Leading Marines

MCI 0037
MARINE CORPS INSTITUTE
LEADING MARINES
MARINE BARRACKS
WASHINGTON, DC
UNITED STATES MARINE CORPS
MARINE CORPS INSTITUTE
912 CHARLES POOR STREET SE
WASHINGTON NAVY YARD DC 20391-5680
IN REPLY REFER TO:
1550
Ser 0037
12 Feb 07
From: Director
To: Marine Corps Institute Student
Subj: LEADING MARINES (MCI 0037)
1. Purpose. The subject course provides instruction on preparing Marines in the rank of lance
corporal to become future leaders.
2. Scope. This course teaches the Marine Corps leadership traits and principles, ethics,
communication skills, and other subjects to help develop new leaders.
3. Applicability. This course is intended for instructional purposes only. This course is
designed for all Marine Corps lance corporals.
4. Recommendations. Comments and recommendations on the contents of the course are

invited and will aid in subsequent course revisions. Please complete the course evaluation
questionnaire at the end of the final examination. Return the questionnaire and the examination
booklet to your proctor.
T.M. FRANUS
By direction
(This page intentionally left blank.)
Table of Contents
Page
Contents ............................................................................................................................ i
Student Information .......................................................................................................... iii
Study Guide ...................................................................................................................... v
Study Unit 1 Developing Leaders ...................................................................... 1-1
Lesson 1 Understanding Values................................................................... 1-3

Lesson 2 Marine Corps Core Values............................................................ 1-15
Lesson 3 Leadership Traits .......................................................................... 1-23
Lesson 4 Examining the Leadership Principles .......................................... 1-43
Lesson 5 Ethical Leadership ....................................................................... 1-61
Lesson 6 Cultural Awareness ...................................................................... 1-79
Study Unit 2 The Military Organization ............................................................ 2-1
Lesson 1 The Command............................................................................... 2-3

Lesson 2 Organizational Structure ............................................................... 2-11
Lesson 3 The Department of Homeland Security ........................................ 2-32
Study Unit 3 Leadership Tools........................................................................... 3-1
Lesson 1 Team Building .............................................................................. 3-3

Lesson 2 Applying the Troop Leading Steps ............................................... 3-11
Lesson 3 Applying the OODA Loop............................................................ 3-23
Study Unit 4 The Mentoring Process ................................................................. 4-1
Lesson 1 Fundamentals of Mentoring.......................................................... 4-3

Lesson 2 Prepare, Conduct, and Follow-Up on the Mentoring Session ...... 4-25
Appendix A ....................................................................................................... A-1

Appendix B ....................................................................................................... B-1
Appendix C ....................................................................................................... C-1
Appendix D ....................................................................................................... D-1
Review Lesson .................................................................................................................. R-1
MCI Course 0037 i

MCI Course 0037 ii

Student Information
Number and MCI 0037

Title LEADING MARINES
Study Hours 15
Course Text
Materials
Review Agency Marine Corps Education Command

Marine Corps University
2076 South Street
Quantico, Virginia 22134
Reserve 5
Retirement
Credits (RRC)
ACE Not applicable to civilian training/education
Assistance For administrative assistance, have your training officer or NCO log on to the
MCI home page at www.mci.usmc.mil. Marines CONUS may call toll free
1-800-MCI-USMC. Marines worldwide may call commercial (202) 685-
7596 or DSN 325-7596.
MCI Course 0037 iii

MCI Course 0037 iv

Study Guide
Congratulations Congratulations on your enrollment in a distance education course from the

