, then the fleet will
receive mediocre, insufficiently trained STs. It is recom-
mended that ST schools teach for end performance and not
just test passing. A study of AW performance in various
training pipelines has been made [28] . A similar study for
the ST rating is recommended.
86
9. Additional instruction in surface ASW ST courses on
the subjects of passive sonar, and the use, nterpretation,
effectiveness, and reliability of SHARPS is recommended.
10. It is recommended that a correspondence course, for
both officer and enlisted man, be redeveloped that relates
applied oceanography to antisubmarine warfare.
11. Until such time as a correspondence course is
available, it is recommended that enlisted f >rsonnel be
encouraged to enroll in off-duty educational programs such
as PACE, USAFI, and Tuition Aid.
12. It is recommended that a refresher course be pro-
vided on at least an annual basis to update, reinforce, and
augment the oceanography knowledge of the AW.
13. It is recommended that the FASOTRAGRUs continue to
provide the basic AW oceanography courses as was previously
done. The Class A trainees may be receiving more hours of
oceanography training, but at that stage of their training
development they have little or no idea how or where the
training in oceanography will be used. The oceanography
training can be tied to their job requirements when the
instruction is presented at the FASOTRAGRUs.
14. Greater personnel stability coupled with intensive
training is required to maintain the necessary level of
proficiency in ASW. ASW personnel have to work closely as a
team and general personnel turbulence destroys the team.
15. Better quality control and performance monitoring
of instructors is recommended.
87
16. Standardization of curricula format between
COMTRAPAC, COMTRALANT, Naval Technical Train .ng, and other
training commands is recommended.
17. There is a myriad of publications on the topics of
sonar range prediction, oceanography and underwater sound,
and environmental effects on ASW. The distribution lists of
the publications vary considerably, and some publications
have no printed distribution list which prevents determina-
tion of the holders of the publications. The information
contained in the publications should be consolidated for
the use of enlisted personnel or a reference publication
distributed which gives information on where the information
is available and how to use it.
88
VI. RECOMMENDED TRAINING, EDUCATION, AN:; ADVANCEMENT
PROGRAMS INVOLVING OCEANOGRAPHY
The programs recommended in this section are considered
to be the optimum for enlisted personnel. They are designed
to increase the basic oceanography knowledge of all enlisted
personnel and advance the knowledge of speciric ratings to
that required for expertise in their specific occupational
areas .
The recommendations are made with the full realization
that an increase in training school material in one subject
area usually necessitates a decrease in another area. Know-
ledge of the environment must be included in subject areas
of vital and should-know information. Compensation should
come from areas of nice-to-know training material or train-
ing school lengths should be increased.
As emphasized before in this study, the oceans provide
the environment in which naval forces must live and operate.
To perform satisfactorily in this environment, we must
understand it. The basic knowledge must be present at all
levels of responsibility, from the recruit through the
officer ranks.
The most recent Operational Oceanographic Support Services
Conference was held 10-13 April 1972 in Monterey, California.
The purpose of the conference was to review the products
generated by the Naval Weather Service Command to support
the oceanographic needs of the fleet [20]. A competent
89
group of attendees, both military and civilian, considered
the agenda item, "Training and Education." he discussion of
this topic, as presented in the conference report is quoted
below:
Extended contact with personnel indicates a lack of
basic knowledge concerning the environmental process.
This is true at all levels of responsibility and includes
meteorological and oceanographic education. This is the
prime cause for misuse or misapplication cr environmental
services and support. The most carefully repared fore-
cast can be rendered useless by a consumer who is not
aware of what it means in terms of his uni :s ' effective-
ness. An increased awareness of the environment and its
processes is necessary for all who come in contact with
it in day to day operational situations. The environmental
community would do well to investigate pre ent levels and
content of training now available to nonenvironmental types,
This would include training at the fleet level formal
schools and correspondence courses, all of which provide
involvement in training nonenvironmental oriented person-
nel who require some degree of environmental knowledge.
Since this paper is confined to enlisted training and
education, only the above recommendations pertaining to
enlisted personnel will be discussed. Development of a
correspondence course on the subject of the air-ocean envi-
ronment was proposed. Also, a recommendation to give a
basic course in the Class A or B schools to seamen, radio-
men, radarmen, etc., on the environmental effects on sound
or electromagnetic propagation, as applicable, was made.
The action of the Commander Naval Weather Service was to
disapprove both recommendations. The correspondence course
proposal was disapproved because, "Information is already
available in existing correspondence courses; e.g., Aero-
grapher's Mate 3 & 2, Introduction to Sonar, General Oceano-
graphy, etc." The subject information is not available in
90
AG 3 & 2; the Introduction to Sonar correspondence course is
not adequate to meet the requirement for sti y of the air-
ocean environment; and General Oceanography is an overview
of, and an introduction to, the multif aceted field of
oceanography, which contains three simple questions on sound
in the ocean. The other correspondence course on this
subject, Oceanography in Antisubmarine Warfare, has been
declared obsolete and cancelled. The recommendation to
include environmental effects in schools was disapproved
because, "Training in the 'basics' of the Air-Ocean Environ-
ment is included in most A and B schools as well as many C
schools." As a result of this thesis work, it was determined
that there is no information on environmental effects taught
in Class A Radarman School, and only one lesson is included
in the advanced Operations Specialist Course. Quartermasters
receive no training on this subject in school. Sonar tech-
nicians (ST) receive the basics of the theory of underwater
acoustics, and the aviation antisubmarine warfare operators
(AW) receive about 40 hours of oceanography in Class A school,
Besides the AWs , only the Class A and Class B Aerographer * s
Mate Schools and Class C Air-Ocean Environment Course contain
adequate information on environmental effects and the air-
ocean environment. Only AGs are eligible to attend these
schools. The implications derived from the agenda item,
discussion, recommendations, and action taken are twofold:
1) The general level of knowledge of the ocean environ-
ment is inadequate among fleet personnel.
91
2) The action taken by Commander Naval '7eather Service
indicates a lack of interest in increasing t.ie basic know-
ledge level of fleet personnel on this subject.
To develop an increased awareness in the environment,
environmental effects, and oceanography, training must start
with the recruit.
A. RECRUIT TRAINING
As RADM E. C. Stephan stated ten years ago, an awareness,
an interest, and curiosity in oceanography must be fostered
in an enlisted man entering the navy [1] . At the present
time, there is no oceanography-oriented training included
in the recruit training program. It is essential that all
recruits be given an introduction to basic oceanography as
a part of recruit training to create interest in the ocean
environment where they will live and work while serving in
the navy.
There are two excellent sources of information already
available for use in instruction in basic oceanography. The
material presented in both of the following sources is in
language which is understandable at the secondary school
level .
Questions About the Oceans [29] was published by the
U.S. Naval Hydrographic Office to provide answers to the
most frequently asked questions on oceanography and the
marine sciences. The book provides a suitable introduction
to selected marine subjects, with specific references to
92
additional information. This is the most i nortant contri-
bution of the book.
The National Oceanographic Data Center (NODC) has pre-
pared An Oceanographic Curriculum for High Schools [30],
which contains 18 suggested one-hour lectures. All of the
lectures are at the appropriate level for recruit training.
Each lecture contains references to material for further
reading and suggested films. The lectures nclude material
on the subject of pollution, which is vital for all navy-
personnel. The appendixes include sources of materials,
charts, films, and additional information. With very few
modifications, the curriculum is adaptable for recruit
training. The information could also be prepared in the
form of a programmed text for use in individual recruit
training. The inclusion of an oceanography phase in the
recruit training curriculum, might assist in recruiting
service promotions.
B. GENERAL MILITARY TRAINING
The navy has a stated policy of actively participating
in a program to protect and enhance the quality of the envi-
ronment. However, the rate training manuals, Basic Military
Requirements , Military Requirements for Petty Officer 3 & 2,
and Petty Officer 1 & C contain no information on pollution
control. The recently published rate training manual,
Military Requirements for Senior and Master Chief Petty
Officer, has a short, concise chapter on this topic. The
93
military qualifications for advancement presented in Appen-
dix B lists environmental pollution control as a standard
for advancement to pay-grade E-2. Information on environ-
mental pollution control should be included in the three
rate training manuals which do' not currently include this
subject matter.
The Military Requirements for Petty Officer 1 & C manual
contains two pages on the topic of the Navy in Marine
Research. This is minimal information. The Navy Ocean
Science Program contributes to the primary mission of
national defense and also makes sizable contributions both
to general oceanographic knowledge and to the attainment of
other national marine science program goals. Additional
benefits include contributions to broad, scientific, economic,
and political objectives in furtherance and protection of
U.S. maritime interests [31]. A military qualification for
advancement, on the subject of the Navy Ocean Science Pro-
gram, should be added under the general subject of SEA POWER
as a requirement for advancement to at least the E-3 level.
As the former Secretary of the Navy, Paul Ignatius has stated,
"To many, the term Sea Power defines the act of controlling
the world's sea lanes through the employment of combatant
ships. In reality, Sea Power has a broader definition. It
encompasses the Merchant Marine, oceanography, ocean engin-
eering, marine research and technology as well as naval
power" [44] .
94
Ships and shore activities should emphasize the impor-
tance of the oceans to national security, t. 2 environmental
aspects of the oceans, and the importance of oceanography to
naval operations. This could be accomplished through the
use of films, plan-of-the-day notes, and other available
means of communication.
C. OCCUPATIONAL TRAINING
Recommendations pertaining to specific ratings will be
presented in this section.
1. Radarman
The shipboard executive officer survey, described in
Section V and Appendix D, identified the radarman (RD) rating
as requiring training in oceanography. As previously stated,
there is no instruction on environmental effects included in
the Class A Radarman School, and only one lesson is included
in advanced Operations Specialist Course. Radarmen are
directly concerned with electromagnetic radiation over the
ocean surface and sea state scattering effects on the radia-
tion.
In ASW, contact evaluation and classification should
occur at two levels aboard ship; the sonar control level and
the command (CIC) level [32]. The command level function
requires the correlation of sonar information from other
sensors. This function is external to sonar and should be
performed in CIC. Because of this, radarmen must have a
knowledge of the effects of the environment on sensors,
tactics, and the employment of forces. Radarmen must have
95
a thorough knowledge of long range propagation modes in
order to recommend the proper search pattern. . For AN/SQS-26
equipped ships, it is suggested that the bottom bounce charts
be displayed in CIC [33]. The AN/SQS-26 operating doctrine
concept is shown in Figure 19 and clearly displays the rela-
tionship of the sonar supervisor to the command (CIC) level.
CIC personnel must have a knowledge of the environmental
effects to assist at the command level.
The addition of a phase on the topic of underwater
sound propagation and environmental effects is recommended
for the Class A Radarman School curriculum. The curriculum
of the advanced Operations Specialist Course should be
expanded to include decision making or recommendations based
on the composite picture of environmental effects, tactics,
and employment of forces.
2 . Quartermaster
The quartermaster (QM) rating was also identified
in the shipboard executive officer survey as requiring
training in oceanography. The QM qualifications for advance-
ment include the effects of currents and weather on ship
navigation. Senior QM petty officers are often involved in
the operational planning of exercises involving ASW and mine
warfare units. These QM's should have a basic knowledge of
the environmental effects on underwater sound propagation.
A thorough knowledge of the ocean current systems should be
attained by all QMs . For the QMs attached to ships equipped
with long-range mode sonars, they must be familiar with
96
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97
bottom bounce and convergence zone areas, high ambient noise
areas, and areas where environmental effec. i seriously affect
sound propagation.
It is proposed that a unit of instruction on the
topics of basic oceanography/ sonar long-range propagation
modes, environmental effects on underwater sound transmis-
sion, and acoustical forecasting be added to the basic
Quartermaster school curricula.
D. PROPOSED RATINGS
Recommendations for two proposed ratings are made in this
section.
1. ASW Sensor Operator
Training for sonar maintenance historically has
received far greater attention than training for sonar opera-
tion as measured by the investments in training time and
equipment. The reason for the difference in emphasis seems
to be that development of a training course for sonar main-
tenance is a straightforward consequence of the physical
and electronic characteristics of the hardware, whereas the
method for developing a training course in operating tech-
niques is by no means obvious [5] .
The increasingly more complicated sonar and underwater
fire control systems that require operation, maintenance,
and repair by sonar personnel have resulted in many Navy
Enlisted Classification (NEC) codes becoming a part of the
ST rating. A number of these NECs are listed in Appendix C.
Currently, there are 24 surface ASW sonar technician, six
98
submarine sonar technician, and two mine warfare technician
NEC codes. This is an unwieldly group of NECs.
The findings of the sonar technician survey discussed
in Section V and Appendix D indicated a lack of training in
the environmental effects of the ocean on underwater acous-
tics. Numerous comments were also made by both the sonar
technicians and by the shipboard executive officers concern-
ing the inadequacy of maintenance training. The training
which the sonar technicians are receiving is inadequate in
depth resulting in a sonar school graduate with a bare
working knowledge of his rate. In other words, the ST
trainee is receiving a substantial amount of training in a
short period of time and then is passed to the fleet as a
trained technician.
Sonar systems and ASW weapon systems have undergone
major changes in recent years and will most likely continue
to undergo other major changes. Acoustic warfare has barely
begun to touch the majority of operators. The gain that can
be achieved by taking advantage of the characteristics of the
sea in the placement and operation of hydrophones and trans-
ducers is more than the electronics man can obtain [11] .
With the AN/SQS-26 sonar system, the AN/SQS-35 sonar system,
and the deep towed passive arrays of the near future, it is
very apparent that the surface ASW forces have a requirement
for skilled sensor operators. These systems all have a
dependence upon environmental factors for mode selection and
depth positioning. Under current doctrine, the sonar watch
99
supervisor of the AN/SQS-26 system is required to recommend
the sonar search mode, based on environment: conditions, to
the Of f icer-of-the-Deck. The sonar watch supervisor must
thoroughly understand the environment and the effect on
propagation paths in order to make the recommendation [33].
The formal training currently provided to the pro-
spective ASW officers is inadequate. It is comprehensive
in scope, but can hardly be regarded as adequate in depth.
Additionally, the prerequisite of sea experience on destroyer-
type ships is not met by the majority of the officers. ASW
officers are unprepared to assess the performance capabili-
ties of sonar technicians, short of the rather loose obser-
vation that it appears that they have the system operation
satisfactorily [5] . The above described ASW officer situa-
tion has existed for several years in surface ASW ships.
A great deal of time and money has been directed to
the development of new transmission modes, signal processing
techniques, and data display methods in an attempt to enhance
overall detection capability. Correspondingly little effort
has been devoted to training sonar operators in operating
techniques to maximize detection probability. Training in
operating techniques has not been effectively accomplished
in the schools, and at sea operations have not afforded
reasonably frequent opportunities for practice to maintain
detection skills [5].
Thus, the Navy is faced with a situation of having
inexperienced, under-trained ASW officers and sonar technicians
100
who are not adequately trained in operations or maintenance.
The best remedy for this unsatisfactory situ Lion is to
assign the sonar technician to maintenance duties only and
establish a new rating for ASW sensor operators. The ASW
sensor operator should be thoroughly trained in operating
techniques and their relation to the environment. As pre-
viously stated, the ST survey has shown that sonar techni-
cians do not believe they have been adequate y trained in
the environmental effects on underwater acou tics. The
practical and knowledge factors listed in Appendix B for
sonar technicians would be applicable to an ASW sensor
operator rating. The ASW sensor operator should not be
encumbered with maintenance responsibilities except planned/
preventive maintenance. The ASW sensor operator could then
become skilled in the varied aspects of ASW operations.
The primary duty of the ASW sensor operator rating would
be to operate and adjust antisubmarine warfare systems
and equipment, interpret, classify, and apply data obtained
from ASW sensors. The formation of an ASW sensor operator
rating would greatly alleviate the current problem of
inexperienced, poorly trained ASW officers and, additionally,
would serve to increase the performance of sonar technician
maintenance personnel.
