Captain D. Michael Abrashoff It’s Your Ship Management Techniques from the Best Damn Ship in the Navy
There is something about walking into a generously stocked bookstore. When you enter, take in the view of rows and walls of print, and wander about, it is an experience worth savoring. I imagine we all have our favorite sections that we unconsciously gravitate towards. My path includes books with lessons learned and experiences shared with those in leadership positions. I find them compelling and inspiring, and they often provide ideas to consider in my leadership journey.
With multiple leadership books lining the shelves, I frequently seek guidance from close colleagues on what to read next. They rarely disappoint. Although, their recommendations sometimes are surprising, as was the case with It’s Your Ship, written by Captain D. Michael Abrashoff, former commander of USS Benfold. I know absolutely nothing about leadership in the United States military, but I was encouraged to study Abrashoff’s example and insights into my role as a school leader.
“Exceptional leaders have always been rare, but they can be made as well as born, and the Benfold story is a case in point…The book's structure narrates episodes in Benfold’s two-year voyage through the unchartered water of leadership and is organized around the lessons learned. A chapter is given to each one: Lead by example; listen aggressively; communicate purpose and meaning; create a climate of trust; look for results, not salutes; take calculated risks; go beyond standard procedures; build up your people’s confidence; generate unity; and improve everyone’s quality of life as much as possible” (p. 5). Three of his universal leadership insights strongly stood out for me.
My strategy while reading was every time I read the word Benfold, I mentally replaced it with the name of our school. It was simply uncanny how often it made sense. Abrashoff shared an important early leadership lesson. “When I took command of Benfold, I realized that no one, including me, is capable of making every decision. I would have to train my people to think and make judgments on their own. Empowering means defining the parameters in which people are allowed to operate and then setting them free” (p. 27). For my first insight, I found this to be profoundly true in our school community. When shared, leadership empowers teachers and staff to unleash their potential to learn, grow, and lead!
As he progressed in his role as Captain of the Benfold, he made a pivotal decision that solidified my second universal leadership insight. He stated, “I decided that my job was to listen aggressively and to pick up every good idea the crew had for improving the ship’s operation…After all, the people who do the nuts-and-bolts work on a ship constantly see things that officers don’t. It seemed to me only prudent for the captain to work hard at seeing the ship through the crew’s eyes: (p. 55). Yes, a school leader leans in, listens attentively, and builds connections that link you rather than widen a potential divide. It takes time you have little of, but it provides incredible insights into the strengths of staff.
Abrashoff also relentlessly focused on the bottom line aligning with my last insight. “I was determined to turn the ship into an institution of continual learning, which entailed a systematic and methodical analysis of what worked and what didn’t” (p.104). Utilizing evidence-informed research and applying it to your daily teaching and learning practices is necessary as a school leader to ensure equitable outcomes for each student. Although one step forward often includes one step back as we incorporate new strategies into our routines. Abrashoff understood this, too, as a valuable leadership lesson. “I worked hard to create a climate that encouraged quixotic pursuits and celebrated the freedom to fail. I never once reprimanded a sailor for attempting to solve a problem or reach a goal. I wanted my people to feel empowered so they could think autonomously” (p. 105-106).
Nine years ago, I was given the challenge to lead as a turnaround principal. I entered a school community where morale was low and student outcomes were even lower. Now I understand likening this to commanding a ship capable of defending our country in war does not compare. But when I read Captain Abrashoff’s following words and deeply felt the similarities between our experiences. “Previously, people were fighting to get off the ship. Now they were fighting to stay aboard. That kind of desire translates into performance. I am absolutely convinced that with good leadership, freedom does not weaken discipline–it strengthens it. Free people have a powerful incentive not to screw up” (p. 73).
