THE “CONNECTION” PROJECT

Ideas to Increase Graduate Cohesion, Loyalty and Support for the Academy and Each Other

 In his recent December, 2009 Checkpoints article, Air Force Academy Insignificance, Dick McConn ’66 raised the question; “Why are United States Air Force Academy graduates not emerging into leadership positions in main-stream America?” He then goes on to make a plausible argument that Air Force Academy graduates are taking a back seat to West Point and Naval Academy graduates in prestige and, more specifically, in attaining the highest leadership positions of our nation. 
While some of our graduates scoffed at this proposition, the recent Fortune Magazine issue, March 22, 2010, adds some additional fodder for discussion. The magazine features a minority female West Point graduate on the cover with the headline story, “Meet the New Face of Business Leadership; Why Fortune 500 Companies (sic)  Are Recruiting the Military’s Elite.”  The article then prominently features West Point, Naval Academy, and Marine Corp officers to build their case. Never once is there mention of the Air Force Academy, although the article does use the generic term “airman” in its introductory paragraphs.
Dick’s Checkpoints article goes on to suggest several reasons for this lack of “significance” between our graduates and the graduates of our major sister services academies. The basic difference in the missions of our respective services, that most of our graduates become pilots, is one credible factor put forward. Additionally, the lack of “ring knocking” in a positive way is also discussed. More specifically, the lack of cohesion, organization and strong mutual support of each other by AFA grads, as compared to USMA and USNA grads, is offered as a significant contributing factor. Dick postulates that this tight cohesion among Army and Navy grads provides a better support network in later years which translates into greater opportunities for success in the military, political and business arenas.  He also notes that when it comes to financial support for their institutions, USMA and USNA are far ahead of AFA.
This article will attempt to delve deeper into the issue of a lack of graduate cohesion and support. The “evidence” comes from a combination of factual data, personal observations, direct information from credible sources, and, admittedly, subjective comments from some who have opinions on the issues. 
Let me address upfront an issue that has historically been misunderstood by our graduate community, support for the Academy vs. support for the AOG.  In reality, support for the AOG is the primary way graduates can support the Academy. This view is strongly supported by a clear understanding of how alumni associations are funded and operate at most other universities. Without exception, the services that the AOG provides to the graduate community (the alumni magazine, reunion support, the graduate data base, etc,) are typically funded and provided for by the administration at most other universities. However, in our case, the AOG provides these services on behalf of and for the benefit of the Academy at no cost to the Academy. 
The June 2009 and September, 2009 special issues of Checkpoints explain this issue in great detail and can be read for additional reference and understanding.

The Issue
Hard facts, my personal observations and anecdotal evidence support Dick McConn’s notion that Air Force Academy graduates are less inclined to support both their alma mater and each other than are West Point or Annapolis graduates. The level of monetary support for their institutions and the level of participation in the graduate alumni associations are but two easily documented examples that support their strong advantage. 
Even though Army and Navy have been in existence for many more years, only recently in their histories have they begun to focus on major fundraising. Yet they have each bested Air Force Academy efforts by literally, hundreds of millions of dollars. 
Membership in the AOG at West Point is a perfect 100% (explained below) and nearly perfect at Annapolis which has the same voluntary, dues-paying model that we do. Conversely, the USAFA AOG membership rate is 57% and, because of Air Force actions in 2008, will decrease considerably for the next several classes. Additionally, anecdotal stories are many with respect to the heightened level of loyalty, camaraderie and cohesion between graduates of our sister service academies as compared to Air Force Academy graduates.
The implications of this lack of connection to the institution and lack of cohesiveness among fellow grads are detrimental for the Academy, our graduate community, and possibly even for our country, as suggested in the Checkpoints article. This issue must be addressed or the Air Force Academy will continue to lag in these areas and fail to take its proper place in producing the rank and file of this country’s top leadership when compared to West Point and Annapolis. 

Who must address the issue?
There are three institutions that have a direct impact on this issue, the Academy, the Air Force and the Association of Graduates. Additionally, as the new primary “fundraising” arm for the Academy, the USAFA Endowment will also play a key role in this process. 
While the reasons for our ‘disconnectedness’ and who or what is to blame can be debated ad infinitum, one thing is certain. If there is a failure to acknowledge and address the problem by those who are in the leadership of the aforementioned institutions, there is little hope that the problem will ultimately be resolved. Additionally, it will take an innovative mindset and visionary thinking combined with a focused, resolute and concerted effort to begin to make any appreciable long term progress. In that vein, this article begins to offer ideas on how to tackle this critically important, vexing issue. The following thoughts are offered as a starting point in a discussion to develop ways to address this concern from both an immediate and longer term perspective.