The Aviation Antisubmarine Warfare Operator (AW)
rating was established in 1968 and, after some initial prob-
lems, has developed into an extremely knowledgeable group of
aviation ASW sensor operators who are dedicated to ASW
101
operations without spending their time on sensor equipment
maintenance and repair. A separate warrant fficer and
limited duty officer designator was established for AWs to
prevent promoting the best sensor operators out of the pro-
gram. The ASW community feels that it takes a period. of
several years before an AW becomes a completely effective
sensor operator. After extensive training in the acquisi-
tion of skills in connection with the operation of ASW
sensor equipment, those men would be lost or improperly
utilized, if advanced to WO or LDO categories which were
not related to AW functions [34].
A career pattern could readily be developed through
the warrant officer and limited duty officer ranks to
develop career ASW specialists. These officers could then
serve as shipboard ASW officers, on ASW staffs, and in ASW
training school billets. A policy of closed-loop detailing
should be employed to keep these specialists in either
operational or training billets.
A typical career pattern for the ASW sensor operator
is shown in Figure 20. This career pattern provides career
ASW specialists. The recruit training graduate with an
initial four year enlistment would proceed directly to the
fleet for 6-12 months to gain sea experience as a sensor
operator trainee. During this period of time, the improperly
classified trainees and the undesirable trainees would be
eliminated from the program. At the end of the sea experience
tour, the ASW sensor operator trainees would be transferred
102
Masters Degree
Opportunity
ASW Officer
ASW Staff
Fleet Experience
or
Tranninrt frimm^nH
ASW Training
a -*- aaifeaju&tAja.
Guaranteed for
WO or LDO
Selection
Bachelor Degree
Education
J
Oceanography or
ASW Related
Curriculum NPGS
WO and LDO
Selection
Fleet Experience
Oceanography
Underwater Acous-
tics Related Field
Associate Degree
Education
Guaranteed for .
Six Year
Reenlistment
Six Year
Reenlistment
Classification
School
Class C Schools
Fleet Experience
Air-Ocean
Environment Course
Applied
Oceanography and
At-Sea Phases
Class A Sensor
Operator School
Return to the
Same Ship
Eliminate the
Undesirable
Trainees
6-12 Months
Fleet Experience
Recruit Training
Initial 4 Year
Enlistment
Figure 20. Career Pattern for ASW Sensor Operator Rating.
103
to Class A sensor operator school for training including a
curriculum phase on applied oceanography anc a phase of at-
sea operator training. Upon graduation from Class A school,
the ASW sensor operator would return to the same ship where
his initial fleet experience was gained. While serving the
remaining term of enlistment, the ASW sensor operator would
have the opportunity to attend Class C and fleet schools,
including classification courses and the Cl£ s C Air-Ocean
Environment school recommended in Section V. At the end of
the initial enlistment, a guaranteed opportunity to obtain
an associate degree would be tendered as an incentive for
a six-year reenlistment. The associate degree course of
study would be in underwater acoustics, oceanography, or
other field related to the ASW sensor operator rating. After
obtaining an associate degree, the ASW sensor operator would
serve in the fleet to gain further fleet experience. Prior
to the completion of the ten years of service, the ASW sensor
operator would be guaranteed the opportunity for a bachelors
level education, contingent upon selection for warrant
officer (WO) or limited duty officer (LDO) . The recommended
WO or LDO categories follow:
ENLISTED RATING WO CATEGORY LDO CATEGORY
ASW Sensor Operator ASW operations Antisubmarine Warfare
Sonar Technician Sonar Technician Sonar
104
The current paths of ST advancement to eithe^ operations or
electronics, which result in a loss of ASW expertise, would
be cancelled by this recommended program. The bachelors
level education would be provided at the Naval Postgraduate
School with a major available in oceanography or other ASW
related science. The Bachelor of Science in oceanography
major would enhance the WO and LDO education level and broaden
their educational experience on the environmental relation-
ships to sensor operations and overall ASW operations. Upon
graduation from the Naval Postgraduate School, the WO or LDO
would be assigned to the fleet as ASW officers, to ASW
staffs, or to ASW training commands. The top performers
would be given the opportunity to attain masters degrees in
their field.
The advantages of this ASW sensor operator career
pattern are that:
a. It provides an ASW officer who is an ASW career
specialist skilled in the operations of ASW sensors.
b. It provides an ASW career specialist for
instructor duty in ASW training schools, both officer and
enlisted.
c. It provides ASW career specialists for billets
on ASW staffs.
d. Fleet operators would be able to call upon the
experience of career ASW officers.
e. It would relieve senior petty officers from being
junior administrators, with little recent experience, as is
105
the situation with ASW officers who are inadequately trained
in operations .
The recommended career pattern is readily adaptable
to other ratings and could be utilized in recruiting efforts.
2 . Oceanographer
In 1961, a requirement for a study to be undertaken
by the Bureau of Naval Personnel for the purpose of deter-
mining the need for an enlisted rating of Oceanographic
Technician was made by the Chief of Naval Operations. The
requirement was based upon recognition that a shortage of
knowledgeable manpower in oceanographic disciplines existed
and that positive action was required [15]. As previously
stated in Section I, in 1964 it was not considered sufficient
that all education and training in oceanography be concen-
trated at the officer level. At that time, the Aerographer ' s
Mate rating was considered the logical one to take on the
additional responsibilities of oceanography training. It
was believed that the field of oceanography had reached a
level of importance and application at which serious con-
sideration should be given to formation of a corps of
enlisted men trained in oceanography so that their skills
would become available to most fleet units rather than the
larger ones. "The additional training in oceanography will
produce a highly skilled and valuable man who can make a
most useful contribution to the success of naval opera-
tion" [4], Hence, both of the environmental sciences were
combined into one rating.
106
The fields of oceanography and meter "ology are too
complex and involved for one individual to jvelop the
expertise required to properly perform his assigned duties
in both fields in a professional manner. A review of the
scope of the Aerographer ' s Mate rating, which is contained
in Appendix B, reveals the following duties which are
oceanography oriented.
a. Observe, collect, record, and analyze oceano-
graphic data.
b. Interpret oceanographic codes and enter data on
appropriate charts.
c. Operate ancillary computer equipment for the
processing, dissemination and display of environmental data.
d. Perform preventive maintenance on oceanographic
equipment.
e. Prepare warnings of severe and hazardous sea
conditions .
f. Forecast oceanographic conditions.
g. Prepare and present briefings concerning current
and predicted environmental conditions and their effect on
operations .
The Aerographer ' s Mate qualifications for advance-
ment which are pertinent to oceanography are listed in
Appendix B.
Based on the foregoing duties and qualifications, a
new general rating of Oceanographer is proposed. A career
pattern, similar to that outlined for the proposed ASW
107
sensor operator, would produce a career specialist in
oceanography. The WO and LDO categories woi Id. be Oceano-
grapher and Oceanography, respectively. There is a current
need for this rating on ASW ships, particularly AN/SQS-26
ships. The success or failure of ASW operations depends
largely on the ability of the unit commander or shipboard
commanding officers to take advantage of the environment.
The most frequent item mentioned in the ST survey was the
lack of training in the use, interpretation, effectiveness,
and reliability of SHARPS data. An enlisted oceanographer
would have the background and experience to use the environ-
mental data properly.
SHARPS (Ship, Helicopter Acoustic Range Prediction
System) provides computer generated range predictions for
sonar systems at various ship speeds and operating modes.
Most of the environmental data is extracted from Fleet
Numerical Weather Central analysis and prognosis fields [35]
The SHARPS predictions for the acoustical domain in which
the user ship is operating does not have the required
accuracy. It is essential to use on-the-spot environmental
measurements and conversion manuals or shipboard computers
[36] . Simply stated, real time information is required to
determine propagation modes based on the in-situ environmen-
tal measurements. In a hostile submarine environment, the
is not sufficient time to obtain a SHARPS forecast from
shore. To have the accuracy required, it must be done
aboard ship. Through the use of a shipboard forecasting
108
system, including a sound ray path analyzer, the enlisted
oceanographer can determine the instant and constantly
adjustable prediction of sound ray paths for prediction
of the optimum mode for fixed transducer operation and
optimum variable depth sonar transducer depth. The enlisted
oceanographer would be a valuable assistant in predicting
the acoustic conditions for mine hunting.
A skilled enlisted oceanographer assigned to non-
ASW ships would greatly benefit the Navy Ocean Science
Program by obtaining bathythermograph information, sea
condition observations, and measurement of other oceanogra-
phic parameters provided the required equipment was avail-
able on board each ship.
A skilled senior enlisted oceanographer should be
assigned to destroyer flotilla and squadron staffs to assist
in operational planning and to provide the oceanography
experience and training required for the staff functions.
This would assist in filling the void left due to the
reluctance of commands to P-code officer billets for
oceanography [10].
In addition to ASW and minewarfare duties, enlisted
oceanographers would be available for assignment to oceano-
graphic forecasting duties to include sea ice forecasting,
sea and swell forecasting, sea surface temperature and mixed
layer depth forecasting, and surf forecasting. The proposed
Oceanographer rating would forecast, measure, and interpret
the environmental conditions of the oceans as opposed to the
109
Aerographer 's Mate forecasting, observing, and interpreting
the atmosphere conditions.
E. PRIORITIES FOR IMPLEMENTATION OF THE RECOMMENDED PROGRAMS
In view of the ever present lack of funds, an order of
priority for implementation of the recommended program is
necessary. The most urgent problem facing naval operations
is in the area of antisubmarine warfare. The lack of train-
ing both at sea and in schools should receiv ; the immediate
attention if there is to be a strong ASW force. The first
priority is to establish an ASW sensor operator rating and
assign sonar technicians to maintenance duties. The remain-
ing order of priority follows.
1. Provide training in applied oceanography for
radarmen.
2. Establish the proposed oceanographer rating.
3. Implement a phase of recruit training on the topic
of basic oceanography.
4. Change the Basic Quartermaster Course curricula to
include a unit on applied oceanography.
5. Add information to the Military Requirement rate
training manuals on the subjects of pollution and the Navy
Ocean Science Program.
110
VII. SUMMARY OF CONCLUSIONS AND RECOM 1ENDATIQNS
A. CONCLUSIONS
1. The study of the rate training manuals, training
school courses, and other information clearly indicates that
the primary reason, at the present time, for obtaining a
knowledge of the oceans and of the processes involved is
the support of ASW operations. The longer ranges of modern
sonars and weapon systems have greatly increased the effects
of the environment on these systems. The understanding of
the ocean medium, gained through oceanography, must continue
to be exploited if ASW operations are to be successfully
conducted. The breadth of the ASW environmental requirements
is of such magnitude that the majority of the requirements
for other types of naval operations are included.
2. The increasingly complex sonar and underwater fire
control systems that require operation, maintenance, and
repair, under the supervision of ASW officers who are
presently marginally trained, indicates the need for an
additional enlisted rating to operate ASW systems and to
interpret, classify, and apply data obtained from ASW
sensors.-
3. The sciences of oceanography and meteorology are too
complex and involved for an individual to develop the exper-
tise required to properly perform duties in both. The
Aerographer * s Mate should be assigned duties relating to
111
forecasting, observing, and interpreting the environmental
conditions in the atmosphere. A rating spec fically assigned
to forecasting, measuring, and interpreting the environmen-
tal conditions of the ocean is required.
4. The aviation antisubmarine warfare community is more
advanced than the surface antisubmarine warfare community in
the ability to utilize knowledge of the oceans to their
advantage in ASW.
5. The present training in applied oceanography is
adequate to meet the needs of the ASW aviation community.
6. Aerographer ' s Mate is the only rating currently
receiving thorough training in oceanography. Aviation Anti-
submarine Warfare Operators receive a phase of oceanography
training in Class A school. Sonar technicians are instructed
on the subject of oceanography, environmental factors related
to ASW and mine warfare, interspersed with other topics of
their curricula.
7. There is a strong indication that the general level
of knowledge of the ocean environment is inadequate among
fleet personnel, both officer and enlisted.
8. The general level of knowledge of ocean environmental
effects as related to underwater acoustics is inadequate
among sonar technicians assigned to submarines, ASW surface
ships, and mine warfare ships. As experience is gained,
the sonar technicians* opinion of the adequacy of training
school subject matter in environmental effects on sound
propagation decreases. The magnitude of the problems
encountered is not recognized by the lower paygrades.
112
9. AN/SQS-26 sonar technicians are receiving better
training on the environmental effects on soui.d propagation
than are AN/SQS-2 3 sonar technicians.
10. The lack of submarine services for fleet training
is the most significant deficiency in the present training
of sonar technicians.
11. There is neither a correspondence course nor pro-
grammed instruction material available to enlisted personnel
for the specific study of the environmental effects of the
oceans on underwater acoustics. Training information for
self-study has to be gleaned from numerous sources.
12. The sources of education in oceanography for
enlisted personnel are few in number. The best source is
the United States Armed Forces Institue. Selection of sensor
operators for the ADCOP program with education provided in
a field related to their ratings would be the' best education
source.
13. By the nature of the action taken on the Operational
Oceanographic Support Services Conference training and educa-
tion recommendations, the Commander, Naval Weather Serivce
Command has indicated a lack of interest in increasing the
basic knowledge level of fleet personnel about the subject
of the ocean environment.
14. The enlisted ratings which require training in
oceanography, in addition to STs and other ratings used for
sonar watchstanders , are AG, AW, AX, MN, OT, QM, RD, TD,
and TM.
113
15. Increased utilization in fleet schools of officers
having an oceanography education, combined with fleet
experience, would greatly increase the level of training of
enlisted personnel.
B. RECOMMENDATIONS
1. Adopt the following recommended programs in the
order presented. Details of the recommendations are con-
tained in Section VI.
a. Establish an ASW sensor operator rating and
assign sonar technicians to solely maintenance duties.
b. Provide training in applied oceanography for
radarmen .
c. Establish the proposed oceanographer rating.
d. Implement a phase of recruit training on the
topic of basic oceanography.
e. Modify the Basic Quartermaster Course to include
selected topics in applied Oceanography.
f. Add subject material on the topics of pollution
and the Navy Ocean Science Program to the Military Require-
ments rate training manual.
2. Provide actual shipboard training with a target sub-
marine, in a realistic ASW situation, for an at-sea phase in
sonar technician class A-l school, operator training schools,
and for further shipboard training after school completion.
With the shortage of submarine target services, first pri-
ority for usage should be given to fleet ASW training
exercises .
114
3. Conduct a study of ST performance in various train-
ing pipelines in order to relate school perf rmance to on-
the-job performance.
4. Assign prospective sonar technicians to the fleet
for 6-12 months immediately upon completion of recruit train-
ing to gain fleet experience prior to assignment to Class A
school on a returnable quota basis.
5. Stabilize enlisted personnel assignments to maintain
the necessary level of proficiency in ASW.
6. Consolidate the myriad of publications on the topics
of sonar range prediction, oceanography and underwater sound,
and environmental effects on ASW. As a minimum, develop a
reference publication which provides the location of the
necessary information. Adopt standard distribution lists
for the publications and a means for periodic review.
7. Develop programmed instructional material on the
subject of oceanography as applied to underwater acoustics
and sensor operation.
8. Redevelop a correspondence course for both officers
and enlisted men that relates oceanography to antisubmarine
warfare.
9. Develop rate training manuals and correspondence
courses for OTs.
10. Establish ST Class C school course in applied
oceanography, similar to the Aerographer 's Mate Class C
Air-Ocean Environment Course.
115
11. Expand ST Classification Schools with mandatory
attendance required at regular intervals.
12. Increase the emphasis on underwater sound propa-
gation, and the effects of the environment on ASW operations
in the Class A-l ST school curricula.
13. Provide a refresher course on at least an annual
basis to update, reinforce, and augment the oceanography
knowledge of the AWs.
14. Continue to provide the basic AW oceanography
training to Class A school graduates by FASOTRAGRU1 s.
15. Provide better quality control and performance
monitoring of instructors in enlisted training schools.