Distance Learning and Technologies Department (DLTD) of the Marine
Corps Institute (MCI). Since 1920, the Marine Corps Institute has been
helping tens of thousands of hard-charging Marines, like you, improve their
technical job performance skills through distance learning. By enrolling in
this course, you have shown a desire to improve the skills you have and
master new skills to enhance your job performance. The distance learning
course you have chosen, MCI 0037, Leading Marines, provides instruction on
preparing Marines in the rank of lance corporal to become future leaders.
This course will teach Marine Corps leadership traits and principles, ethics,
communication skills, and other subjects to help develop lance corporals into
new leaders.
Your Personal • YOU ARE PROPERLY MOTIVATED. You have made a positive
Characteristics decision to get training on your own. Self-motivation is perhaps the most
important force in learning or achieving anything. Doing whatever is
necessary to learn is motivation. You have it!
• YOU SEEK TO IMPROVE YOURSELF. You are enrolled to improve

those skills you already possess, and to learn new skills. When you
improve yourself, you improve the Corps!
• YOU HAVE THE INITIATIVE TO ACT. By acting on your own, you

have shown you are a self-starter, willing to reach out for opportunities to
learn and grow.
• YOU ACCEPT CHALLENGES. You have self-confidence and believe

in your ability to acquire knowledge and skills. You have the self-
confidence to set goals and the ability to achieve them, enabling you to
meet every challenge.
• YOU ARE ABLE TO SET AND ACCOMPLISH PRACTICAL

GOALS. You are willing to commit time, effort, and the resources
necessary to set and accomplish your goals. These professional traits will
help you successfully complete this distance learning course.
Continued on next page
MCI Course 0037 v

Study Guide, Continued
Beginning Your Before you actually begin this course of study, read the student information
Course page. If you find any course materials missing, notify your training officer or
training NCO. If you have all the required materials, you are ready to begin.
To begin your course of study, familiarize yourself with the structure of the
course text. One way to do this is to read the table of contents. Notice the
table of contents covers specific areas of study and the order in which they are
presented. You will find the text divided into several study units. Each study
unit is comprised of two or more lessons and lesson exercises.
Leafing Leaf through the text and look at the course. Read a few lesson exercise
Through the questions to get an idea of the type of material in the course. If the course has
Text additional study aids, such as a handbook or plotting board, familiarize
yourself with them.
The First Study Turn to the first page of study unit 1. On this page, you will find an
Unit introduction to the study unit and generally the first study unit lesson. Study
unit lessons contain learning objectives, lesson text, and exercises.
Reading the Learning objectives describe in concise terms what the successful learner,
Learning you, will be able to do as a result of mastering the content of the lesson text.
Objectives Read the objectives for each lesson and then read the lesson text. As you read
the lesson text, make notes on the points you feel are important.
Completing the To determine your mastery of the learning objectives and text, complete the
Exercises exercises developed for you. Exercises are located at the end of each lesson,
and at the end of each study unit. Without referring to the text, complete the
exercise questions and then check your responses against those provided.
MCI Course 0037 vi

Continuing to Continue on to the next lesson, repeating the above process until you have
March completed all lessons in the study unit. Follow the same procedures for each
study unit in the course.
Preparing for To prepare for your final exam, you must review what you learned in the
the Final Exam course. The following suggestions will help make the review interesting and
challenging.
• CHALLENGE YOURSELF. Try to recall the entire learning sequence

without referring to the text. Can you do it? Now look back at the text to
see if you have left anything out. This review should be interesting.
Undoubtedly, you’ll find you were not able to recall everything. But with
a little effort, you’ll be able to recall a great deal of the information.
• USE UNUSED MINUTES. Use your spare moments to review. Read

your notes or a part of a study unit, rework exercise items, review again;
you can do many of these things during the unused minutes of every day.
• APPLY WHAT YOU HAVE LEARNED. It is always best to use the

skill or knowledge you’ve learned as soon as possible. If it isn’t possible
to actually use the skill or knowledge, at least try to imagine a situation in
which you would apply this learning. For example make up and solve
your own problems. Or, better still, make up and solve problems that use
most of the elements of a study unit.
• USE THE “SHAKEDOWN CRUISE” TECHNIQUE. Ask another

Marine to lend a hand by asking you questions about the course. Choose
a particular study unit and let your buddy “fire away.” This technique can
be interesting and challenging for both of you!
• MAKE REVIEWS FUN AND BENEFICIAL. Reviews are good habits

that enhance learning. They don’t have to be long and tedious. In fact,
some learners find short reviews conducted more often prove more
beneficial.
MCI Course 0037 vii