I.
THE ACADEMY

Of the three organizations that directly affect this issue, the Academy has the best opportunity to influence the shorter term attitudes of cadets and longer term attitude of graduates. The Air Force Academy must take a proactive role to instill institutional loyalty and collegial cohesiveness in the Cadet Wing from the very beginning of a cadet’s career.

1.	As soon they arrive at the Academy, cadets should be indoctrinated on the importance of developing a strong connection to the Academy and creating strong bonds with other members of the “Long Blue Line”.  These concepts should be introduced during In-processing at Doolittle Hall and be continually emphasized and reinforced over their four- year Academy experience.
Discussion
The Superintendent clearly recognizes that our institution has a challenge and has stated on numerous occasions his desire to create a strong positive attitude among cadets with regard to their feelings about the Academy. The classic example is often used of the brand new lieutenant who is driving away after graduation and can’t wait to get off the Academy grounds. It then takes 10, 15 or even 20 years before the graduate appreciates the advantages of having gone through the Academy experience. The challenge then is to get cadets to appreciate their Academy experience while they are involved in it and to remain loyal and stay connected as new graduates. 
As with most goals, a clear and definitive process must be instituted to achieve the desired result. Aspects of Marine Corps training can be offered as an example of successfully achieving a desired outcome in a military setting. Marines are indoctrinated on what it means to be a member of the “Corps” and the concept of “Semper Fi” (Always Faithful) through an unambiguous and unfailing process. The effectiveness of this focus by the Marine Corps and the result obtained is illustrated in the following quotes on loyalty from a sampling of its members: 
“Semper Fidelis is more than a fancy slogan. It is truly a way of life.”
“The phrase is "Always faithful." It isn’t "Sometimes Faithful." Nor is it "Usually Faithful," but always.”
“It is not negotiable. It is not relative, but absolute.”
This connection to the “Corps” and the intense loyalty associated with “Semper Fi” is not accidental or happenstance. It comes from an intentional and deliberate process to produce the type of Marine deemed necessary to achieve the Corps mission of protecting our great nation. If we are to be successful in creating a strong connection to the Academy and a sense of loyalty among our fellow graduates, we will also need to focus on achieving those results in a deliberate way. Our cadets must understand what it means to be a member of the “Wing” and the clear expectations when eventually, they become graduates. We will need to both define and communicate in unambiguous terms, what it truly means to be a member of “The Long Blue Line.” 
To be clear, I am not suggesting that Academy Basic Cadet Training be modeled after that of the Marine Corp. The point is simply that, if you want a result, you must define it, develop a process to achieve it, focus on it in a laser like way and then execute in a superior manner.
  
2.	The concepts of character and leadership are critical components of the Academy’s mission. Cadets must be taught that loyalty to the Academy and to each other is a critical component of character. Likewise, leadership encompasses the obligation of “service” which includes the responsibility to ‘give back.’
Discussion
The importance of loyalty as a key character trait is undisputed. In fact, we begin our military careers by taking an oath of loyalty to the Constitution of the United States. The significance of loyalty to both the institution and to fellow graduates must also be consistently and continually emphasized over the four year cadet experience. Similarly, cadets must understand that the obligation to remain ‘connected’ to the Academy, and to ‘give back’ to the institution that has given each of us so much, either financially, by coming back to be involved with cadets, or being active in the AOG, is a component requirement of good leadership. This obligation is encompassed in aspects of the ‘servant leadership’ concept and is in concert with the Academy’s and the Air Force’s core value of ‘service before self.’  