16. Assign officer oceanographers with a fleet ASW
background as instructors in AW and ST schools in order to
prevent the composite situation of ASW and the environmental
effects of the ocean.
17. Standardize training course curricula format between
the different training commands.
18. Encourage enlisted personnel to enroll in voluntary,
off-duty education programs.
116
APPENDIX A
GLOSSARY OF TERMS
Billet: Under the concept of multiple duty assignment as a
fundamental principle in the use of the Navy's manpower which
requires that all naval personnel must perform several duty
assignments which may be unrelated in terms of skills and
knowledges, a billet may be defined as a cluster of assign-
ments covering the routine, general quarters, and watch or
other types of military duty.
Class A Schools: Schools, in general, designed to provide
the basic technical knowledges and skills required to pre-
pare personnel for the lower petty officer rates (pay grades) ,
Class B Schools: Schools designed to provide the advanced
technical knowledges and skills required to prepare person-
nel for the higher petty officer rates (pay grades) .
Class C Schools: Schools designed to train enlisted person-
nel in a particular skill or technique which, in general, is
not peculiar to any one rating (broad occupational field) .
Class P Schools: Schools designed to conduct training at a
basic and preparatory level.
Corrective Maintenance: The action required to restore
failed equipment to an operational status within prescribed
tolerances/limitations/capabilities.
117
Duty; A group of closely related tasks that constitute the
largest subdivision of a billet.
Enlisted Occupational Classification System: The Navy ' s
Enlisted Occupational Classification System consists of three
major subsystems: (1) Enlisted Rating Structure, (2) Navy
Enlisted Classification (NEC) Structure, and (3) Special
Qualifications. The first subsystem, Enlistsd Rating Struc-
ture is the primary administrative tool for broad classifi-
cation, identification, and reporting of enlisted personnel
resources and requirements. The Enlisted Rating Structure
consists of rates and ratings that are the framework for
enlisted career development. The second subsystem, NEC
Structure, supplements the Enlisted Rating Structure by
identifying special skills and knowledges that require a
more refined or specific identification than is provided by
rates and ratings. The third subsystem, Special Qualifica-
tions, identifies several highly specialized occupational
entities, crosses several occupational fields, and requires
official identification for certain purposes. The Special
Qualifications are contained in the Bureau of Naval Personnel
Manual.
Enlisted Rating Structure: Administrative tool for classi-
fication, identification, and reporting of enlisted person-
nel and is comprised of general ratings, service ratings,
and emergency ratings.
FAAWTC: Fleet Anti-Air Warfare Training Center.
118
FLEASWSCOL: Fleet Antisubmarine Warfare School.
Fleet Schools Ashore: Shore-based fleet training activities,
assigned to the command of fleet commanders, which provide
refresher and team training to fleet personnel who normally
are members of ship's companies.
FSS; Fleet Sonar School.
FTC: Fleet Training Center
Functional Schools: Schools, in general, designed for the
training of enlisted personnel as well as officers. These
schools provide training to personnel, often in a group or
team situation, in the performance of specialized tasks or
functions which are not normal to rating training of enlisted
personnel nor to professional training of officers. These
schools also provide training on weapons of new or advanced
design which have not reached universal fleet usage.
General Rates (Apprenticeships) : SR/SA/SN, FR/FA/FN,
AR/AA/AN, CR/CA/CN, DR/DA/DN, HR/HA/HN, and TR/TA/TN are
used to identify enlisted personnel at paygrade E-1/E-2/E-3.
General Ratings: Broad occupational fields, encompassing
similar duties and functions, which require related patterns
of aptitudes and qualifications, and which provide paths of
advancement for career development. These ratings identify
personnel from paygrades E-4 through E-9 and are applicable
to both the Regular Navy and Naval Reserve. They provide
119
the primary means of identifying billet requirements and
personnel qualifications and are provided wi _h distinctive
rating badges. There are two types of general ratings, those
with no subspecialties or service ratings and those with
service ratings. Boatswain's Mate is an example of a general
rating which contains no service ratings.
LFTC: Landing Force Training Command.
Maintenance and Material Management (3-M) ; An integrated
management system that provides for orderly scheduling and
accomplishment of maintenance and for reporting and dis-
seminating significant maintenance related information. The
3-M System is composed of two subsystems: The Planned
Maintenance Subsystem (PMS) , and the Maintenance Data Collec-
tion Subsystem (MDCS) .
NATTC: Naval Air Technical Training Command.
NAVPHIBSCOL: Naval Amphibious School.
NAVSUBTRAFAC ; Naval Submarine Training Facility.
Navy Enlisted Classification Codes (NEC's): Four-digit
codes which, within the scope of the Navy Enlisted Classifi-
cation System, supplement the Navy Enlisted Ratings Struc-
ture by identifying requirements for and resources of special
skills and knowledges which cannot be adequately identified
by rate or rating alone. NEC's are of three major types:
120
Rating Entry NEC's; Rating series NEC's (those which are
related to specific ratings); and Special Se ies NEC's
(those not related to specific ratings) .
Non-returnable Quota: All personnel assigned quotas to
courses of instruction 20 weeks or longer are transferred
to duty under instruction which is considered a permanent
change of duty. Upon completion of schooling these per-
sonnel are assigned a new permanent duty station by the
Chief of Naval Personnel.
Occupational Groups: Broad classifications of occupation-
ally or organizationally related ratings. The rating struc-
ture is divided into the following occupational groups:
Group I - Deck; Group II - Ordnance; Group III - Electronics;
Group IV - Precision Equipment; Group V - Administrative and
Clerical; Group VI - Miscellaneous; Group VII - Engineering
and Hull; Group VIII - Construction; Group IX - Aviation;
Group X - Medical; Group XI - Dental; and Group XII - Steward,
Paygrade: Paygrades are levels established by legislation
for purposes of pay and allowances. Navy paygrades are
designated: master chief petty officer (E-9) ; senior chief
petty officer (E-8) ; chief petty officer (E-7) ; petty officer
first class (E-6); petty officer second class (E-5) ; petty
officer third class (E-4) ; and paygrades applicable to
general rates, such as seaman (E-3) ; seaman apprentice (E-2) ;
and seaman recruit (E-l) .
121
Planned/Preventive Maintenance: Those preventive maintenance
actions performed on equipment to maintain uninterrupted
operation within design characteristics or to detect and/or
prevent failures before they occur. Planned Maintenance
refers to preventive maintenance accomplished on a regular
periodic basis.
Rate: Identifies personnel occupationally by paygrade.
Within a rating, a rate reflects levels of aptitude, train-
ing experience, knowledge, skills, and responsibilities;
e.g., Boatswain's Mate is a rating, whereas Boatswain's Mate
Third Class is a rate within a rating.
Returnable Quota: Quotas assigned only for personnel going
to courses of instruction of less than 20 weeks duration
when it is desired that upon completion or separation the
man be returned to the originating command.
Service Ratings: Subdivisions of certain general ratings
which by delineating specific areas of qualifications, pro-
vide for required specialization in training and utilization
of personnel. They are applicable to personnel of both the
Regular Navy and Naval Reserve, and the rating badge is the
same as that of the general rating with which associated.
Electronics Technician is a general rating, but within its
scope it contains two service ratings; namely, Electronics
Technician, Communications (N) and Electronics Technician,
Radar (R) at the E-4 and E-5 paygrades.
122
SSC; Service School Command.
Task; A group of closely related work elements which con-
stitute an integral step in the performance of a duty.
Troubleshooting: Act of locating and diagnosing malfunctions
or breakdowns in equipment by means of systematic checking
and analysis.
123
APPENDIX B
QUALIFICATIONS FOR ADVANCEMENT IN RATING
AND NORMAL PATHS OF ADVANCEMENT
The minimum professional and military qualifications for
advancement of all enlisted personnel are contained in the
Manual of Qualifications for Advancement [8] , The manual
serves as the basic reference for the preparation of train-
ing courses, training publications, on-the-job training
programs, and school curricula. The minimum standards for
advancement to pay grades E-2 through E-9 are expressed
in practical and knowledge factors. The manual also serves
as a basic reference for the assignment and utilization of
enlisted personnel, assistance to activities submitting
changes to manpower authorizations, reflecting paths of
progression for enlisted career fields, preparation of man-
power Authorizations (OPNAV 1000/2) which establishes for
each activity the quality and quantity of enlisted personnel
required to carry out its mission, and conduct of rating
structure studies by the Rating Review Board and Rating
Policy Board. The standards in the manual consist of
minimum knowledge and abilities which enlisted personnel
must acquire for advancement to successive pay grades. The
standards do not necessarily cover all duties of a rating.
They are based upon minimum essential tasks and knowledges
which are required of a majority of men at a given rate.
124
The standards consist of qualification items which are essen-
tial prerequisites, universally applicable and minimum for
each pay grade. The standards are designed to be flexible.
They do not restrict or limit the utilization of personnel.
The standards are based on general responsibility levels.
A qualification is graded at the level which has the "res-
ponsibility" for the task or knowledge.
The Navy's requirements for enlisted minimum skills are
contained in two types of minimum standards.
1) Military Standards consist of qualifications (know-
ledge and practical factors) which specify the skills and
knowledge required of enlisted personnel as a minimum for
advancement to specific pay grades, in addition to the occu-
pational standards for general rates and ratings.
2) Occupational Standards specify the skills and
knowledge which apply to enlisted personnel as a minimum
for advancement in a specific general rate or rating in
addition to the military standards. These standards are
divided into practical and knowledge factors and are
presented as individual qualification items.
Practical factors specify those required skills which
can be measured and which are best judged by actual perfor-
mance. They are intended to measure knowledge in action
over a continuing period of time. Knowledge factors are
items which can best be tested through the medium of written
examination. Knowledge factors and knowledge aspects of
practical factors form the basis of questions contained in
the service wide advancement in rating examinations.
125
A numbering system has been adopted [8] to give greater
stability to the identification of each qualification item.
The numbers used in the Manual of Qualifications for Advance-
ment numbering system will be used in this appendix to
identify the qualification items. The prefix number ' 1'
refers to a practical factor and the prefix number '2' refers
to a knowledge factor.
The qualification items, for the ten ratings previously
identified in this study, which are directly applicable to
oceanography or related to oceanography are presented in the
following sub-sections. The paygrade the qualification is
required for advancement to is indicated.
A. MILITARY STANDARDS FOR ADVANCEMENT
Scope. Military Standards are those generally applicable
qualifications which all enlisted personnel are expected to
demonstrate as a minimum for advancement to specific pay
grades. A military standard can be applied to questions of
a military nature and those pertaining to the work of a
general rate or rating. In those cases, an occupational
standard is not developed to duplicate a military standard.
' QUALIFICATIONS FOR ADVANCEMENT [8]
D. • INTERNATIONAL AGREEMENTS
2.81 Role of the U.S. Navy in maritime nature E-8
of the free world alliance.
AA. SEA POWER
2.41 Basic factors and applications of naval E-4
power that have affected national survival.
126
2.61 Roles and missions of the Naw. E-6
CC. ENVIRONMENTAL POLLUTION CONTROL
2.21 Causes of pollution in the air, E-2
water, and land.
2.22 Effects of pollutants on air, E-2
water, and land.
2.23 Effect of water, air, and land E-2
pollutants and pollution on human
beings and other living organisms
2.24 Effects of insecticides, herbicides, E-2
and pesticides on the balance of
nature
2.25 Procedures for eliminating or mini- E-2
mizing adverse effects of environ-
mental pollution.
2.26 Procedures for controlling or E-2
minimizing environmental pollution.
B. OCCUPATIONAL STANDARDS FOR ADVANCEMENT
1. General Rates
The general rates of Airman (AN) and Seaman (SN) are
the sources of enlisted personnel for career development in
the applicable ratings for which qualification items are
given.
2. Occupational Groups
Groups are numbered the same as in [8].
a. Group I Deck
OCEAN SYSTEMS TECHNICIAN (OT)
NOTE: The qualifications for advancement as
Ocean Systems Technician (OT) are issued
separately as supplement No. 2 to the
Manual of Qualifications for Advancement,
NAVPERS 1806 8C (c) .
127
QUARTERMASTER (QM)
Scope: Quartermasters stand watch as assistants to officers
of the deck and to the navigator; serve as steersmen and
perform ship control, navigation, and bridge watch duties;
procure, correct, use and stow navigational and oceanographic
publications and oceanographic charts; maintain navigational
instruments and keep correct navigational time; render "honors
and ceremonies" in accordance with national observance and
foreign customs; send and receive visual messages; and serve
as petty officers in charge of tugs, self-propelled barges,
and other yard and district craft.
QUALIFICATIONS FOR ADVANCEMENT [8]
I. NAVIGATION AND RELATED EQUIPMENT
1.04 Operate depth sounder (Fathometer); E-4
mark echogram and annotate for time,
course, and speed changes; entar sound-
ings in sounding journel.
2.61 Effects of prevailing winds and currents E-6
on ship navigation.
K. WEATHER
1.02 Make up numerical-code weather message, E-4
using current publications.
1.60 Interpret synoptic weather, wave, and E-6
ice charts and related messages.
2.41 Meteorology as it relates to navigation. E-5
Significance of dew point, relative
humidity, temperature, atmospheric pressure,
wind force and direction, cloud formation,
and sea state in general weather fore-
casting.
2.60 Laws of cyclonic storms, including E-6
probable path and location of storm
center. Indications of an approaching
storm and action taken to avoid storm
center.
Z. ADMINISTRATION
1.02 Obtain data and make entries in the bear- E-4
ing record book, compass record book,
quartermaster's notebook, and weather
Observation Sheet, using standard term-
inology, phraseology, and scale for wind,
weather, sea, and clouds.
128
1.03 Prepare chart correction card (NAVOCEANO E-4
5610/2); correct and stow char ;; and
identify symbols used on navigational
charts.
1.05 Use and apply data contained in Coast E-4
Pilots, Sailing Directions/ Light Lists,
and Tide and Current Tables commonly used
in solving navigational problems.
1.60 Obtain information and prepare the follow- E-6
ing oceanographic reports for shipments,
in accordance with current directives:
echograms, wave observation log, ship's
ice log, sounding journal, and adjusted
track charts.
2.01 Names, uses, and types of navigational E-4
publications nad information supplied by
Oceanographic office, Naval Observatory,
Coast Guard, Bureau of Naval Personnel,
and Coast and Geodetic Survey.
2.41 Names and uses of chart projections and E-5
scales .
RADARMAN (RD)
Scope: Radarmen interpret and evaluate presentations and
tactical situations and make recommendations to superiors
during watch conditions; apply a thorough knowledge of CIC
doctrine and procedures contained in NWP and NWIP publica-
tions, tactical doctrine and procedures contained in ATP,
NWP, and NWIP publications and procedures necessary for
radar navigation contained in Naval Oceanographic Office
publications; provide to command technical information and
assistance related to Anti-Air Warfare (AAW) , Antisubmarine
Warfare (ASW) , Naval Gunfire Support (NGFS) , and Amphibious
Warfare operations. (Scope in entirety is contained in [8].)
QUALIFICATIONS FOR ADVANCEMENT [8]
C. INTERPRETATION
1.01 Distinguish radar contacts caused by E-4
ships and aircraft from those caused by
land, weather, and analogous propagation.
E. NAVIGATION AND PLOTTING
2.01 Information to be gained from nautical E-4
charts, including symbols, topography,
depth, and variation.
129
G. CONTROL AND ASSIST
2.62 Procedures in ASW operations i eluding E-6
internal and external communications
requirement.
SONAR TECHNICIAN (ST)
Scope: (For general rating POl and CPO only) Sonar Techni-
cians obtain and interpret underwater data for operational
use; supervise the use and upkeep of sonar equipment; organize
antisubmarine (A/S) attack teams; train and supervise person-
nel in their assignments; evaluate targets and interpret
oceanographic data; evaluate equipment operation; locate
and analyze equipment casualties and make repairs and
adjustments; perform organizational and intermediate main-
tenance on surface sonar and allied equipment; and train
personnel in all categories of equipment maintenance.