Tackling the When you have completed your study of the course material and are confident
Final Exam with the results attained on your study unit exercises, take the sealed envelope
marked “FINAL EXAM” to your unit training NCO or training officer.
Your training NCO or officer will administer the final examination and return
the examination and the answer sheet to MCI for grading. Before taking your
final examination, read the directions on the DP-37 answer sheet carefully.
Completing The sooner you complete your course, the sooner you can better yourself by
Your Course applying what you’ve learned! HOWEVER--you do have 2 years from the
date of enrollment to complete this course.
Graduating! As a graduate of this distance education course and as a dedicated Marine,

your job performance skills will improve, benefiting you, your unit, and the
Marine Corps.
Semper Fidelis!
MCI Course 0037 viii

STUDY UNIT 1
DEVELOPING LEADERS
Overview
Purpose In the private sector, one of the first things a newly hired person receives is an
employee handbook. That handbook covers what is considered acceptable
and unacceptable behavior in the work place. It may also disclose the
company’s policies on diversity. The Marine Corps applies the same process,
but with emphasis on leadership traits and principles. This is what
distinguishes the Marine Corps from the private sector. The Marine Corps’
goal is to develop Marines with a 24/7-mindset who will model our core
values in every aspect of their lives. This study unit will provide you the
tools necessary to practically implement our ethos.
Scope You will learn how to practically employ the core values, leadership traits and
principles, values, ethical leadership, and cultural awareness.
This study unit provides scenarios that describe ethical dilemmas. While the
Marine Corps typically defines a dilemma as a no-win situation, you must
understand there are different perspectives when dealing with ethical
behavior—you can win, but it may be unpopular. In this study unit, a
dilemma refers to the choice between equally unfavorable options. The
wrong choice may be popular amongst your Marines, but the correct ethical
decision, while unpopular, will ensure your integrity as a leader.
In This Study This study unit contains the following lessons:

Unit
Lesson See Page

Understanding Values 1-3
Marine Corps Core Values 1-15
Leadership Traits 1-23
Examining the Leadership Principles 1-43
Ethical Leadership 1-61
Cultural Awareness 1-79
MCI 0037 1-1 Study Unit 1

MCI 0037 1-2 Study Unit 1

LESSON 1
UNDERSTANDING VALUES
Introduction
Scope Where do values come from? …society, childrearing, school, relatives, etc.
What types of values are important to you? If you ask 10 people, you will get
10 different answers. Why? Our values have been shaped by our culture and
environment and normally at a young age. Our values cause us to respond
differently to certain situations. What may be unacceptable to one person is
acceptable to another. Thus, it is imperative for Marines to have an all-
encompassing perspective of the word, values. This lesson will describe the
importance of values and how they are developed. While studying this
lesson, think about the lessons learned and values that you brought into the
Marine Corps.
Learning On completion of this lesson, you will be able to

Objectives
• Identify three sources that influence values.
• Match categories of values to their descriptions.
• Identify the relationship between character and values.
• Identify the relationship between values and leadership.
• Identify the meaning of a value conflict.
• Given a situation, determine if a value conflict exists.
References The references listed below were used in the development of this lesson:
• Marine Corps Reference Publication (MCRP) 6-11B w/ch 1.

• Parameters, Sorley, Lewis. “Doing What’s Right: Shaping the Army’s
Professional Environment.” March 1989, pp. 11-15
MCI 0037 1-3 Study Unit 1, Lesson 1

Introduction, Continued
In This Lesson The following topics are in this lesson:
Topic See Page

Introduction 1-3
Values, Attitudes, and Behavior 1-5
Category of Values 1-7
Organizational Values Versus Individual Values 1-9
Lesson 1 Exercise 1-12