3.	The Academy should not be reticent or shy about communicating these expectations of loyalty and support from its cadets and graduates. 
Discussion
My counterpart at the West Point AOG has told me that they are unabashed in communicating an expectation of support from both their cadets and parents. He says, “On day one, we tell them and the parents, ‘you aren’t going to be writing those checks to Harvard, Yale or wherever else your kid could have gone. We expect you to support this institution.’“ It should be noted that the USAFA education costs the American taxpayer close to $400,000 per cadet and over $400 million per graduating class.
On a recent trip to the Naval Academy, I spent considerable time with my counterpart over a period of a couple of days. In addition to our meetings, he gave me a tour of “The Yard.” As we walked through Alumni Hall, I noticed a large plaque with the names of the past Presidents/Chairs of the Board of the Alumni Association. The list went back to the late 1890s and with only few exceptions, the overwhelming majority were flag officers. When I noted this fact to my counterpart, he replied that is was a “duty,” particularly from those who had benefited the most from their Academy experience by attaining flag rank. He said, “It’s simply an expectation.”
Clearly, both West Point and Annapolis are creating strong expectations of loyalty and support in their students that attach and transcend their Academy experience into their succeeding professional years. Whether through financial support or by staying connected in some way to the Academy, both institutions are clear in their expectations, and the results speak for themselves.  
That many AFA cadets view the Academy as “free” and question the need to give back financially is true. That much educational work will need to be done in this area resulting in a change of mindset is also acknowledged.  Yet our sister service academies have seemed to overcome this barrier and have created a voluntary obligation to be supportive, whether financially or in some other way. Our Academy, the AOG and the Endowment must be direct and in concert with communicating our similar expectations. 

4.	The concepts of ‘loyalty’ and ‘giving back’ should be encompassed as integral parts of all aspects of the character and leadership curriculum. 

Discussion
The concepts of character and leadership are infused at all levels across the Academy. Whether during military training, in the classrooms, on the athletic fields, or at the airfield, Academy staff members are teaching and emphasizing these critically important values. The component parts, ‘loyalty’ and ‘giving back,’ should be included as subsets and incorporated in all aspects of the character and leadership syllabus. For example, they should be included in the mandatory training programs offered by the Commandant which each class is required to attend over their four-year Academy experience: R&R, VECTOR, ROPES, LIFT and ACES. They should also be incorporated into the Cadet Leadership Enhancement Seminar (CLES) offered by the Dean of the Faculty. In short, they should be included as fundamental aspects of character and leadership at all levels of the institution from In-processing day through graduation. 
To be clear, I’m not suggesting that Academy staff should be telling cadets that they should be giving money to the school. I also understand that many cadets and graduates view their obligation to “give back” as serving their agreed upon time commitment. Yet many other members of the service (ROTC grads, OTS grads, and even airmen) have taken on substantial service obligations, as well, without receiving a fraction of the resources that are allocated to Academy grads. I am reminded of the Biblical quote, “To whom much is given, much is required,” and I am suggesting that there is and should be more to “service” than a cadet/grad completing his/her basic service obligation.

5.	Examples of the effect of ‘giving back’ and ‘loyalty’ should be highlighted by Academy staff whenever appropriate and wherever possible. 
Discussion
All of the aforementioned cadet character and leadership programs are supported by graduates through the AOG.  Other cadet programs, travel experiences, intramurals sports, cadet awards, and cadet club activities are supported through the ‘loyalty’ of graduates who understand the importance of and the responsibility to ‘give back,’ either through financial contributions, or by donating their time. Cadets should be made conspicuously aware of how these core concepts have a direct, immediate and positive effect on their Academy experience and post graduate life. 

6.	The Academy should better recognize the more recent achievements of its graduates and do so in a dynamic manner.  Cadets must be motivated to see, in a contemporary fashion, what an Academy education and experience can do for them.
Discussion
The Academy has done an admirable job of honoring its ‘Founding Fathers.” There are numerous buildings, statutes, pictures and other displays which attest to their immense contributions. Additionally, we have before and continue to honor the graduates who were our heroes during the Vietnam era with projects such as the Mall of Heroes, the Southeast Asia Pavilion, and the naming of Sijan Hall. In an effort to better ‘connect’ with our cadets, and to instill pride in our contemporary achievements, we should highlight the more recent accomplishments of our graduates in a visible and continuous manner. 
In the Museum at the Naval Academy, there is a wall display of Naval Academy graduates who are currently in the top positions in the Navy and the U.S. government. It includes Admirals Mullen and Roughhead and Senators McCain and Webb. This is one example of how Navy uses the current achievements of its grads to build present-day connections and loyalty among its midshipman. 
The Cadet Wing Commander spent a semester at Navy and offered that there are many ways their institution builds loyalty and cohesion among the midshipmen compared to what he has experienced at USAFA. For example, he noted that the Commandant often spoke to the midshipmen from the staff tower with updates on school accomplishments and strong emphasis how great the Naval Academy was. He also said that grads were frequently brought back to the Academy to highlight their accomplishments. In these visits, they were presented as contemporary role models and were given liberal opportunities to spend time with the Brigade.  He jokingly noted that “All we hear is Lance Sijan but he died over 40 years ago and while we honor his service, many cadets can’t directly relate.” We need to recognize both our military and civilian grads in a continuous and public manner and underscore their achievements before the Cadet Wing.