(For service ratings P03 and P02 only)
SONAR TECHNICIANS G (surface) operate (manipulate, control,
evaluate, and interpret data) sonar and oceanographic equip-
ment, surface ship underwater fire control equipment, and
associated equipment for the solution of antisubmarine war-
fare problems; perform organizational and intermediate main-
tenance on surface sonar and allied equipment.
SONAR TECHNICIANS S (submarine) operate (manipulate, control,
evaluate, and interpret data) submarine sonar and oceanogra-
phic equipment, submarine and sonar underwater fire control
interface, and submarine auxiliary sonar; and perform organi-
zational and intermediate maintenance on submarine sonar and
allied equipment.
QUALIFICATIONS FOR ADVANCEMENT [8]
B. DETECTION EQUIPMENT
1.03 Identify sounds produced by surface E-4(STG,STS)
ships, torpedoes, snorkeling sub-
marines, evasion devices, equipment
on submarine or ship, marine life,
and other natural phenomena.
1.05 Interpret passive sonar recorder E-4(STG,STS)
traces .
1.09 Operate sonar equipment effectively E-4(STG,STS)
under varying acoustical conditions.
1.11 Operate and adjust sonar equipment E-4(STG,STS)
during antisubmarine operations.
130
2.01 Nomenclature, function and capabili-
ties of:
a. surface sonar equipment E-4 (STG)
b. submarine sonar equipment E-4 (STS)
c. mine detection equipment E-4 (STG, STS)
2.04 Effect of water phenomena on sonar. E-4(STG,STS)
F. BATHYTHERMOGRAPH
1.01 Take bathythermograph readings. E-4 (STG, STS)
1.03 Operate and maintain bathythermo- E-4 (STG, STS)
graph as associated equipment.
1.05 Interpret acoustic conditions to E-4 (STG, STS)
determine effective sonar range.
1.40 Interpret acoustic conditions to E-4 (STG, STS)
determine best submarine conditions
to avoid detection.
1.41 Prepare and interpret sonar messages E-4 (STG, STS)
G. ANTISUBMARINE OPERATIONS
1.09 Recognize and classify contacts E-4 (STS)
(warship, nuclear, and conventional
submarine, light craft, merchant)
1.41 Determine figures -of-merit for E-5(STS)
various contacts and ocean condi-
tions using various sonar equipment.
2.01 Description, recognition, and E-4 (STG, STS)
classification of A/S contacts.
2.02 Description, recognition, and E-4 (STS)
classification of surface contacts
2.03 Description, recognition, and E-4 (STG, STS)
classification of jamming devices,
torpedoes and active transmissions.
2.40 Passive f igure-of-merit E-5 (STS)
2.41 Active f igure-of-merit E-5 (STS)
2.42 Signal to noise ratio measurement E-5 (STS)
2.43 External and internal causes of E-5 (STG, STS)
signal loss and degradation
2.44 Active performance figure E-5 (STG)
131
2.61 Capabilities and limitations of E-6
A/S equipment.
2.62 Figure-of-merit equation E-6
2.6 3 Sonar conditions and target E-6
characteristics .
H. MAINTENANCE
1.42 Perform receiving sensitivity, E-5(STG,STS)
noise level, and source level
measurements .
Z. ADMINISTRATION
1.80 Organize, supervise, and train E-7
personnel in operation, maintenance,
and repair of sonar, underwater
fire control, and allied equipment.
SENIOR CHIEF SONAR TECHNICIAN (STCS)
1.92 Evaluate contact information and E-8
make classification and tactical
recommendations .
2.91 Procedures used in, and results E-8
of, experiments in A/S doctrine.
2.94 Capabilities, limitations, and E-8
characteristics of currently used
surface and sub-surface sonars.
MASTER CHIEF SONAR TECHNICIAN (STCM)
1.95 Provide command with technical E-9
information and advice concerning
the operational employment, capa-
bilities, and limitations of sonar
equipment.
1.97 Direct sonar activity in any A/S E-9
exercise or attack
132
b. Group II Ordnance
MINEMAN (MN)
Scope; Mineman test, maintain at an interme iate level,
repair, and overhaul mines and their components planted by
naval vessels and aircraft; assemble, test, handle, issue,
and deliver mines to the planting agent; maintain at an
organizational level and repair mine-handling and mine-
planting equipment.
QUALIFICATIONS FOR ADVANCEMENT [8]
D. BASIC ELECTRICITY, ELECTRONICS, AND DETECTION
INFLUENCES
2.02 Elementary physics of sound, fluid, E-4
electricity, heat, inertia, and
gravity.
2.62 Principles of transmission of underwater E-6
sound and its effect on mine warfare
operations .
F. HANDLING AND PLACEMENT
2.01 Methods of planting, position in water, E-4
and principles of actuation of mines.
2.82 Effects of hydrographic and oceanographic E-7
conditions on mines.
SENIOR CHIEF MINEMAN (MNCS)
1.90 Provide technical information and E-8
advice concerning uses and capabilities
of mobile mine propulsion units, mines,
mine components, and associated equip-
ment.
MASTER CHIEF MINEMAN (MNCM)
1.97 Supervise operations and procedures E-9
concerned with the tactical employment
of underwater mine systems and instal-
lations.
2.96 New trends in underwater mine equipment, E-9
installations, and systems.
2.99 Operational considerations in mine war- E-9
fare and mine field planning.
133
TORPEDOMAN'S MATE (TM)
Scope : Torpedoman's Mates perform organizational and inter-
mediate maintenance on underwater ordnance such as torpedoes
and antisubmarine rockets (SUBROC/ASROC) , launched from
surface ships, submarines, and aircraft; operate and maintain
test equipment, launching/firing systems, and stowage facili-
ties associated with underwater ordnance; prepare underwater
ordnance for launching; and conduct postfiring routines, and
securing and evaluation procedures.
NOTE: Some qualification items are assigned an abbreviation
of TECH, SUB, or SURF or a combination of these abbreviations
If there is no abbreviation at the end of a qualification,
the item applies to all Torpedomen's mates.
QUALIFICATIONS FOR ADVANCEMENT [8]
C. TORPEDO PROPULSION AND CONTROL MECHANISM
2.01 b. Principles and functions of acous- E-4
tically controlled torpedoes and
their components.
E. BASIC ELECTRICITY, ELECTRONICS, AND ACOUSTICS
2.06 Elementary physics of sound, fluids, E-4
electricity, heat, inertia and gravity.
SENIOR CHIEF TORPEDOMAN'S MATE (TMCS)
1.90 Provide technical information and advice E-8
concerning uses and capabilities of
torpedoes, and associated equipment.
2.92 Common weaknesses in underwater ordnance E-8
equipment and systems.
2.941 Tactical and operational utilization of E-8
undersea weapons and launching systems.
MASTER CHIEF TORPEDOMAN'S MATE (TMCM)
1.96 Supervise operations and procedures con- E-9
cerned with the tactical employment of
underwater ordnance systems and
installations .
2.95 Capabilities and limitations of all under- E-9
water ordnance and underwater ordnance
installations.
2.96 New trends in underwater ordnance equip- E-9
ment, installations, and systems.
134
c. Group IX Aviation
AEROGRAPHER'S MATE (AG)
Scope; Aerographer ' s mates observe, collect record, and
analyze meteorological and oceanographic data; make visual
and instrumental observations of weather and sea conditions;
operate meteorological satellite receivers and interpret and
apply satellite data; interpret meteorological and oceano-
graphic codes and enter data on appropriate charts; operate
ancillary computer equipment for the processing, dissemina-
tion and display of environmental data; perform preventive
maintenance on meteorological and oceanographic equipment;
prepare warnings of severe and hazardous weather and sea
conditions; forecast meteorological and oceanographic con-
ditions; and prepare and present briefings concerning current
and predicted environmental conditions and their effect on
operations.
QUALIFICATIONS FOR ADVANCEMENT [8]
B. INSTRUMENTS AND EQUIPMENT
2.02 Purpose and uses of mechanical and E-4
electrical meteorological and
oceanographic equipment.
2.40 Purposes and uses of electronic E-5
meteorological and oceanographic
equipment.
C. OBSERVATION
2.01 Procedures and methods for observing, E-4
recording and preparing for transmission
surf, wave and swell observations.
2.04 Principles of bathythermograph operations E-4
D. CODES AND PLOTTING
1.03 Decode and plot wave and swell bathy- E-4
thermograph, and sea surface temperature
reports.
2.01 Common meteorological and oceanographic E-4
codes and symbols.
2.02 Use of publications containing instruc- E-4
tions for encoding and decoding
environmental data.
E. ANALYSIS, PROGNOSIS, AND FORECASTING
1.42 Interpret oceanographic analyses, prog- E-5
noses, and forecasts for operational use.
135
1.43 Analyze bathythermograph data for E-5
mixed/sonic layer depth, therm i
gradients, and sound channels.
1.44 Analyze sea condition charts showing E-5
contours of sea heights and general
direction of seas.
1.64 Prepare weather and sea condition E-6
(surf; wave and swell) forecasts for
air and sea operations (up to 48 hours) .
1.84 Prepare and conduct briefings at staff E-7
or planning levels with particular em-
phasis on climatological, meteorological,
and oceanographic data.
2.40 Principles of analysis of coded bathy- E-5
thermograph, Nansen cast and other
oceanographic data.
2.62 Principles of air-sea interaction and E-6
ocean thermal structure forecasting.
2.63 Forecasting techniques for ASWEPS and E-6
sensor ranges.
F. METEOROLOGY, OCEANOGRAPHY, AND CLIMATOLOGY
2.03 Terminology and definitions of meteor- E-4
ological and oceanographic parameters.
2.42 Physical properties of sea water; major E-5
oceanographic parameters (sea surface
temperature, mixed layer depth, and
temperature gradient with depth) ; major
current systems and water masses of the
oceans .
2.61 Ocean thermal structure and factors E-6
affecting the underwater transmission
of sound.
2.63 Wave and swell generation and propagation. E-6
2.64 Modes of operation of and effects of E-6
environmental conditions on active/
passive sonar and sonobuoy systems;
tactical range prediction.
2.80 Meteorological and oceanographic clima- E-7
tology of the world.
136
2.81 Application of computer products and E-7
technology to the environmenta
sciences.
SENIOR CHIEF AEROGRAPHER ' S MATE (AGCS)
1.92 Evaluate recent meteorological and E-8
oceanographic developments for integra-
tion into local routines.
MASTER CHIEF AEROGRAPHER' S MATE (AGCM)
1.95 Assist in the statistical analysis of E-9
climatological data and provids tech-
nical information concerning its uses,
capabilities, and limitations.
1.96 Prepare on Environmental Annex for an E-9
Operation Order as a supplement to
existing Naval Weather Service Command
directives.
1.97 Provide technical information and advice E-9
concerning the operational use, capabili-
ties, limitations and reliability of
meteorological and oceanographic equip-
ment.
AVIATION ANTISUBMARINE WARFARE OPERATOR (AW)
Scope: Aviation Antisubmarine Warfare Operators are aircrew-
men in permanent flight status. They man sensor positions in
fixed and rotary wind ASW aircraft based ashore and aboard
aircraft carriers, escort vessels, and Sea Control ships.
They serve as analysts in ASCACs and Tactical Support Centers.
They may perform collateral aircrew duties in rescue, utility,
and missile defense aboard multipurpose aircraft with an ASW
mission.
NOTE: The qualifications for advancement as Aviation Anti-
submarine Warfare Operator (AW) are issued separately as
supplement No. 3 to the Manual of Qualifications for Advance-
ment, NAVPERS 18068 C (C) .
AVIATION ANTISUBMARINE WARFARE TECHNICIAN (AX)
Scope : Aviation Antisubmarine warfare technicians inspect
and maintain aircraft, antisubmarine warfare systems and
equipment, including those related to magnetic anomaly
detection, long and short range underwater detection, nuclei
detection, integrated displays, and associated ASW equipment;
and test and maintain test equipment.
137
QUALIFICATIONS FOR ADVANCEMFNT [8]
D. THEORY AND PRINCIPLES
2.06 Elementary physics of heat, light, E-4
sound, fluids, and gases.
2.39 Principles and applications of:
a. Sonar E-4
b. Jezebel E-4
c. Julie E-4
SENIOR CHIEF AVIATION ASW TECHNICIAN (AXCS)
1.944 Collect, process, and analyze ASW data. E-8
2.946 Analysis and evaluation processes of E-8
Anti-Submarine combat Analysis Centers
(ASCAC) .
TRADEVMAN (TD)
Scope: Tradevmen install, repair, modify, and maintain audio/
visual training aids; perform organizational and intermediate
level maintenance on training devices; operate and perform
organizational maintenance on equipment used in conjunction
with training devices; operate training devices and ancillary
equipment to train and maintain the proficiency of individuals
and/or teams; assist in the development, operation, and/or
improvement of training programs of supported activities; and
construct, devise, or obtain training aids.
QUALIFICATIONS FOR ADVANCEMENT [8]
B. TRAINING DEVICE OPERATION
2.42 Fundamentals of ship and submarine E-5
operation.
2.43 Applications of sensors, types, uses E-5
and interpretation of sensor indicators
2.44 Fundamentals of surface and subsurface E-5
weapon systems.
F. THEORY AND PRINCIPLES
2.06 Elementary physics of heat, light, sound, E-4
fluids, gases, and electricity.
138
MASTER CHIEF TRADEVMAN (TD)
2.95 Advanced requirements for trai ing, E-9
personnel, and training device
installation.
2.9 8 Procedures for the development of E-9
requirements and specifications for
training devices and systems.
C. NORMAL PATHS OF ADVANCEMENT
The normal path of advancement from petty officer third
class to master chief petty officer for the ten ratings
listed in the preceding sub-section are shown in Figure 21.
The normal paths of advancement to warrant and limited duty
officer are shown in Figure 22.
139
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APPENDIX C
NAVY ENLISTED CLASSIFICATIONS
-.nual of Navy Enlisted Classifications is the
:.anual for NEC (Navy Enlisted Classifications) Code
:tion of enlisted personnel and requirements [37].
Unlisted Classification Structure supplements the
.ating Structure in identifying personnel on active
e duty and billets in manpower authorizations,
ted Classifications reflect special knowledge and
it identify personnel and requirements when the
ucture (general, service, and emergency ratings)
cient by itself for manpower management purposes.
7, the applicable NEC's supplementing the identi-
£ the ten ratings presented in Section II, as
.requiring training in oceanography, are listed in
Hx. The applicable source rating and course of
n for the rating series NEC are found in the Manual
listed Classifications. NECs not related to any
general or service rating are known as Special
"3. These are used to identify billet requirements
not sufficiently identified by rates, and to iden-
.fied personnel. The applicable Special Series NECs
ncluded in this appendix.