Values, Attitudes, and Behavior
Development of Most researchers agree that we obtain our values through the influence of our
Values and parents, teachers, and peers; and earlier experiences have more of an effect
Attitudes than later experiences.
Our attitudes are strongly influenced by our experiences in society. These

experiences tend to establish early attitudes, likes, and dislikes. As these
attitudes are reinforced by successive similar experiences, they become our
basic foundational values. Conversely, our values can have a direct effect on
our attitudes.
Values Defined Values are basic ideas about the worth or importance of people, concepts, or
things. You may place a high value on a family heirloom such as your
grandfather’s watch or on a clean, well maintained car. You may value
personal comfort or freedom to travel. You may value a friendship, a relative,
or an adult who helped you as you were growing up.
Importance of Values are the center of a person’s character. Values affect our everyday life
Values and help determine our attitudes and behavior. The influence of values on
human behavior is so great that people will fight and sometimes die for their
values.
Values Values influence your behavior because you use them to weigh the
Influence on importance of alternatives. For example, a person who values personal
Behavior pleasure more than a trim, healthy body continually makes choices between
eating and exercising that will ultimately result in becoming overweight and
out of shape. Your values guide you in choosing whether to go with your
friends to a concert or to a family gathering on your grandfather’s 75th
birthday.

Values, Attitudes, and Behavior, Continued
Attitudes Attitudes are an individual’s or a group’s feelings toward something or

someone, and are usually expressed or demonstrated in likes and dislikes.
Attitudes are not as deeply held as values. Attitudes could possibly be values
in the making.
Behavior An individual’s or group’s behavior is their outward manifestation of either

attitudes or values—the way they act, dress, or speak.

Category of Values
Introduction Values are organized into the following five categories:
• Personal
• Social
• Economic
• Political
• Religious
Personal Personal values are traits that are representative of a person’s moral character
such as honesty, responsibility, loyalty, moral courage, and friendliness.
Social Social values are learned and involve one’s relationship to society and to
other people such as social responsibility, social consciousness, healthy
interpersonal relationships, equality, justice, liberty, freedom, and patriotism.
There are four classes of social values:
Social Value Description

Folk ways Values people accept out of habit
Mores Morality governs values
Institutional ways Practices set up under law
Taboos The emphatic do’s and don’ts of a particular society
Economic Economic values are identified through such mediums as equal employment,
stable economy, balancing of supply and demand of productive goods,
money, private property, pride of ownership, and taxes. Many believe that
value is a commodity. An automobile, a house, or a TV set may have certain
values to them and the item’s price is an economic value.
Political Political values include loyalty to country, concern for national welfare,
democracy, public service, voting, elections, and civic responsibility.
Religious Religious values are characterized by reverence for life, human dignity, and
freedom to worship.

Category of Values, Continued
Relationship Character is related to values by our .…commitment to an admirable set of values,

Between and the courage to manifest those values in one’s life, no matter the cost in terms of
Character and personal success or popularity. (Sorley, 1989).
Values
Building Developing true character happens when we focus on character qualities such
Character as truthfulness, diligence, obedience, loyalty and courage. Each quality
overlaps the other. For example, you cannot be truthful and dishonest at the
same time. Some characteristic, such as punctuality, can be developed
through practice. This practice will require one to have discipline, which is
also a desirable character quality.
Relationship Values are the benchmark for leadership. They are guides to our thinking and
Between Values behavior and that of our subordinates. If a Marine is left without any
and Leadership guidance or supervision, then personal values will determine what that
Marine will or will not do. Leaders must provide guidance and supervision to
inspire (reinforce organizational values) and to influence (effect behavior) our
Marines.
As a leader, you have the ability to influence the beliefs and values of your
Marines by setting the example, rewarding behavior that support military
values and attitudes, and planning and conducting tough individual and
collective training.