7.	Academy Grads who are in the highest leadership positions at the Academy must understand the importance of creating a culture of ‘loyalty’ and ‘giving back’ if Air Force Academy graduates are ever to match the mindset and the contributions of their West Point and Annapolis counterparts. The Superintendent must continue to show leadership by setting the example but also by creating the expectation with Academy staff.

Discussion
The current Superintendent is a life member of the AOG and a member of the Sabre Society through the USAFA Endowment. This should be a minimum expectation for all Superintendents, and senior staff grads should be expected to follow his lead. The Superintendent should also strongly communicate, to his staff at all levels, the importance of  ‘loyalty’ to the institution, ‘loyalty’ to the Long Blue Line and ‘giving back’ to the Academy in some form.   He should insure that these concepts are being emphasized institution-wide, and he should receive reports from his senior staff regarding such. As the saying goes, “If it’s not measured, it doesn’t happen.” This policy will certainly need to be conducted in a manner consistent with both Air Force and DOD policy and within the confines of appropriate legality.    

8.	The Superintendent and the President & CEO of the Association of Graduates must form a coordinated team to achieve mutual goals and to emphasize the inextricable bond that exists between the Academy and its graduate community, as represented by the Association. 
Discussion
On a recent trip to the Naval Academy, I had the opportunity to witness firsthand the strong partnership and bond that exists between the Naval Academy, as an institution, and it’s Alumni Association. This evidenced itself in several ways, including their joint appearances at Superintendent-sponsored functions that I was invited to attend and the opportunity given the President of the Alumni Association to greet the audiences on behalf of the Alumni of the Naval Academy. In my opinion, it was clear that they were working as a team, in concert and sending a clear message about the interconnectedness between the two institutions to midshipmen, graduates and others. Additionally, consider the following excerpts from the President’s Blog, March 2010 in Navy’s WaveTops Alumni eMagazine:
“The Supe and I have been busy on the road visiting with alums and donors. In mid-February, we had a chance to visit a group of alums and donors in Philadelphia, hosted by Rear Admiral Tom Lynch '64, USN (Ret.), and Robert Verratti ’66 and his wife, Kathleen. A great exchange occurred, and everyone felt energized by the visit. In early March, we visited the Arizona chapter and had another great exchange. Thanks to Mike Hecomovich ’71 and his wife, Sandy, for hosting a great donor event for the Supe and me in Scottsdale, AZ. Further, thanks to Arizona Chapter President Captain James “Skip” Lind ’75, USN (Ret.), for hosting a great alumni chapter lunch for us. A solid exchange occurred regarding the current state of things at USNA and the vision for the future.”
We should adopt this approach at the US Air Force Academy. Our current joint appearances are happenstance at best, are uncoordinated and are generally not a part of a synchronized effort to execute on a predetermined strategy to obtain a desired result. We should take advantage of the many opportunities that present themselves to capitalize on mutual goals in a strategic fashion. As an example, to emphasize the importance of staying connected to the Academy after graduation, either by being involved in the AOG, or donating to the Academy through the Endowment, it would be a powerful and appropriate message to have the AOG President give a brief welcome on behalf of the members of the “Long Blue Line” to cadet attendees at events such as the Superintendent’s List receptions, Exemplar Dinner, 100th Night or other similar events.
 A mechanism should also be reestablished so that the Academy leadership and the AOG can be mutually informed about issues or events of significance to each party. For many years, the AOG President & CEO attended the Superintendent’s staff meetings which facilitated the opportunity to interact with senior staff and be informed about any noteworthy issues of mutual interest. Additionally, the AOG’s presence gave visible evidence of the strong relationship between the graduate community and the institution. More recently, because of security concerns, this opportunity no longer exists which has resulted in a dearth of information, to some degree, between our two institutions.