142
RATINGS
:grapher's Mate
- 7412 Analyst - Forecaster
- 7424 ASWEPS Technician
tion Antisubmarine Warfare Operator
- 7811 Acoustic Operator
- 7815 ASCAC Operator
- 7821 Improved System Acoustic Operator
7825 Tactical Support Center Operator
- 7851 Non-Acoustic Operator
- 7861 Improved System Non-Acoustic Operator
-- 7871 Multipurpose System Operator
- 7872 Combined Systems Operator
- 7 881 Sonar Systems Operator
n Systems Technician
~ 0611 Ocean Systems - Basic Analyst
- 0612 Ocean Systems - Advanced Analyst
- 0613 TASS Operator
- 0623 TASS Technician
- 0631 Ocean Systems - Senior Analyst
termaster
one)
rman
0341 Naval Warfare Operations Specialist
r Technician
0406 Underwater Object Locator (AN/UQS-1)
Repairman
0408 Underwater Object Locator (AN/SQQ-14)
Repairman and Operator
0409 Submarine Sonar (AN/BQG Series ) Technician
■ 0416 Sonar Intelligence Analysis Technician
- 042 3 SSN Integrated Submarine Sonar System
Technician
0425 AN/BQH-4 Equipment Technician
- 0427 General Submarine Sonar Maintenance
Technician
- 0431 Underwater Fire Control (MK 111 (ASROC) )
Technician
- 0434 Underwater Fire Control (MK 114 (ASROC))
Technician
- 0435 Underwater Fire Control (MK 114/Mod 9
(Terrier/ASROC) ) Technician
- 0439 Underwater Fire Control (MK 105/Mods 11-28)
Technician
143
ST - 0451 Surface Sonar (AN/SQS - 2 3) Technician
ST - 0452 Surface Sonar (AN/SQS - .' 5 BX (EDO))
Technician
ST - 0453 Surface Sonar (AN/SQS - ~6AX(R) Technician
ST - 0454 Surface Sonar (AN/SQS - 26CX) Technician
ST - 0455 Surface Sonar (AN/SQS - 39 - 46)
Technician
ST - 0456 Surface Sonar (AN/SQS - 35 IVDS) Technician
ST - 0459 Surface Sonar (AN/SQQ - 23 PAIR) Technician
ST - 0475 Surface Sonar Fire Control System (MK111
(ASROC) (AN/SQQ - 23)) Technician
ST - 0477 Surface Sonar Fire Control System (MK 114
(ASROC) (AN/SQQ - 2 3)) Technician
ST - 0 4 81 Surface Sonar Fire Control System (MK 114
(ASPOC) (AN/SQS - 26AX) Technician
ST - 0482 Surface Sonar Fire Contr 1 System (MK 114
(ASROC) (AN/SQS - 26BX) Technician
ST - 0483 Surface Sonar Fire Control System (MK 114
(ASROC) (AN/SQS - 26CX) N Technician
ST - 0484 Surface Sonar Fire Control System (MK 114
(ASROC) (AN/SQS - 23)) Technician
ST - 0487 Surface Sonar Fire Control System (MK 111
(ASROC) (AN/SQS - 23)) Technician
ST - 0491 Surface Sonar Fire Control System (MK 114/
Mod 9 (Terrier/ASROC) (An/SQS - 26AX) )
Technician
ST - 0492 Surface Sonar Fire Control System (MK 114/
Mod 9 (Terrier/ASROC) (AN/SQS - 26BX) )
Technician
ST - 0493 Surface Sonar Fire Control System (MK 114/
Mod 9 (Terrier/ASROC) (An/SQS - 26CX) )
Technician
ST - 0496 Surface Sonar Fire Control System (MK 105)
(AN/SQS - 2 3) Technician
ST - 0497 Surface Sonar Fire Control System (MK 105)
(AN/SQS - 39 - 46) Technician
ST - 0 49 8 Advanced ASW Systems Technician
B. SECONDARY RATINGS
1. Aviation Antisubmarine Warfare Technician
AX - 6523 Aviation ASW (Jezebel) Technician
AX - 6527 Aviation ASW (Airborne Sonar) Technician
AX - 6529 Aviation ASW (Jezebel/Julie) Technician
AX - 6567 P-3C Acoustic Sensors System Technician
AX - 6569 Tactical Support Center Technician
2. Mineman
(none)
144
3. Tradevman
TD - 7502 ASW Attack Trainer Techn: :ian
TD - 7513 Combat Information Training Devices (Non-
digital) Technician
TD - 7514 Combat Information Training Devices
(Digital) Technician
4. Torpedoman's Mate
(none)
C. SPECIAL SERIES (DIVERS)
5311 Deep Dive Systems Diver
5321 Underwater Demolition Team Swimmer
5322 Underwater Demolition Team Swimmer/Explosive
Ordnance Disposal Technician
5326 Combatant Swimmer, SEAL Team
5346 Master Saturation Diver
145
APPENDIX D
SURVEY RESULTS
In conducting this study, three opinion- type surveys
were distributed to ships and aircraft squadrons. The
results of the three surveys are presented in this appendix,
A. SONAR TECHNICIAN SURVEY
The sonar technician (ST) survey forms were distributed
to 76 randomly selected ASW surface ships, submarines, and
mine warfare ships. The purpose of the survey form was to
determine the extent of the ST ' s training in oceanography-
related subject areas and additionally to obtain personal
background information. Responses were received from 70%
(53/76) of the ships surveyed. The responses by ship type
were as follows:
SURFACE ASW
3.6/4 6
78%
MINE WARFARE
7/10
70%
SUBMARINES
10/20
50%
It was interesting to note that responses were received from
14 of 16 (87.5%) of the AN/SQS-26 sonar equipped ships
selected for the survey. Twenty-seven of the 53 ships
responding are assigned to the Pacific Fleet and 26 to the
Atlantic Fleet.
Based on the sonar technician allowance for each ship
type and the response percentage from previous surveys, the
146
survey forms were mailed in sufficient quantity for an anti-
cipated response of 5% of the total sonar tc jhnician strength.
A sampling of 7% of the ST strength actually participated in
the survey. A total of 415 survey forms were returned.
Eleven forms were incomplete primarily due to non-attendance
of the individual at sonar technician training schools. This
was a requirement for completing the major portion of the
survey form. The only E-9 responding declined to complete
the form since he attended Class A school in 1953, which he
believed was too long ago to be pertinent to this study.
The distribution of the total sonar technician response by
paygrade and ship type is found in Tables II and III. The
distribution by paygrade and sonar type for the AN/SQS-2 3
and AN/SQS-26 hull-mounted sonar ships is found in Table IV.
In order to establish the representativeness of the
sample to the population, comparisons were made by paygrade
distribution. A comparison of the sample versus population
by paygrade can be found in Table V. All paygrades are
represented except E-9. STG paygrades are better represented
than the others. The relatively low representation of the
E-4 and E-5 STS ' s is due to the lower percentage of response
from the submarines surveyed.
The responses to the survey form included sonar tech-
nicians with the following Navy Enlisted Classification
(NEC) codes. The NEC codes and corresponding titles are
included in Appendix C.
147
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184
TABLE V
SAMPLE AND POPULATION COMPARISON
Population Strength (15 May 1972: 5,739
Sample Strength: 403
Sample percent of strength: 7.0%
Paygrade
E-9
E-8
E-7
E-6
STG
E-5
E-4
E-3
STS
E-5
E-4
E-3
*
Includes
3 E-2's
Population
100%
Sample
100%
1.3
0
3.9
2.0
11.2
6.9
22.5
15.6
19.0 22.8
19.3 34.7
7.8 11.4*
8.9 3.2
5.4 2.6
0.7 0.7
185
ST -
- 0406
ST ■
- 0434
ST •
- 0481
0408
0439
0483
0409
0451
0484
0423
0453
0487
0425
0454
0496
0427
•
0455
0431
0456
The average age of the sample was 23.8 y^ars. The
average total active military service was 4.8 years. The
average civilian education was 12.5 years. The distribution
of average age, total active military service, and years
civilian education by paygrade is as follows:
Active Military
Years Civilian
Paygrade
Age
33.4
Service
Education
E-8
15.6
11.5
E-7
31.7
13.6
11.9
E-6
26.7
7.6
12.3
STG
E-5
23.8
4.5
12.7
E-4
21.7
2.7
12.7
E-3
20.9
1.8
12.8
STS
E-5
23.8
5.1
12.4
E-4
21.1
2.7
12.1
E-3
21.0
1.6
13.1
186
In response to the question, "If a voluntary course of
programmed instruction in oceanography were available, would
you enroll in the course of instruction?", 67 percent replied
in the affirmative. For sonar technicians eligible for the
Associate Degree Completion Program, approximately 50. per-
cent indicated they would request the ADCOP program if an
associate degree in oceanography or as a marine technician
was offered.
The sonar technicians were requested to consider 25
subject areas concerning sound propagation and oceanography
and indicate whether they believed the subject was covered
enough, not enough, or too much in the Navy training schools
which they had attended. The list of oceanographic topics
should in no manner be considered as all-inclusive. Many
important areas were included. Some subject areas were
included that sonar technicians are not taught in schools.
Responses to these subject areas were intended to serve as
an indicator for the reliability of the other responses.
The list of 25 subject areas and responses are contained
in Tables II, III, and IV.
1. Sonar Technician Comments on Oceanography Training
The personnel surveyed were requested to comment on
any suggestions or ideas which they had for increased or
decreased training in oceanography. Many responses were
received. The responses most applicable to this study have
been divided by ship type and are quoted below with the
paygrade of the ST submitting the comment. The mine warfare
187
ST's generally believe the propagation of sound in water was
not covered adequately in school nor was the subject of
sonar conditions peculiar to mine sweeper sonars. The
submarine sonar technician responses indicate that ST's
should have at sea experience first and then attend a good
course in oceanography taught by a well qualified instructor
The course should be made available in different locations
and, additionally, a course should be prepared which could
be done while submarines are on patrol. Surface sonar tech-
nicians have indicated by their comments that a course in
applied oceanography, for career sonarmen, taught by a well
qualified instructor or by an oceanographer is desired.
They believe there is not enough emphasis being placed on
oceanography and conditions in the ocean which affect sonar
operations. More oceanography should be contained in class-
ification courses and Class 'A' curricula.
a. Mine Warfare Sonar Technicians Comments
Propagation of sound in the water was covered too fast
in A school (phase I) and was not covered completely due
to not enough time. If that school could be lengthened
by several weeks, this subject could be covered more
fully. E-4
An isolated course in oceanography dealing with the
particular sonar used on minecraft and particularly the
sonar conditions of operation in short range. E-5
Although oceanography is interesting, sonarmen spend
much of their time in maintenance and could use more
electronics training. E-5
Oceanography was covered more extensively in the old
SOG 31-week sonar A school course. Now with the present
A school set up it is hardly touched on as is evident by
the trouble SN's and STG3's are having on their tests. I
believe it should be covered in more detail. E-6
188
I would like to see courses tailored for individual
equipments as to oceanic environmental ef cts and how to
counter them. For example minehunting so ars have dif-
ferent problems than do ASW sonars. E-6
I've never had any use for knowledge of oceanography.
I will say that more training in oceanography would come
in handy on exam dates. E-4
b. Submarine Sonar Technicians Comments
More oceanographic training need for proper watchstand-
ing from two areas.
(1) Possibly from a civilian instructor with the know-
ledge area.
(2) A qualified naval instructor to cover actual usage
of knowledge. E-6
Encouragement for completing rate related college and
USAFI courses. E-6
No advanced training should be given to anyone who has
not been to sea for awhile. Any training in the area of
oceanography I feel would greatly enhance a sonarman's
know how. E-6
Would like to see a course that is short so people at
sea can take time during inport period to attend class.
The longer the course the harder it is to get it for sea
duty men who will use this information. If the course
could be taken in parts its length could be increased.
Good basic oceanography studies should include physics of
sound, beginning marine science, marine biology, ocean
currents and in depth study of operational areas that the
sonarman will be in, and have submarine outlook separate,
then the surface outlook, followed with aircraft outlook.
These would be good places for quick info of sonar condi-
tions of upcoming op areas where sonarmen can go and get
what would be the best way to use his sonar and make
good sound recommendations for the ops he is to partici-
pate in. E-7
The officer course (general oceanography) was good but
it didn't cover specific subjects that sonarmen would be
interested in (sonarwise) . I think a course should be set
up about oceanography that covers all aspects having to
to with our job. Also maybe a few more courses about
oceanography that could be done during patrol. E-5
Establish some courses in oceanography that we could go
to. E-6
189
I believe a good course in oceanography is essential
for the career sonar technician but for tl one term or
six year man would be too costly to bene: it the navy.
To me this is the prime importance. E-7
I believe more training in oceanography is essential
for future prospective ST * s . Marine biology and ocean
systems are not covered enough in courses of instruction,
emphasis is primarily on operating and maintaining equip-
ment. E-4
More attention should be placed on training in oceano-
graphy as well as maintenance of equipment. E-5
I feel the curriculum in most navy schools shows a com-
plete coverage of the topic although I believe there is
a deficiency in the end product. I feel in a lot of cases
the instructor is not familiar enough with the topic to
convey the material thoroughly. E-7
Oceanography should be a part of A school. E-4
Need a course just on basic oceanography to understand
the different sonar conditions which are encountered from
day to day and how they effect sonar ranges either active
or passive. E-5
Send all ST's through an oceanographers school, after
they're gone to sea and received some on the job training.
Make a course available in different areas. E-5
I feel that more information should be given the submarine
sonarman on all the effects to be considered when operating
active sonar. I feel general training in oceanographic
conditions is good, however I feel that more training could
be used in the solving of problems dealing with transmis-
sion of sound. E-7
General oceanography should be known but not too
deeply. E-5
c. Surface ASW Sonar Technicians Comments
Present officer-enlisted naval training courses are not
being updated as they should. Any type course in oceano-
graphy would be an outstanding idea. Programmed or
otherwise. E-7
More schools - a lot of sonarmen would like even a
little training in this field. E-5
Before sending personnel to schools in sonar training I
suggest that a period of at least six months be made at sea
as a striker for sonar. This would give the enlistee a
chance to get to know his oceanography and other related
areas. E-5
19 0
Too little oceanography to have a good iclea of what is
really going on under water. The greatest source is
target classification and it is too short. E-5
More tape recordings of identified non sub contacts and
sub contacts. E-5
People need much more extensive training on figuring
ray path plots and breakdown of SHARPS. F-3
Get an oceanographer to teach oceanography. E-3
A better knowledge of oceanography would be beneficial
to all personnel concerned with ASW operations, officer
and enlisted. E-7
Oceanography should be covered more in "A" school to
give students a better understanding of the subject. E-4
The basics of oceanography are all that's needed unless
specializing in that field. E-6
There should be any type of training in oceanography
for enlisted personnel to better acquaint them with the
oceans' environment. E-5
The sonar technician should have a good basic under-
standing of environmental conditions that affect propaga-
tion of sound in sea water. E-5
More detailed instruction on medium properties and the
areas that affect sound transmission in that medium. E-6
Characteristics of sound transmission with regard to
different ocean areas. E-5
In my opinion there is not enough emphasis on oceanography
and its effects concerning sonar operations. Classifica-
tion would be greatly improved with increased knowledge
of oceanography. E-7
A one week training class in oceanography set up at the
various bases on both coasts. A training class in range
prediction including ray path plotting. E-5
Special classes convened for ray path plotting. E-4
I think that personnel should be told about it upon
entrance into boot camp and steps taken to give a basic
course on oceanography while in boot camp. E-4
One week fleet schools for oceanography and other sonar
related subjects should be established for sonarmen during
inport periods. E-5
191
To have an efficient ASW force they must- be well trained.
To achieve this the schools should be com .ete in every
aspect of ASW. In ASW you need every edg or advantage
which includes every bit of knowledge possible. F-5
I would like more knowledge of the oceans and sonar's
operation in them. E-4
More information on bottom effects and layer depths. E-4
The only training I have obtained is thru correspondence
courses. Any of the material covered by a course not
already used in training would be beneficial. E-5
Oceanography is a complicated subject arc1 requires
intense study to gain any serious benefit It would seem
unnecessary to train sonar technicians to any degree other
than the explanation of sound propagation. E-5
Why not set up a consensed course of 4 cr 5 weeks dura-
tion for 2nd class and above from fleet only which deals
only with oceanography as the sonarman is concerned with
it. E-6
Mainly no one really cares whether or not the man under-
stands the information as long as he remembers it for a
test. E-6
A short course of instruction (4-6 weeks) should be made
available to all petty officers as an introduction to
oceanography. E-6
Produce some good movies explaining sound propagation
and the fundamentals of oceanography. E-6
I sincerely believe that each sonar technician should be
exposed to a basic oceanography course, in the very
least. E-4
Greater emphasis placed on oceanography in existing
Class "A" schools, and development of a Class "C" school
to be attended by existing sonar technicians. E-6
Sonar classification school (2 weeks) was the most com-
prehensive refresher course I've attended. This course
should be made available to everyone in sonar at least
twice a year. E-4
A course similar to the classification school in ocean-
ography would be very beneficial. E-4
Usually after graduating from Class A, B or C schools
anything that was learned about oceanography is either
forgotten or vaguely remembered simply because we do
not come in contact often in practical use. E-4
192
I would like to see more "Physics of sound in water"
taught in "A" school. Also a Navy type qi rterly or
monthly for sonarmen containing updates or operating
techniques and informative data in physics of sound. E-5
Professionalism can only be accomplished through more
education and application of marine elements in the ST
rating. E-6
Would like to see classification courses expanded to
include more oceanography. E-6
Should be put into more than just a portion of a week
classification course and should be made available in more
places than the 2 FLTASWSCHOL locations. A refresher
course should be made available in WFSTPAC/EASTPAC areas,
shortened, and inclusive of area peculiarities . Should be
made an integral part of school and referred to often - not
just "test and forget." Fleet program of usage definitely
needed to combat "learn at school, forget for the fleet."