Organizational Values Versus Individual Values
Group Group attitudes and values usually reflect a consensus of the attitudes and
Attitudes and values of the individuals that make up the group. In the case of the Marine
Values Corps, values such as honesty, integrity, and loyalty have been desired traits
for many years and have been proven necessary in battle. Keep in mind it is
these and other values which initially attract many young people to join the
Marine Corps.
Marine Corps Marine Corps values include, but are not limited to
Values
• Embodying the leadership traits
• Living the leadership principles
• Being prompt
• Maintaining a neat personal appearance and soldierly bearing
• Accomplishing the mission
• Ensuring troop welfare
• Maintaining discipline and obedience to orders
• Sacrificing individual needs for the benefit of the group
• Working until the job is completed
Recruit Many young men and women come into the Marine Corps with
Attitudes predetermined attitudes which may or may not correlate with our
organizational values. Regardless of their prevalent attitudes, recruit training
produces a motivated, disciplined, and patriotic Marine.
Leadership Graduated recruits are highly motivated towards the Corps and the standards
Dilemma it represents. They leave the recruit depots with great expectations of
receiving from and giving a lot to their Corps. They seek tough training and
dynamic leadership. Too often, after reporting to their units, leadership by
example diminishes; standards become lowered; training becomes routine and
boring; expectations dim; motivation drops; and tarnishing sets in.

Organizational Values Versus Individual Values, Continued
Leadership With the quality of Marines in the Corps today, we must be prepared to
Role challenge these disciplined and spirited Marines who respond magnificently
to positive leadership. Boot camp must not be the only significant event in a
Marine’s active duty experience. Team leaders must set the example and
ensure the continual development of their Marines. New Marines assigned to
the team must be able to see sound leadership qualities in their team leaders,
as well as experience a sense of belonging. Training must be challenging,
demanding, interesting, and with a clearly discernible purpose. Leadership by
example is a must!
Conflict of When a Marine’s personal values and attitudes differ from those of their
Values leader or the Marine Corps to such an extent that it affects their performance
of duty, there is a conflict of values. For example, a young Marine who
decides that the use of illegal drugs is more important to him than his duty as
a Marine is experiencing a conflict of values with the Corps.
Awareness of As leaders, an awareness of value conflicts is important because such a

Value Conflicts conflict adversely affects mission accomplishment. It makes up one of the
greatest challenges facing someone who genuinely disagrees or dislikes what
they are required to do (not to use drugs).
Effects on the A Marine with a value conflict may become a disciplinary problem if his or
Mission her behavior reflects an indifferent or a hostile attitude towards the Corps’
authority. Disciplinary problems require a considerable amount of the
leader’s time and effort, and ultimately affect their time and ability to train
good Marines.
Consider the case of a Marine who is continually involved in disciplinary

problems. This Marine requires a great deal of the leader’s time because he
or she must be counseled, watched closely, given office hours, and sometimes
discharged—all of which takes time away from the leader; time which should
be devoted to their good Marines.
Marines whose values and attitudes are either parallel to the Corps’ or who
are self-disciplined enough to “keep themselves in line” are generally the
strength of the unit.

Organizational Values Versus Individual Values, Continued
Examples of Two examples of value conflicts are listed below:

Value Conflicts
• A Marine “moonlighting” to give their family more, but allowing it to
interfere with his or her Marine Corps career.
• A Marine working out to get in shape for a marathon to the extent it is

impacting on his or her job performance and interfering with work
schedules.
Resolving Peer pressure is particularly effective in resolving conflicts. The emphasis on

Value Conflicts resolving value conflicts should be at the section, platoon, or company level
where the needs of the group must come before the needs of the individual.
Marines must know if they wish to belong to a unit, then they must conform.
It is up to their fellow Marines to make this clear by not tolerating attitudes or
behaviors which interfere with unit integrity and mission accomplishment or
which bring dishonor to the unit.

Lesson 1 Exercise
Directions Complete exercise items 1 through 10 by choosing the correct answer. Check
them against the answers listed at the end of the items.
Item 1 According to researchers, what three categories of people influence our

values?
a. ___________________________
b. ___________________________
c. ___________________________
Item 2 Through Matching: For items 2 through 6, match the value category in column 1 with
Item 6 the description n in column 2. Place your answers in the space provided
Column 1 Column 2
Value Category Description
___ 2. Political a. Honesty, responsibility, loyalty,