II.
THE AIR FORCE

While the Academy has a key role to play in changing the culture of the institution and ultimately the attitudes of our cadets and graduates, the Air Force also plays a critical role in assisting this progression. The following are but a few examples of how the Air Force can positively affect this process.
The Air Force must deliberately and unapologetically “adopt” the Academy as its own. The Academy is the ‘University of the Air Force’ and should be recognized as such.
1.	The Air Force must proactively, publicly and periodically endorse the Academy as its premier institution for producing officers of character for the nation. The Academy should be touted as the home of the Air Force’s Core Values (they originated at the Academy) and the intellectual center for Character and Leadership programs.   
Discussion
I clearly understand that this is an area that may be fraught with controversy. I also appreciate that the Air Force must both be fair and appear to be fair with all members of its officer corps. Finally, I acknowledge that the quality and character of the officer product from ROTC programs and the Officer Training School are also exceptional and unquestioned. Yet there can be no dispute that the Academy experience is different. The time and resource investment of the Air Force in the Academy and its ultimate product speaks for itself. If this isn’t the case there would be no justification for having an academy, as the resource requirements for producing officers through ROTC and OTS are considerably less. Yet anecdotal evidence suggests that, until recently, the Air Force has been reluctant to acknowledge the Academy as its unique institution for career officer production. In fact, this lack of recognition on the part of the Air Force evidences itself in some graduates’ reluctance to publicly acknowledge the Academy as their commissioning source. In recent conversations numerous graduates have confirmed this sentiment regarding their feelings about letting their status as Academy graduates become known. Consider this recent statement by a grad: “I was proud when a fellow officer told me that he would have never known that I was a grad. Yet a bit later when I reflected on that experience, I realized there was a disconnect. I was proud to be a grad but didn’t feel comfortable with my Air Force colleagues knowing that.” 
The Air Force can legitimately distinguish the Academy as its unique institution by emphasizing it as the birthplace of the Air Force’s Core Values and the only undergraduate university in its service dedicated to character and leadership development. Indeed, the Air Force is funding the construction of the new Center for Character and Leadership Development which can be a further testament to this fact. The Air Force should also send its top officers, both grads and particularly non-grads, to be stationed here, teach here, study here and cheer here for Air Force athletics. Some interaction with the Academy should be a safe requisite for our top and up and coming officers and not a threat to promotion or career advancement. I’ve been told by West Point graduates that the Army makes it a priority to rotate its top officers through “The Point” at some point in their careers.
 The recommendation is in no way to suggest the Air Force communicate that a graduate is “better” than other commissioning products but to merely acknowledge that the Academy is different, deliberately so and to create an atmosphere where the graduates and others in the Air Force, are proud of the product that the Air Force has invested in and the Academy has produced.
 