E-6
I would like to see more oceanography included in our
training. E-6
More of an oceanography program in "A" school. E-5
More schooling can do nothing but aid the sonar techni-
cian and better prepare him for the problems he will face
at sea. E-3
The oceanography courses I have completed were very
interesting to me, however if I wish to go farther with
oceanography I would have to enroll in USAFI courses. I
have tried USAFI before and I don't care for their courses.
E-8
If a course could be set up to cover more on the subject
of oceanography, I feel it would be beneficial to all
sonarmen. What little we are taught today is completely
inadequate. E-5
The training and education in oceanography is of the
bare minimum. ST's definitely need a lot more training of
the various water conditions and the effects the ocean
has on sound. E-5
Give sonar operators a thorough background in the envi-
ronmental characteristics of the medium in which we operate
the equipment. E-7
At the moment, very little oceanography is available to
surface ST's, suggest a course be made available to ST's
prior to an operator's school. E-7
193
They should start a course dealing in all phases of
oceanography pertaining to sonar. E-7
Most of the above subjects [on the survey form] are
learned mostly under actual sea operation. It is diffi-
cult to retain instruction of this type unless it can be
heard and analyzed either at sea or possibly aood tapes.
E-6
Seminars or workshops should be started to increase
interest in oceanography and sound propagation. Sonar
needs to be a good thing again. E-5
More education for non-sonarmen on sonar characteristics
and limitations. E-5
An ST should have a deeper understandinc of oceanography
than he has. The subject is not stressed - possibly due
to a lack of instructor understanding. The material that
is presented is often confused. Better instructor training
in this subject would be a definite help. E-4
Ray path theory, although not much used in todays pre-
dictions; its beneficial in understanding the path of
sound through water. E-5
M 7, 11
Add an extra week or so of oceanography to the "A
school curriculum. E-5
Better study in the effects of thermal gradients on
sound propagation. E-5
I would like to see the development of a 6 to 8 week
course in oceanography and the relation of oceanography
to the Navy's major sonar systems, mandatory for P02 and
above. E-6
I think oceanographic training would enhance our ST's
to understand not only what our operating parameters are,
but why. E-6
I think more time should be devoted to oceanography in
A school, and a little less to electronic theory. E-6
The fleet needs more training in oceanography. Many
people come out of school to the fleet very confused and
unsure of what and why sound does what in water. E-6
More training in oceanography would probably aid in
operating the sonar effectively. E-5
I don't believe sonarmen need that extensive amount of
oceanographic education to become efficient in their
rate. E-6
194
There was definitely not enough training in 'Al1 school
on all environmental effects of sound in w ter especially-
pertaining to a particular sonar system. -6
The use of programmed instruction would seem to imple-
ment the further education and continuing education of a
well informed sonar team. E-4
A course, either programmed or formal, which could be
administered as refresher training for operators, stressing
the effects of the various operational controls on over-
coming the effects of environmental conditions. E-7
I think a refresher course after about 1 year on duty
station would be good, especially on oceanography and
sound transmission and classification procedures. E-4
I believe that if at all possible they should have a
separate course in oceanography to afford a better under-
standing of ocean environment to the fleet sonarman. E-6
A course such as USAFI offers would beneficially improve
an ST's knowledge in oceanography, on top of the Navy's
training course which offers the bare essentials for
dealing with the ocean. E-5
At present there are too many publications on this sub-
ject in my opinion. Some of these manuals are even con-
tradictory. I think that it would be beneficial to
condense all this info into one oceanographic "bible."
As new data is obtained, simply make changes to this
book. E-7
I personally believe that there should be more training
in oceanography. I know that I would be a better operator
if I fully understood the conditions that affect sound
transmissions. E-4
Not necessarily more time is necessary to cover the
subject of oceanography, but we need higher caliber
instructors. E-4
Officers as well as enlisted personnel working with sonar
should be made to take courses in oceanography so they may
work better together. E-4
I feel that much more time should be spent on training
personnel, both enlisted and officer (ASW and ASW connected) ,
on environmental and biological conditions that effect the
promulgation of sound through water. This field is not
covered sufficiently in sonar 'A' schools. E-6
195
2 . Sonar Technician Continents Concerning Other Training
The personnel surveyed were request* I to list any
subject areas not included in the survey which they felt
should be included in Navy training schools that would enhance
their performance of assigned duties. The responses which
are pertinent have been separated into the ship type and
are quoted below with the paygrade of the ST submitting the
comment .
Minesweeper sonar technicians believe they should
have more training in electronics and in classification.
Submarine ST responses have indicated that more basic
electronics and mathematics training and instruction would
benefit them in the performance of their duties. Surface
sonar technicians have shown by their comments that more
training in the use, interpretation, effectiveness, and
reliability of SHARPS is the subject area which would most
improve their performance of duties. They believe that
there should be an "at sea" phase in class A school. The
lack of practical training in equipment maintenance, repair,
and trouble-shooting was commented on by the ST's. Passive
sonar training is also considered necessary in their training.
a. Mine Warfare Sonar Technicians Comments
Although oceanography is interesting sonarmen spend much
of their time in maintenance and could use more electronics
training. E-5
I definitely feel ST's are undertrained for their expec-
tation requirements. We have very little training in
electronics (Even to the extent of safety hazards) E-4
196
More practice with classification and tracking. E-5
More attention should be given to how oc ^anographic
effects look, why they are caused, and how to deal with
them when working a contact. E-6
b. Submarine Sonar Technicians Comments
Practical application is the best instruction. E-6
In my experience I have found it is a lot easier to mold
a good operator than a good maintenance man. I find most
personnel are lacking the basics of electronics which makes
it very difficult to train on the equipment levels. E-7
Own ship's noise monitoring. E-6
Mathematics. E-6
More electronics knowledge requirements for advancement
to E-4 and E-5. E-7
c. Surface ASW Sonar Technicians Comments
I believe that to enhance a sonarman's performance, it
would be advantageous for him to go through about a week
sea phase in order to show him the importance and the time
in which he will use his new found knowledge and take more
pride in his learning. E-5
More time should be spent on the different type sonar
systems. In my "A" school calss we only operated a mock-
up of the SQS-4. E-4
Echo or target discrimination between various marine
life, bottom topography, etc vs. actual targets. E-2
Interpretation of sonar PPI presentations. F-6
At present there are several methods of determining what
happens to transmitted sound in water. Namely TACPAPS,
SHARPS, and ray path plotting. It has been my experience
that the results of the various methods do not agree. It
would be appreciated by the majority of sonarmen if some-
one could develop an accurate standard of prediction. E-5
Not enough study of sound propagation in school. E-4
Lack of labs and personal instruction. E-4
I believe there is too small an amount of training in
both operations and maintenance. E-4
All topics concerning sound and what effects it. Officers
(PCO, PXO and PASWO) should receive training in oceanography.
E-7
197
Practical usage and theory of operation of test equip-
ment in all sonar maintenance checks. E-~
More trainer time per person. E-3
Training should include more about the characteristics
of unfriendly or foreign technology and warfare. E-5
More emphasis on passive sonar operation. Maybe some
courses in sub sonar. E-3
Submarine maneuvers and capabilities. E-4
Listening to different submarines in different environ-
ments. E-5
A large number of good quality sonar tap^s to allow
students to get practical experience on sonar gear. E-4
Some accurate method of range prediction - the system
is changed too much. E-6
Schematic reading. E-5
SHARPS BT interpretation. E-6
Ship's self noise effects. E-6
Teach students the whole system (dome, fathometer,
UQC) . E-5
Effects of currents on sound transmission and returning
echos. E-4
SHARPS - updating of material - keep up with the fleet.
E-4
For my present work I need electronics more than oceano-
graphy. E-5
Less training on outdated gear, i.e., the old BT system,
more training on the XBT. E-4
Additional exposure to the active and passive sonar
equations and its relationship to source level measurements
E-4
How to fill out bathy messages/sea surface tempera-
ture log. XBT trace reading and conversion to log. More
"SHARPS" info should be put out. E-4
TACRAPS/SHARPS II. E-6
198
A good basic instruction for "A" school, and a required
refresher training period once a year. E-
More training on the equipment, instead of just book
training. E-4
Go to sea duty first before going to school. E-4
Use more tapes with non sub contacts. F-4
While at school be able to be aboard ship for a couple
of weeks to compare with what you have learned, actual sea
conditions. E-3
More time should be spent on repair and trouble shooting
in "A" school. E-3
I believe there should be a refresher course for those
who go through 'A-2' and 'C' after having your mind crammed
with more information and not using what you were taught
in 'A-l'. E-4
Much more training in stack operation and electronics.
E-4
SHARPS, AS PAP. E-8
Maintenance of sonar sub systems, UQN, UQC, TRR, and
XBT. Instruction in SHARPS. E-5
Passive reception. E-5
Instruction on reading and using SHARPS. E-4
Layer effect. E-6
Audio-visual analysis of environmental conditions, marine
life. Contact recognition analysis, inclusive of ship
type characteristics. E-7
A little better training course for "C" schools such
as the 26 BX sonar maintenance course, by getting the
technicians a little more prepared for the problems he
will probably encounter when at sea and a lot more lab
time with the gear. E-4
Place emphasis on the structure of water layers and
sound tracks. E-6
More tactical training in ray path plotting. E-6
Actual operation of BT recorder, and fathometer.
Become more familiar with PMS functions. E-3
199
Higher quality instructors. E-7
More ping time on actual subs. E-5
Under the present school setup, no sea phase is given.
It is impossible to train an operator in a lab and pre-
pare him for sea conditions. E-7
More tapes and movies to show actual at sea experience
on sound transmissions. E-4
An on board operators course lasting at least a week
at sea before assignment. E-4
Mutual interference. E-5
Procedures for source levels, receiver sensitivities,
noise levels, performance figures. E-8
Better system operator training on all types of attacks.
E-6
More training in passive sonar watch standing. E-6
Passive sonar contact identification. E-5
Use, effectiveness, and reliability of SHARPS. E-4
I feel that much of my time was wasted in training on
sonar systems that were obsolete. E-3
B. SHIP EXECUTIVE OFFICER SURVEY
In addition to the sonar technician survey forms, a
questionnaire was distributed to the executive officers of
the 76 randomly selected ASW surface ships, submarines and
mine warfare ships. The purpose of this form was to obtain
the opinion of executive officers concerning the topics which
should be included in a training program for ST ' s to meet
their needs for interpreting the ocean environment and its
relationship to ASW or mine warfare. The questionnaire also
requested the opinion of these officers on any significant
deficiencies in the training of ST ' s , and further requested
200
an opinion of which other ratings, if any, should receive
training in oceanography. Many interesting asponses were
received. The responses have been separated according to
ship type and are presented in the following sub-sections.
1. Mine Warfare
The consensus is that training received by the mine-
warfare sonar technicians is inadequate in the areas of
applied oceanography. They also believe OT's, QM's and RD ' s
should receive training in oceanography in addition to ST * s .
Several state the training in the maintenances of sonar equip-
ment is deficient. More casualty, trouble-shooting analy-
sis, and circuit reading skills are needed for a new man to
be a capable fleet ST. There is too much of an emphasis on
hardware, making the ST' s nothing more than repairmen rather
than the overall experts they should be. Anyone responsible
for the operation of or planning for any use of an underwater
weapon system, location detector, or countermeasures system
should be thoroughly familiar with oceanography in relation
to the equipment he is concerned with. The following is a
compilation of topics the officers believe should be
included in the ST training.
a. SHARPS interpretation
b. salinity, temperature, and pressure effects
c. tides and currents
d. bottom types
e. biological factors affecting mines
f. ray path plotting
201
g. convergence zone phenomenon
h. propagation losses
i. H.O. - 765
j. introduction to hydrographic/oceanographic data
k. introduction to mine warfare pilots
1. near-shore bathymetry in relation to:
(1) mine burial
(2) mine scouring
(3) mine movement
m. bottom bounce sonar back scattering phenomenon
n. effects of environmental parameters
2 . Submarines
The consensus is that training received by the sub-
marine ST is inadequate in the areas of applied oceanography
One noteworthy response stated: "The training received
appears to be adequate if the sonar technicians take advan-
tage of correspondence courses and other refresher courses
which are available to them. The timing (or sequence) of
the receipt of oceanographic information could be improved
upon. Sonar technicians should receive a sufficient intro-
duction to oceanography to have a base on which they can
build an adequate knowledge. An in-depth knowledge should
be provided after they have had some at-sea experience."
In addition to ST's, the executive officers believe
QM's and other rates that become involved in operational
planning of exercises involving ASW units should receive
training in oceanography. The most significant deficiency
202
in training is considered to be in the area of practical
training. Too much time is spent learning i om a book
instead of learning to make actual repairs and adjustments.
Following is a compilation of topics the officers believe
should be included in the submarine ST training.
a. ray path plotting
b. ocean current systems
c. acoustic properties of the ocean bottom
d. marine biology
e. topography of the ocean bottom
f. causes of daily, weekly, and monthly changes in
the environment
g. how environmental changes affect sound propagation
h. techniques for calculating sound propagation
paths (and variations) using installed equipment
i. sources of practical information on the ocean
environment, where this information is available, and how to
use it in an operational situation
j . how to integrate the information provided (or
available) from shipboard sensors with that information which
can only be found in publications.
3. Surface ASW Ships
The consensus, by a ratio of three to one, is that
training received by the sonar technicians is inadequate in
the areas of applied oceanography. The officers believe the
other rates which should receive training in oceanography
are OT, QM, TM, AX, PD, AG, and AW. The greater response
203
from the ASW surface ships allowed for more variation in
opinions. The following is a list of defici ncies which are
considered to be significant in the training of sonar
technicians.
a. The lack of submarine services for actual ship-
board ASW training.
b. Training in the operation of the AN/SQS-26 sonar.
c. The great majority of STG's do not have a good
understanding of submarine capabilities and limitations,
such as, surface ship counter-detection ranges and evasive
maneuvers.
d. School training devices are limited and old.
There is a lack of practical laboratory training in schools.
e. There should be more use made of classification
courses, perhaps the course should be made a mandatory
quarterly or semi-annual refresher.
f. Emphasis on the importance and use of PMS.
g. Leading petty officers need updating on new methods
and new knowledge gained in the field of oceanography.
h. The sonar equipment has become so complex that
we tend to teach mechanics instead of an overall package in ASW.
i. Basic electronics, theory/practical experience in
maintenance and trouble-shooting techniques. Equipment,
trouble-shooting, and repair ability is limited by insuf-
ficient theory in the training background of most ST's.
j. More stress on the best techniques in operation
and tactical use of the sonar is necessary. ST's lack much
204
practical experience because of extremely limited submarine
services .
In regards to the oceanographic topics which should
be required for sonar technician training, the compilation as
determined from the survey of executive officers of ASW
surface ships is given below.
a. marine biology and biological scattering.
b. ray paths and ray path theory.
c. self-noise and background noise.
d. underwater sound propagation losses.
e. bottom topography.
f. environmental support services available.
g. sonar range prediction techniques - SHARPS.
h. diurnal and seasonal changes of the thermocline.
i. effects of currents.
j. effects of temperature, pressure, and salinity
on the sound propagation from all types of sonars.
k. locations and conditions necessary for deep
sound channels, convergence zones, and surface ducts.