2.	The Air Force must proactively support both the Academy’s and the AOG’s efforts to produce cadets and graduates with the sense of loyalty to the Academy and its values and cohesion with each other as Army and Navy do.
Discussion
The Air Force must be innovative, adaptive, and flexible enough to change its way of doing business so as to facilitate, rather than hinder, the efforts to produce cadets and graduates with the requisite qualities previously discussed. Current Air Force regulations and interpretation of DOD regulations have had a detrimental effect on efforts to increase graduate membership in the AOG and to facilitate gifts to the Academy, while the Army and Navy approach positively assists their academies’ efforts. Consider the following examples:
Navy has a program called Life Membership at Graduation (LMAG), which allows all incoming midshipmen to pay for their life membership by installment while at the Academy and to begin enjoying some benefits while still midshipmen.  According to the Naval Academy Alumni Association web site, more than 99% of incoming midshipmen join the LMAG program. All classes since 1980 have been part of this program, and thus more than 95% of all classes since that time are life members of the Naval Academy Alumni Association.
The Air Force Academy AOG adopted this program in 1985 for the class of 1989. By the time the program was actually fully implemented with the Class of 1993, the AOG saw over a 100% increase in the membership rate of the classes. The class of 1993 enjoyed an 87% membership rate compared to the class of 1992, which had a 42% membership rate in the AOG. The 42% rate had been about the average since 1975. Because of some strict interpretations of Air Force regulations by the Academy legal staff, changes had to be made in the administration of the program as compared to Navy’s approach and the percentage dropped significantly but still averaged just above 70% in the ensuing years. In 2008, however, notwithstanding that the AOG was administering the program more strictly than Navy, the Air Force legal staff determined that the way the AOG was administering the program was against Air Force regulations and stopped Academy participation in LMAG for our AOG. The effect was immediate with all then current cadet classes, and devastating to AOG membership levels. With the incoming class of 2012, LMAG membership fell to 3%. The upcoming graduating class of 2010 currently has just 24% membership in LMAG. This, unfortunately, is our present reality while Navy enjoys a 99% participation rate and Army has 100% membership. (Note: West Point graduates are automatically members of the AOG upon graduation, and pay no dues. This is made possible by an endowment created by West Point graduates that produces annual distributions to its AOG operations of over $1 million a year, an amount that is twice what our life membership dues produce for Air Force Academy AOG operations.)
Due to the efforts of Gen. Norty Schwartz ‘73, the current Air Force Chief of Staff, the LMAG program was reestablished in 2009. Because of Air Force Finance’s interpretation of DOD regulations, however, the program still remains extremely difficult to administer, compared to the process that Navy uses. As a result, the class of 2013 had fewer than 40% participation in LMAG. This is better than 3% to be sure, but still a long way from 99%. This process is explained in more detail below. 
The Air Force process also hinders giving efforts by Academy cadets. Consider the following illustration. West Point has a program called “First Gift” whereby first class cadets sign up to donate a monthly amount from their pay check equal to their graduation year, beginning with the first check after graduation. The current class will donate $20.10 each month. Given West Point’s success, two years ago Navy also adopted this program and enjoyed an approximately 68% rate of participation in its very first year. The rate increased this past year to over 70%. We have attempted to adopt this program, as well, but have once again been stymied by Air Force process.
An illustration of the differences in the administration of both the LMAG and “First Gift” programs by Army and Navy, on the one hand, and the Air Force, on the other, leads to a clear understanding of the reason for the  successes by our sister service academies and the dismal showing by Air Force Academy cadets in these areas. In all cases, an allotment is signed by the cadet or midshipman authorizing deduction from his/her paycheck for the specific program.
With the LMAG program, the Naval Academy Appointee either signs the form during the initial paper processing period at home and returns the form to the Alumni Association or brings the form with him to in-processing, where it is signed and collected by the Alumni Association. The Alumni Association then forwards the entire batch of allotment forms to the Academy Finance office where they are processed as a group. The AFA AOG also previously used this same process.
With the “First Gift” program at both West Point and Annapolis, presentations are made to the senior class by the class leaders, allotment forms are passed out, signed and collected by the West Point AOG and the Naval Academy Alumni Association after the briefing. At West Point, the forms are forwarded to the finance department at the Academy which takes care of the process necessary to get them in the system for the cadets at graduation. At Navy, the forms are sent to Fort Meade, MD, their DFAS local processing center, where the forms are entered into their system for effect at graduation. 
In contrast, at USAFA, the LMAG forms are also included in the Appointee package, however each basic cadet is required to hand deliver the signed form to Academy Finance at In-processing or at Harmon Hall, in person, with identification, to verify identity. The AOG is now precluded from collecting the forms and delivering them to Finance as a batch. Given the limited opportunity for a basic cadet to comply with this procedure during BCT, coupled with the fact that most basics don’t even know where Harmon Hall is, one can easily understand why Navy has a 99% alumni association membership rate and Air Force has minimal participation. We are currently collaborating with Finance to establish a “work-around” program in an attempt to increase the numbers.
With the “First Gift” program, USAF Academy Finance says they can be of no help as their system only deals with cadets. Additionally, Finance says each lieutenant will need to self-select the allotment on-line at their first duty station, which for most will be in excess of two months after graduation and as much as seven months after the initial program brief. While the new lieutenant can certainly accomplish this individually, the opportunity is missed to capitalize on the class spirit and high level of interest that exists when the class is together at the initial brief and lead by the class officers and the cadet/midshipman commanders. Again, because of the difference in process, both West Point and Annapolis enjoy high levels of participation and  generate substantial revenue streams for the benefit of their respective institutions, while the Air Force has huge obstacles in place that stymie similar efforts by the AOG. 
The Air Force should follow the Army and Navy models and allow exceptions or provide waivers or exemptions for the Academy by allowing the AOG or the Endowment to operate as its counterparts do at our sister service academies. There are exceptions for the Air Force Assistance Fund and the Combined Campaign, so the precedence is in place. Not only would this address the great disparities that currently exist with participation in the various membership and gift programs but, as importantly, would also begin to address the larger issue of the Air Force “adopting” the Academy as its own.

3.	The Air Force should encourage, or, at least look favorably upon efforts to “mentor” Academy graduates and to build camaraderie in the “Long Blue Line.”
 Discussion
                     Earlier this year, the Cadet Wing Commander brought his father, a retired Army full colonel, non-West Point graduate, by to meet me. As we sat in my office discussing the differences between West Point and Air Force Academy graduates and this issue of loyalty and cohesiveness, he heartily affirmed the distinction and gave several personal observations. He said it was customary during his active duty years for a new West Point graduate to seek out and “report in” to the senior ranking West Pointer on the post. He also said that West Point “Founder’s Day” activities were a big deal and normally placed on the official post schedule. He joked that he liked “Founder’s Day” because the West Pointers were off doing their thing, which gave him time off to attend to his personal necessities. 
There is also the informal practice of senior Army and Navy officer graduates mentoring younger graduates in their careers. This is generally accomplished in casual social settings usually hosted by the senior graduates or through active involvement in AOG and Alumni Association chapter activities. The later practice has the additional benefit of producing strong and vigorous chapters, as junior officers are more apt to be actively involved in the chapter when senior officer leadership, interest, and involvement is demonstrated. This may be a critical factor in the tremendous difference in chapter infrastructure between the service academies. For example, West Point has approximately 46,000 living graduates and over 120 West Point ‘Societies’, their name for chapters. Navy has over 100 chapters and an additional 77 class clubs for a total of 177 graduate units. In contrast, Air Force has approximately 42,000 living graduates but only 32 graduate chapters.  This active “mentoring” also transfers to graduates helping each other out in the civilian sector. I’m reminded of the story I recently read about a West Point graduate who was hired in a management position for a Fortune 500 company. A year later, his boss discovered that there were now six other West Point graduates working in the unit.
Admittedly, much of the evidence in this arena is anecdotal, though the chapter numbers are factual and dramatic. Yet in my personal conversations with West Point and Naval Academy graduates, clearly there is a strong, though informal structure that exists to support and promote graduates in both the military and civilian sectors. Equally illuminating and crucially important is that they are unabashed in supporting this structure and unapologetic in doing so. Their rationale and logic are straightforward; they have graduated from the best institutions of their kind in the world and they trust the product. Simply stated, connection and loyalty to the institution and to each other is clearly being demonstrated.
The above discussion is not to suggest that only Academy grads should network or be mentored to by senior officers. Nor does it suggest that officers from any other commissioning source should be treated as second class citizens. The more appropriate analogy might be two friends who attended the same college but were in different fraternities. They both value their friendship, are extremely loyal to the school but enjoy spending time with their frat brothers and take pleasure in participating in fraternity activities. 
For the first time in the history of the Air Force, Academy graduates hold a preponderance of the senior leadership positions in the service. The time for addressing these issues is now.  We must actively and purposefully begin the process of changing our culture and creating cohesion on the same level as Army and Navy.

III.
THE AOG

The AOG must continue to improve and enhance its operational, educational and communications efforts in both the graduate and broader Academy communities. The AOG must also proactively work with the Academy and the Air Force and act as the portal through which the above policies are communicated and implemented.

1.	The AOG must better educate the graduate community on the role and value of membership in the Association. We must both communicate effectively about the services we provide and provide services that are valuable to the graduate community.
Discussion
Some have the perception that the AOG doesn’t do enough for graduates, which accounts for the lower membership rates when compared to our sister service academies. As was previously discussed, there are some Air Force structural issues that impact on the membership rate issue. That notwithstanding, an analysis of services provided by the three alumni associations to their graduates and institutions, shows a contrary fact. In looking at 73 areas of combined services, West Point provided 38, Annapolis provided 41 and our AOG provided 71. Clearly we are serving the graduate community but must do a better job of educating the membership on the value of the services we provide.
We must also reevaluate the services we are providing to insure that what we are providing is desired and of value to the graduate community. Additionally, we must determine if there are services that we are not providing that should be provided to our membership base. Our chapter development efforts discussed below would fall into this category. 

2.	The AOG must improve and focus its communication efforts on addressing the shortcomings previously mentioned by educating and persuading the targeted audiences.
Discussion
The AOG is the official communication vehicle between the Academy and the graduate community. Through Checkpoints, the alumni magazine; ZoomieNews, the bi-weekly electronic graduate update medium; ZoomieNation, the social networking platform; WebGuy,  the parent doorway to the Academy and their cadets; and email blasts and CEO videos, the AOG has the capacity to shape the message and influence the discussion on issues critical to this initiative. Additionally, the AOG is the vehicle that Senior Academy staff and other Air Force leaders can use to directly communicate with the graduate community. The Association must increase its level of sophistication in both honing and delivering the message to address cadet and graduate attitudes on both loyalty and cohesiveness. Communication experts agree that it takes between 10-12 impressions before the targeted message begins to get through. The communication effort must take the mantel of a coordinated campaign using all of the AOG’s communication outlets to clearly and repeatedly deliver the intended messages. The AOG should also coordinate with the Academy, and, as appropriate the Air Force Public Affairs offices to insure that all institutions are harmonized and “on message” with respect to the agreed upon communication efforts.