1. submarine evasive tactics.
m. sound propagation in and characteristics of dif-
ferent areas of the oceans.
n. cause and effects of false contacts.
o. deep and shallow water sound transmission.
p. effects of wind on the sea surface.
q. reading and interpreting bathythermograph traces,
and SHARPS, and ASRAP messages.
205
r. the methods of predicting detection ranges and
the reliability of these methods.
s. effects of reverberation, ambient noise, and
scattering.
t. instruction on the ST's particular sonar system
in various environmental conditions.
u. instruction in the proper use of commonly avail-
able publications for sonar work.
v. bottom bounce transmission.
w. increased use of Performance Monitoring Equipment
(PME) tapes to illustrate effects of various environmental
factors and for operator training.
Several of the comments by the ASW surface ship
executive officers concerning the inadequacy of applied
oceanography training are very pertinent to the study and
are quoted herein.
ASW is conducted in the ocean-yet those men with the
most expertise know very little except by their own
experience and outside endeavor to learn. XO, AN/SQS-26
sonar ship
I do not feel that any other ratings on board ship
require training in oceanography for the purposes of ASW.
However, there is much need in the officer area, particu-
larly the senior officer area, so that there is a better
understanding of the problems of layers, detection ranges
etc. This would help considerably to reduce the "frus-
tration" of the ST's who continually face the questions
from higher authority who draw the conclusion that it is
the equipment and not the water conditions when contact
cannot be gained or held at the same range we held it a
few hours ago or yesterday. XO, AN/SQS-26 sonar ship
It is obvious from the survev aboard USS
that the majority of sonarmen feel that the Navy training
schools are inadequate preparation for their job require-
ments. It is my opinion that sonarmen receive only enough
training in applied oceanography to whet their appetites
206
and/or frustrate them. Training should emphasize the
effects of environmental conditions on sou propagation
patterns rather than the "why" or causes c these existing
environmental conditions. There is a demanding need for
more formal training in the concepts of applied oceano-
graphy, for, only through a thorough understanding of the
complexities of environmental conditions can sonarmen
make accurate predictions concerning expected sonar con-
ditions, tactics to be employed to detect submarines, and
expected tactics utilized by submarines to avoid detection,
XO, AN/SQS-2 3 sonar ship
The average sonar technician does not understand the
domain he is working in, at least not to the degree neces-
sary to fully utilize the capabilities of codavs equip-
ment. XO, AN/SQS-29 sonar ship
Even if they do go through formal training in it, very
few seem to apply it when underway. XO, AN/SQS-23 sonar
ship
The basic knowledge of range prediction is the only
training that a large majority of the sonar technicians
have. To fully understand the ocean environment, just as
an experienced hunter is adept on land, they should be
fully aware of the aspects of oceanography. XO, AN/SQS-2 3
sonar ship
Most of the sonar technicians surveyed felt that more
emphasis could be placed on all areas covered in item 15
(25 oceanographic topics) of the questionnaire.
XO, AN/SQS-2 3 sonar ship
Training now being received by ST ' s in areas of applied
oceanography is barely adequate. Sonarmen know how to
fill out forms to derive needed information but lack back-
ground understanding of the principles they are applying.
XO, AN/SQS-26 sonar ship
The oceanic environment controls the efforts of the ST's
and a thorough understanding of at least the basics of the
physics of sound in water is essential to intelligent
performance of the ST's duties. XO, AN/SQS-26 sonar ship
I obviously do not feel the training now provided a
surface sonarman is adequate. I do not feel there is
enough emphasis or appreciation about the oceanic environ-
ment. XO, AN/SQS-23 sonar ship
The ignorance of the surface community officer corps in
general oceanographic/sonar considerations make the major-
ity of our enlisted training efforts a total waste of
time and money. XO, AN/SQS-2 3 sonar ship
207
Most (ST's) do not even think about ocen conditions.
XO, AN/SQS-2 3 sonar ship
C. AVIATION EXECUTIVE OFFICER SURVEY
A questionnaire was mailed to the executive officers of
a combination of 26 randomly selected Helicopter Antisubmarine
Squadrons (HS) , Air Antisubmarine Squadrons (VS) , and Patrol
Squadrons (VP) . The purpose of this survey was to ascertain
the adequacy of oceanography oriented training and education
for enlisted men involved in airborne ASW. Responses were
received from 50% (13/26) of the squadrons surveyed. Several
of the executive officer comments were supplemented by air-
crewmen comments. The responses by squadron type were as
follows:
HS 3/5 - 60%
VS 5/7 - 71%
VP 5/14 - 36%
The officers were requested to list the Group IX aviation
ratings which they believed should receive training in ocean-
ography. The result of this survey question, in order of
priority, was AW, AG, AX, AT, and TD. The AX, AT, and TD
listings were few in number, of a lower priority, and were
received from the HS and VS squadrons. An opinion was
requested of the adequacy of formal school training received
by airborne ASW personnel in the areas of applied oceano-
graphy. Overall nine of thirteen responses considered the
present training to be adequate; one of the three HS , three
of five VP, and five of five VS. However, only two of thirteen
208
replies considered the formal school trainina received by
airborne ASW personnel to overemphasize the ceanic environ-
ment and its relationship to ASW. Both affirmative replies
were from VS squadrons .
The aviation squadron executive officers were requested
to list topics which should be involved in an academic
program to meet the specific needs of enlisted men requiring
training in interpreting the oceanic environment and its
relationship to ASW. The consensus compilation follows:
1. Environmental services (ASRAP, SHARPS)
2. Features of the ocean bottom (geology, composition,
bathymetry)
3. Temperature, pressure, salinity effects on the sound
velocity profile
4. Oceanic heat budget and factors relating to its
balance
5. Variations in water temperature (three layered ocean)
6. Air/ocean environment (winds, waves, currents)
7. Physics of underwater sound propagation
8. Transmission losses (spreading, absorption, scattering)
9. Sound transmission paths (direct, bottom bounce,
surface duct, sound channels, convergence zone)
10. Ambient noise (biologies, sea state, traffic noise,
DSL)
11. Passive sonar equation and aspects
12. Sound intensity measurement (decibels, source level)
13. False targets
209
14. Ray path plotting
15. Physical and chemical properties of seawater
16. Tactical applications related to the type equipment
being operated.
The survey responses contained several interesting comments
which are pertinent to this study. These comments generally
convey the idea that the enlisted training currently available
is adequate with much praise being given to I^ASOTRAGRULANT
and PAC training courses. However, the main problem is the
lack of scheduled refresher training or review, preferably
annually, to augment the previous training in oceanography.
These comments are quoted below.
Yes, although the majority of tactical coordinators do
not demand the high level of proficient use of applied
oceanography of which the average AW is capable. (In
reply to question concerning adequacy of training.) AWC,
VP
Far more emphasis and depth should be placed on oceano-
graphy in AW (A) school. CDR, HS
It is felt that there should be more done in the area
of refresher training in oceanography after the AW is
designated. LT, HS
The subject matter cover is sufficient, though a more
formal review on an annual basis would be recommended.
LTjg, VS
The general attitude is that the AW's presently know as
much oceanography as is necessary for them to perform their
duties. The present basic oceanography in "A" school is
meaningful. However, the AW's are given better courses in
FASOTRAGRULANT and again in VP-30 (CRVP). CDR, VP
In recent years the oceanography training at the formal
school level has made great strides forward. The problem
that exists at this point in time is two fold. 1. Setting
up refresher training annually at the squadron level or
better yet at the FASOTRAGRUPAC level. Secondly, the
more senior people who haven't been through a formal school
in the last 5 years will need additional training over and
210
above refresher training to update them on current tech-
niques and procedures. LT, HS
An academic program of oceanography has oeen developed
within the squadron. However, due to the complete presen-
tation by FASOTRAGRUPAC of acoustic properties of sea,
sonar equations, probabilities, non-acoustic environment
and affects on tactics, our program requirements are only
for ASWEPS data and rating exam material. CDR, VS
The main topic of any academic program should be sound
propagation. Understanding sound propagation in water is
the central problem of all ASW. Currently it is dealt with
at a very elementary level in all traininc given to fleet
replacement personnel. This training gives operators a
basic understanding of various sound tram .lission phenomena,
but does not give them anything that aids m the evaluation
of sensor data. CDR, VP
In todays era of the ever quiet running submarine, there
can't be enough emphasis on ocean environment and its rela-
tionship to ASW. CDR, VP
Even the greatest scientists claim the sea is a mystery,
and our training is just a pure and simple minimum in my
opinion. I feel the first hurdle to be jumped is to get
better men to teach the subject, not just officers and
enlisted men with fleet experience, but a professional
oceanographer . Then make the schools much more compre-
hensive than they presently are now. CDR, VP
Oceanography has been stressed to a great degree but
only at certain instances in time of an enlisted man's
career. Generally, when a person enters the service,
attend, "A" school and enters a field involved with ASW,
particularly the AW rate, he has a great deal of material
concerning oceanography thrown at him. After this initial
introduction there isn't much of a continuing program to
augment his training in this field. AW 1 , VS
A knowledge of overall oceanography is essential to allow
him (AW) to understand the reasons for his sensors differ-
ing performance, but I don't feel greater training would
allow him to obtain greater performance. LT, VS
Historically, the formal school training for AW's has
been inadequate, however I think the problem has been
recognized. The AW "A" school needs to teach more "opera-
tor" training rather than present electronic "maintenance
oriented" training. CDR, VP
I think we in the VP community have identified our short-
comings in the oceanography field and are on the right track
now toward a solution. CDR, VP
211
APPENDIX E
RATE TRAINING MANUALS, STUDY GUIDES,
AND CORRESPONDENCE COURSES
Section III includes information concerning the oceano-
graphy, underwater sound theory, and oceanography-related
training topics which are a portion of the study material
contained in the rate training manuals for the AG, AW, OT,
QM, RD, and ST ratings. A listing of ihe rate training
manuals, study guides, and correspondence courses for the
ten ratings identified in Section II as requiring training
in oceanography is provided in this appendix. Additionally,
applicable officer correspondence courses and subject
training manuals are included. The rate training manuals
and correspondence courses are identified by NAVPERS (Bureau
of Naval Personnel) and NAVTRA (Naval Training) numbers [38].
A. MILITARY TRAINING
Rate and Rating Rate Training Manual Correspondence Course
MRPO 3 & 2 10056-C 91206-1
MRPO 1 & C 10057-C 91207-G
MRPO E-8/9 10115 91209
B. OCCUPATIONAL TRAINING
Rate and Rating Rate Training Manual Correspondence Course
AG 3 & 2
10363-C
91664-2A
AG 1 & C
10362-A
91603-1A
AW 3 & 2
10350
(c)
91688
(c)
AW 1 & C
10351
(c)
91552
(c)
212
Rate and Rating Rate Training Manual Correspondence Course
AX 3 & 2
AX 1 & C
MN 3 & 2
MN 1 & 2
OT
10353-B (c)
10354-B (c)
10166-A (c)
10167-A (c)
Study Guide for OT
SP 10026-D
91577-C
91697-B
(c)
(c)
91335-2C (c)
91337-2C (c)
none
QM 3 & 2
QM 1 & C
RD 3 & 2
RD 1 & C
STG 3 & 2
STS 3 & 2
ST 1 & C
TD 3 & 2
TD 1 & C
TM 3 & 2
TM 1 & C
10149-D
10151-C
10144-A
(c)
10147-D
(c)
10131-B
(c)
10132-A
(c)
10140-D
(c)
10376-C
10378-C
10163-B
(c)
10164
(c)
Study Guide for TM
SP 10082
91286-2C
91253-E
91269-1B
(c)
91268-1
(c)
91261-1C
(c)
91259-4
(c)
91265-1
(c)
91698-1B
91699-D
91297-E
(c)
91299-1
(c)
C. OFFICER COURSES
Course Title
GENERAL OCEANOGRAPHY
Course Number
NAVTRA 10417-A
Textbook
Exploring the Ocean
World by C. P. Idyll
Editor
OCEANOGRAPHY IN ANTISUB-
MARINE WARFARE (course
obsolete and discontinued,
July 1972)
NAVPERS 10418
(C)
H. O. 781 (c)
Note: Classified rate training manuals and correspondence
courses identified by (c) .
213
APPENDIX F
TRAINING SCHOOLS AND COURSES
Section III includes a brief synopsis of the oceanography,
underwater sound theory, and oceanography related training
subject matter which is included in Navy training schools and
courses for the AG, AW, OT, QM, RD, and ST ratings. A list-
ing of schools and courses by course identif ing number,
course title, and location is included in this appendix.
The course identifying numbers are preceded by a letter
designating the command producing and publishing individual
school and course catalogs for training conducted by their
activities. Commands offering the courses listed in this
appendix are identified as follows:
A Bureau of Naval Personnel
C Naval Air Training Command
H Amphibious Force, Pacific
J Training Command, Atlantic
K Training Command, Pacific
The course identifying numbers consist of six to eight
characters identifying the command sponsoring the course,
the skill for which the course trains, and a sequential number
to facilitate locating the course within the catalog. The
skill code is the Department of Defense skill identifying
code. This code consists of three digits for enlisted per-
sonnel. The sequential number is determined by the number
214
of courses listed under the same DOD skill identifying code.
In certain instances, one or more catalog pr educing commands
list courses in their catalog which are duplicate listings.
The courses for the subject six ratings are listed in
Table VI and include the duplicate numbers [39, 40, 41, 42,
43] .
215
TABLE VI
REPRESENTATIVE LIST OF TRAINING SCHOOLS AND COURSES
Course Identifying _ m-x.i T
., , J 3 Course Title Location
Number
C - 420 - 2010 Aerographer !s Mate NATTC
Class A Lakehurst, N.J.
C - 420 - 2011 Aerographer' s Mate NATTC
Class B Lakehurst, N.J.
C - 420 - 2012 Air - Ocean Environ- NATTC
ment Course, Class C Lakehurst, N.J.
C - 210 - 2010 Aviation Antisub- NATTC
marine Warfare Miliington, Tenn
Operator, Class A
A - 210 - 0011 Ocean Systems Tech- Fleet Sonar School
J - 130 - 0555 nician, Class A Key West, Florida
J - 772 - 6201 Quartermaster FTC
Course Newport, R. I.
K - 772 - 600 Basic Quartermaster FTC
San Diego, Calif.
K - 772 - 601 Piloting and Pub- FTC
lications San Diego, Calif.
A - 221 - 0011 Radarman SSC
Class A Great Lakes, 111.
A - 221 - 0015 Operations FAAWTC
Specialist San Diego, Calif.
A - 130 - 0014 AN/SQQ - 14 Mine Warfare School
Operator/Mainten- Charleston, S.C.
ance
A - 130 - 0020 Submarine Sonar Submarine Base,
Subjective Analysis New London, Conn.
A - 130 - 0028 General Submarine FSS
J - 130 - 0545 Sonar Maintenance Key West, Florida
A - 130 - 0029 Sonar Technician FSS
J - 130 - 0515 Class A - 1 Key West, Florida
(Submarine)
216
A - 130 - 0030
K - 130 - 1007
A - 130 - 0032
A - 130 - 0033
A
-
130 -
0037
K
""
130 -
1029
A
_
130 -
0038
J
"~
130 -
0505
A
_
130 -
0046
K
—
130 -
581
A
—
130 -
0047
J
—
130 -
0865
A
—
130 -
0048
K
—
130 -
585
A
—
130 -
0069
K
—
130 -
1023
A
-
130 -
0070
J
-
130 -
0685
A - 130 - 0072
A - 130
J - 130
0077
0665
J - 130 - 087
J - 210 - 502
J - 210 - 504
K - 130 - 579
Sonar Technician
Class A - 1
(Submarine)
Submarine Sonar
Subjective Analysis
Submarine Sonar
Subjective Analysis
Sonar Technician
Class A - 1
(Surface)
Sonar Technician
Class A - 1
(Surface)
Sonar AN/SQS-26BX
Maintenance
Sonar AN/SQS-26CX
Maintenance
Sonar AN/SQS-26CX
Maintenance
Sonar AN/SQS-35(V)
Maintenance
Sonar AN/SQS-35 (V)
Maintenance
UQS - 1 Operator/
Maintenance
Advanced ASW
Systems Technology
Sonar (AN/SQS-26
AX(R) and CX)
Operations
Bathythermograph
Operations
Sonar Range
Prediction
AN/SQS-35 Indepen-
dent Variable Depth
Sonar Operator
FLEASWSCOL
San )icgo, Calif.