3.	The AOG should become the conduit through which the Air Force and other broader communities can “adopt” the Academy.
Discussion
I was privileged to observe a small portion of the 2009 Corona Conference where the Chief strongly communicated his desire to have the Academy become the Air Force’s institution. He noted his personal observations of the differences in how both Army and Navy treat and interact with their service schools and clearly expressed his desire that this issue be addressed. Of note were the comments of two non-Academy graduate four-star generals who voiced strong support for the concept but also noted that there was no clear and obvious way to establish a connection with the Academy and provide support.  The Association, in consultation and with the acquiescence of the Academy and the Air Force, can be the organization to lead the outreach effort. For example, through our Affiliate Membership category, non-graduates who have a desire to support and be connected to the Academy, can receive the same information and benefits that a graduate receives, with the exception of the right to vote.
The AOG should also be the organization to lead the outreach effort to other targeted constituencies. The Colorado Springs community is an excellent example. Colorado has over 4,000 graduates in the state with the majority living in the Colorado Springs area.   In addition, the area has a plethora of military installations including NORAD and North Comm., Space Command, Peterson AFB, and Schriever AFB, with thousands of Air Force personnel and Academy graduates stationed on active duty. The city also boasts a pro-military population with several strong organizations devoted to military out-reach, including the Chamber of Commerce Military Affairs Committee, the Pikes Peak Round Table, and the Colorado Thirty Group. Finally, the Academy is a stunning pictorial venue, geographically assessable, with exciting Falcon athletics, often capped with a winning Bowl selected football team. With these collective features, the Front Range region becomes an obvious and attractive target of opportunity. 

4.	The AOG must invest the resources to develop a graduate field infrastructure.
Discussion
As previously noted, the Air Force Academy graduate community lags far behind its service academy counterparts in both the number and the vigor of its chapter network. For example, with only a 9% difference in the number of living graduates, West Point has over 4 times the number of active chapters. Annapolis has a total of 177 graduate chapters and class clubs, close to 6 times the number of units in the Air Force graduate structure. These vibrant organizations serve not only to foster the loyalty and camaraderie among and between their graduates but also serves as a base for business networking, successful fundraising, effective Academy candidate recruiting and a host of other tangible and intangible benefits.
In tackling this issue, the Air Force Academy AOG has reached out to both West Point and Annapolis for permission to use the best of each organization’s practices. We have constructed a new Chapter Handbook which borrows heavily from the West Point model. We are identifying significant population centers with suitable concentrations of graduate members and identifying key graduates who might be suited for organizing and leading a new chapter. We have also revised the structure of the basic chapter and built in appropriate incentives for chapter development, growth and involvement. Finally, we are allocating internal resources for both field development and Doolittle Hall support for the chapter growth initiative. We are committed to ‘closing the gap’ with well-organized and highly functioning chapters.

CONCLUSION
These comments and ideas should not be viewed as the AOG attempting to dictate policy to the Academy or the Air Force. They are, however, meant to create awareness and be persuasive. These views are not the official position of the AOG nor have they been indorsed or approved by the AOG Board.  These are merely my personal opinions based on my “having the stick” as President & CEO over the past year and a half. My hope is that this paper will act as a starting point for a serious discussion among our three separate but inextricably intertwined institutions on how to address an incommodious problem. In the previously mentioned Fortune Magazine article, there is a highlighted section titled “General Petraeus on Leadership.” One of the questions he is asked is, “When you are evaluating yourself, what qualities do you try to focus on?” His answer is as follows, with my areas of emphasis: 
“On every bit of guidance I give, the last instruction I give is: learn and adapt. We also work hard on being first with the truth. That’s a powerful admonition: First of all, we are going to tell the truth. We are not going to put lipstick on pigs. We are going to be 100% absolutely forthright and brutally honest with…ourselves and with our subordinates and our superiors… The credibility of leaders is of enormous importance.”
We too need to be “brutally honest with ourselves.” The Air Force Academy has gained parity and even exceeded West Point and Annapolis in many significant areas. However, in the areas of loyalty, participation, and cohesiveness, we are in a distant third place. We need to acknowledge this indisputable fact. Let’s not put lipstick on a pig. We need to learn from both our sister services and academies and adapt our approach in a meaningful and immediate way to begin to close the gap. The ultimate results will be achieved long after we have relinquished the leadership positions we now hold. However, we have both the responsibility and the obligation to build the foundation and make the investment today for the dividends to be earned in the future. We should purposefully strive to do no less for the underpinning and the legacy of the “Long Blue Line.”

“T” Thompson
30 April, 2010