NAVSUBTRA FAC
Pearl Harbor, Ha.
FBM Training Center
Charleston, S.C.
FLEASWSCOL
San Diego, Calif.
FSS
Key West, Florida
FLEASWSCOL
San Diego, Calif.
FSS
Key West, Florida
FLEASWSCOL
San Diego, Calif.
FLFASWSCOL
San Diego, Calif.
FSS
Key West, Florida
Mine Warfare School
Charleston, S.C.
FSS
Key West, Florida
FSS
Key West, Florida
FTC
Charleston, S.C.
FTC
Norfolk, Va.
FLEASWSCOL
San Diego, Calif.
217
K - 130
583
K - 130 - 584
K - 130 - 596
K - 130 - 1004
K - 130 - 1024
K - 130 - 1031
A - 431 - 0024
H - 010 - 3923
H - 010 - 3925
H - 010 - 3926
H - 010 - 3927
AN/SQS-26BX Sonar
Operator
AN/SQS-26CX Sonar
Operator
Submarine Sonar
Subjective Analysis
Sonar Target Class-
ification (BASIC)
Sonar Target Class-
ification
(ADVANCED)
AN/SQS-26BX/CX
Operator Refresher
Training
Basic Underwater
Demolition/Seal
(BUDS) Training
Amphibious
Reconnaissance
Amphibious
Reconnaissance
Amphibious
Reconnaissance
Amphibious
Reconnaissance
FLEASWSCOL
Sar Diego, Calif,
FLEASWSCOL
San Diego, Calif,
FLEASWSCOL
San Diego, Calif,
FLEASWSCOL
San Diego, Calif
FLEASWSCOL
San Diego, Calif
FLEASWSCOL
San Diego, Calif
NAVPKIBSCOL
Coronado, Calif.
LFTC
Coronado, Calif.
LFTC
Coronado, Calif.
LFTC
Coronado, Calif.
LFTC
Coronado, Calif.
218
LIST OF REFERENCES
1. Stephan, E. C. , "Oceanography and Naval Warfare," Naval
War College Review, v. 14 (7), p. 20-38, April 1962.
2. Shear, H. E., "Oceanography - Its Implication on ASW, "
Under Sea Technology, v. 12 (11), p. 16-19, November
1971.
3. Oceanographer of the Navy, A Special Report on Oceano-
graphic Program Planning for the Per :ty Chief of
Naval Operations for Development, 1 July 196 4.
(CONFIDENTIAL)
4. Secretary of the Navy, Department of the Navy Ten Years
Program in Oceanography (TENOC 63-72), April 1964.
(CONFIDENTIAL)
5. Mackie, R. R. , "The ASW Officer 'Jack of all Trades,
Master of None'," United States Naval Institute Pro-
ceedings, v. 98 (2), p. 34-40, February 1972.
6. Hoernemann, M. J., "Applied Military Oceanography,"
The Proceedings of the 8th U.S. Navy Symposium of
Military Oceanography, v. 2, 16-18 May 1971.
(CONFIDENTIAL)
7. Naval Personnel Research Activity Research Memorandum
SRM 70-3, Personnel Implications of New Techno-
logical Developments: Undersea Technologies, by
D. A. Wilson, p. 27, July 1969.
8. Manual of Qualifications for Advancement, NAVPERS 1806 8C,
5 May 1971.
9. Leipper, D. F. , "Oceanography - A Definition for Academic
Use," Transactions, American Geophysical Union,
v. 42 (4), p. 429, December 1961.
10. Waterman, L. W. , Officer Education and Training in
Oceanography for ASW and Other Naval Applications,
Ms. Thesis, Naval Postgraduate School, Monterey,
California, 1972.
11. Smith, R. H., "ASW - The Crucial Challenge," United
States Naval Institute Proceedings, v. 98 (831) ,
p. 128-141, May 1972.
219
12. Lee, 0. S. and Batzler, W. F. , "Interns' Waves and
Sound Pressure Level Changes," The J ceedinas of
the 1st U.S. Navy Symposium on Mili; ry Oceanography,
17-19 June 1964.
13. Bussert, J. C. , "Soviet ASW," United States Naval
Institute Proceedings, v. 98 (834) , p. 112-116,
August 1972.
14. Revelle, R. , and others, Ocean Sciences , p. 40, United
States Naval Institute, 1964.
15. Chief of Naval Operations Letter OP-716 'ZN Serial 16P71
to Distribution List, Subject: Lone Range Oceano-
graphic Program, 13 March 1961.
16. Naval Training Device Center Technical Report 1494-1,/
Oceanographic and Hydrographic Systems for Training,
by G. V. Padgett and R. J. Dolph, p." 7, May 1966.
17. Panel on Oceanography of The President's Science Advisory
Committee Report, Effective Use of the Sea, June
1966.
18. Office of the Oceanographer of the Navy, The Ocean
Engineering Program of the U.S. Navy, September 1967.
19. Hearon, O. H. , editor, "The Second Million, "TRA Navy,
p. 10-12, January 1972.
20. Naval Weather Service Command Letter 3161 Serial 1537
to Distribution List, Subject: Operational Oceano-
graphic Support Services Conference; report of,
17 July 1972.
21. Hearon, O. H. , editor, "The Director of Naval Education
and Training," TRA Navy, p. 2-4, July 1972.
22. Bureau of Naval Personnel Educational Services Manual,
NAVPERS 15229, 1967.
23. Naval Personnel Research and Development Laboratory
Report WSR 71-3, Report of Enlisted Findings Navy
Personnel Survey NPS 69-1, by C. Braunstein,
August 1970.
24. Bureau of Naval Personnel Manual, NAVPERS 15791B,
1 July 1969, Article 6630200.
25. Naval Personnel Program Support Activity, Personnel
Research Laboratory WSR 69-1, Motivational Effects
of the Associate Degree Completion Program Report 3,
by T. W. Muldrow, p. 6-7, September 1968.
220
2 6 . University Curricula in the Marine Scie^ -?es and Related
Fields, Academic Years 1971-72 and 1 72-73, Pamphlet
#43, The Oceanographer of the Navy, . ugust 1971
27. Bureau of Ships Report No. 4090266, Internal Waves
Their Influence Upon Naval Operations, Arthur D.
Little, Inc., p. 23, 23 February 1966.
28. Antisubmarine Warfare Force, U.S. Atlantic Fleet
Technical Report P43-03.16.3, A Longitudinal Study
of Airborne, Antisubmarine Warfare Operator (AW)
Performance in Various Training Pipelines, by J. H.
Johnson, July 1971
29. Dubach, H. W. and Taber, R. W. , Questions About the
Oceans , U.S. Naval Oceanographic Office, 1969.
30. Taber, R. W. , LaPorte, L. R., and Smith, E. C. , An
Oceanographic Curriculum for High Sc: :ools Outline ,
U.S. Naval Oceanographic Office, 1963.
31. Office of the Oceanographer of the Navy, The Ocean
Science Program of the U.S. Navy, April 1970.
32. Naval Underwater Systems Center Publication 4185, Operat-
ing Doctrine for the AN/SOS-26 Sonar System: The
Command Level Manual (u) , by R. C. Chapman and J. G.
Keil, p. 10-11, 9 March 1972. (CONFIDENTIAL
33. Naval Underwater Systems Center Publication NL-4053,
Operating Doctrine for the AN/SOS-26 Sonar System:
The Watch Supervisor's Manual (u) , by R. C. Chapman
and J. G. Keil, 25 February 19 71. '(CONFIDENTIAL)
34. Naval Personnel and Training Research Laboratory
Research Report SRR 70-21, Research Report on Revis-
ing the AW Rating Path of Advancement to Warrant
Officer and Limited Duty Officer, by J. R. Heinzel,
p. 3, February 1970.
35. Naval Weather Service Command Instruction 3160.2,
Subject: Ship, Helicopter Acoustic Range Prediction
Systems (SHARPS) II, 3 November 1971.
36. Bell, T. G. , "Optimizing AN/SQS-26 Performance by the
Use of Environmental Data(u)," The Proceedings of
the 8th U.S. Navy Symposium of Military Oceanography,
V. 2, 16-18 May 1971, p. 332-334. (CONFIDENTIAL)
37. Manual of Navy Enlisted Classifications, NAVPERS 15105-V,
January 19 72.
38. List of Training Manuals and Correspondence Courses,
NAVPERS 10061-AE, March 1971.
221
39. Bureau of Naval Personnel Formal School^- Catalog,
NAVPERS 91769-A1, February 1972
40. Naval Formal Schools Catalog, Naval Training Command,
CNT P1550/1 (9-71) .
41. Commander Training Command, U.S. Atlantic Filet
Instruction 1540. 1U, Subject: Catalog of TPALANT
Courses Available at Atlantic Fleet Shore-Based
Training Activities, 1 July 1971.
42. Commander Training Command, U.S. Pacific Fleet Instruc-
tion 1500.2V, Subject: Training Dices t; promulga-
tion of, 1 January 1971.
43. Commander Amphibious Operations Support Command U.S.
Pacific Fleet Instruction 1540. 2C, Subject:
COMPHIBOPSUPP^C Formal School Catalog, 15 March 19 71
44. Ruhe, W. J., "Seapower in the Seventies," United States
Naval Institute Proceedings, v. 96 (806), p. 29,
April 1970.
222
INITIAL DISTRIBUTION LIST
No. Copies
1. Defense Documentation Center 2
Cameron Station
Alexandria, Virginia 22314
2. Library, Code 0212 2
Naval Postgraduate School
Monterey, California 93940
3. Professor D. F. Leipper, Code 58 20
Department of Oceanography (for each facult }
Naval Postgraduate School
Monterey, California 93940
4. CDR Karl L. Schriner, USNR 1
Headquarters, Fifth Naval District
Norfolk, Virginia 23511
5. CAPT E. M. Cummings, Jr. 1
Office of the Oceanographer
732 N. Washington Street
Alexandria, Virginia 22314
6. CF Leopoldo Salas R. 1
Direccion De Hidrografia
Apartado 6745
Caracas, Venezuela
7. LCDR R. Harder 1
Officer Training Division
Fleet Antisubmarine Warfare School
San Diego, California 92147
8. LCDR L. W. Waterman 1
2922 Lincoln Avenue
Alameda, California 94501
9. LCDR J. C. Singler 1
Atlantic Fleet ASW Tactical School
Norfolk, Virginia 23511
10. LT B. F. Howell 1
U.S. Naval Destroyer School
Newport, Rhode Island 02840
11. LCDR C. K. Roberts, Code 5 8Rb 1
Naval Postgraduate School
Monterey, California 93940
223
12. LCDR R. F. Heffernan
U.S. Naval Facility
FPO San Francisco, California 96630
13. LT G. S. Bodenhorn
Operations Code 3810B
Naval Oceanographic Office
Washington, D. C. 20390
14. Oceanographer of the Navy
The Madison Building
732 N. Washington Street
Alexandria, Virginia 22314
15. LCDR R. J. Cepek
NAVSECREP Massawa
MAAG Ethiopia
APO New York 09843
16. Department of Oceanography, Code 5 8
Naval Postgraduate School
Monterey, California 93940
17. LCDR M. H. Sollberger
USS Lafayette (SSBN 616) (Gold)
FPO New York 09 501
18. Commanding Officer
Fleet Anti-Submarine Warfare School
San Diego, California 92147
19. Commanding Officer
Fleet Sonar School
Naval Base
Key West, Florida 33040
20. Chief of Naval Technical Training
Naval Air Station, Memphis
Millington, Tennessee 38054
21. Chief of Naval Training
Naval Air Station
Pensacola, Florida 32508
22. Fleet Aviation Specialized
Operational Training Group
Pacific Fleet
Naval Air Station
North Island
San Diego, California 92135
23. Fleet Aviation Specialized
Operational Training Group
Atlantic Fleet
Naval Air Station
Norfolk, Virgina 23511
224
24. Commander Training Command
U.S. Pacific Fleet
San Diego, California 92147
25. Commander Training Command
U.S. Atlantic Fleet
Norfolk, Virginia 23511
26. Commander Antisubmarine Warfare Force
U.S. Pacific Fleet
FPO San Francisco, California 96610
27. Commander Antisubmarine Warfare Force
U.S. Atlantic Fleet
Norfolk, Virginia 23511
28. Office of Naval Research
Code 4 80
Arlington, Virginia 22217
225
UNCLASSIFIED
Security Classification
DOCUMENT CONTROL DATA -R&D
/Security classi lie mlion ol title, body of abstract and indexing annotation must be entered when tha overall report Is clnssltled)
originating ACTIVITY (Corporate author)
Naval Postgraduate School
Monterey, California 93940
21. REPORT SECURITY CLASSIFICATION
Unclassified
26. GROUP
REPOR T TITLE
A STUDY OF ENLISTED TRAINING AND EDUCATION IN APPLIED OCEANOGRAPHY
descriptive NOTES (Type ol report and.tnclusive date a)
Master's Thesis; September 1972
AUTHORlSl (First name, middle initial, laat name)
Karl L. Schriner; Commander, United States Naval Reserve
REPORT DATE
September 1972
7«. TOTAL NO. OF PAGES
227
76. NO. OF REFS
44
CONTRACT OR GRANT NO.
b. PROJEC T NO.
9a. ORIGINATOR'S REPORT I .MOER(S)
8b. OTHER REPORT NO (SI (Ar.y other number* that may be ae signed
thla report)
0. DISTRIBUTION STATEMENT
Approved for public release; distribution unlimited
SUPPLEMENTARY NOTES
»2. SPONSORING MILITARY ACTIVITY
Naval Postgraduate School
Monterey, California 93940
ABSTRAC T
This study concludes that the primary reason for present
programs of enlisted training and education in oceanography
is to support ASW. There is a significant lack of courses,
schools, and self-study material available to enlisted per-
sonnel on the subject of oceanography. Through more
extensive training the aviation ASW community is more advanced
than the surface ASW community in the ability to utilize
environmental knowledge of the oceans to their advantage in
ASW. ASW sonar technicians are inadequately trained in
environmental effects on underwater sound propagation. To
increase the oceanography knowledge of all enlisted personnel
including STs and to provide enlisted ratings to better
utilize training in environmental effects, several programs
are proposed. These programs include an ASW sensor rating
and an oceanographer rating.
ID
FORM
I NOV «S
5N 01 01 -807-681 1
1473
(PAGE 1 )
226
UNCLASSIFIFD
"Security Classification
A-31408
UNCLASSIFIED
Security Classification
key wo KOI
ENLISTED EDUCATION
ENLISTED TRAINING
•OCEANOGRAPHY TRAINING
OCEANOGRAPHY EDUCATION
ASW TRAINING
ASW SENSOR OPERATORS
ASW OCEANOGRAPHY
"OLE
FORM
.1473 (BACK)
UNCLASSIFIED
/N 0101-807-6821
227
Security Classification
A- 3 I 409
?| »MT«
;
*2K0«3
Thesis
S348
c.2
136195
Schriner
A study of enl i sted
training and education
in applied oceanography
? f IP* T«
24063
Thesis
S348
c.2
Schriner
A study of enlisted
training and education
in applied oceanography.
13S195
thesS348
A study of enlisted training and educati
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