___ 3. Social moral courage, and friendliness
___ 4. Economic b. Healthy interpersonal relationships,
___ 5. Personal patriotism, and liberty
___ 6. Religious c. Equal employment, balancing of
supply and demand of productive
goods, and money
d. Loyalty to country, concern for
national welfare, and democracy
e. Reverence for life, human dignity,
and freedom to worship
Item 7 Character is related to values by our ________ to a set of values and the
________ to manifest those values in life.
a. determination; courage
b. courage; commitment
c. commitment; courage
d. courage; determination
MCI 0037 1-12 Study Unit 1, Lesson 1 Exercise

Lesson 1 Exercise, Continued
Item 8 As a leader, you have the power to influence the beliefs and ______ of your
Marines by setting the example, rewarding behavior that supports military
values and attitudes, and planning and conducting tough individual and
collective training.
a. values
b. traits
c. principles
d. attitudes
Item 9 When a Marine’s personal ___________________ differ from those of their

_______________ or the Marine Corps to such an extent that it affects their
performance or duty, there is a conflict of values.
a. values and attitudes; subordinates

b. beliefs and attitudes; leader
c. values and beliefs; subordinates
d. values and attitudes; leader
Item 10 Scenario: A young Marine was given a 96-hour liberty pass from his
commanding officer. The Marine was to return to work 1200 the following
Tuesday, but decided that he would return 1200 on Wednesday. The Marine
was given office hours by the commanding officer for violating the UCMJ,
article 86; unauthorized absence. What kind of conflict exists in the above
scenario?
a. Ethics
b. Value
c. Leadership
d. Individual

Answers The table below lists the answers to the lesson exercise. If you have
questions about these items, refer to the reference page.
Item Number Answer Reference Page

1 • Parents 1-5
• Teachers
• Peers
2 d 1-7
3 b 1-7
4 c 1-7
5 a 1-7
6 e 1-7
7 c 1-8
8 a 1-8
9 d 1-10
10 b 1-10

LESSON 2
MARINE CORPS CORE VALUES
Introduction
Scope Every organization has values. Those values are derived from various
sources—many come from moral and civil laws passed down throughout
history. A value common to many organizations is integrity. Integrity is
viewed as a value vital to the success of the organization. Likewise, the
Marine Corps has core values, which are vital to its success home and abroad.
Every Marine is responsible for knowing and applying the core values to
every aspect of his or her life. This lesson will describe the Marine Corps
core values and provide examples of how they are practiced.

Objectives
• Identify the importance of Marine Corps core values.
• Given a scenario, identify which core value is in use.
Reference The Marine Corps Reference Publication (MCRP) 6-11B w/ch 1 was used in
the development of this lesson.
Topic See Page

Introduction 1-15
Core Values 1-16
Honor 1-17
Courage 1-18
Commitment 1-19

Core Values
Introduction Everyone lives according to what they feel is worthwhile or according to their
value system. A person’s value system motivates their thinking and actions.
Values and leadership are closely linked. By exploring this connection and
understanding the enormous impact of personal values on individual
behavior, you will be better equipped to lead Marines. By understanding
human behavior, you are more able to analyze, predict, and influence the
behavior of your Marines.
Purpose Groups function well when all members of the group accept the ideals and
goals of the group. Individuals have impact, but a team working together is
stronger than the individual members of the team. Members of a team with a
common mission, function more effectively if they all believe in the team, its
mission, and have a common set of ideals.
Importance of The Marine Corps Core Values of Honor, Courage, and Commitment are
Marine Corps important because
Core Values
• They provide a common set of values for acceptable behavior on or off
duty.
• They provide a foundation to build strong teams.
• Fellow Marines are willing to place trust and confidence in the Marine
who upholds the core values.
Strive to adhere to the values that make Marines unique, and you will not let
the Corps, fellow Marines, your family, or your country down.

Honor
Characteristics The Marine Corps is a unique institution, not just to the military, but to the
nation and the world. As the guardians of the standards of excellence for
our society, Marines must possess the highest sense of gallantry in serving
the United States of America and embody responsibility to duty above self.
Characteristics of behavior displayed by honorable Marines include, but are
not limited to examples listed in the table below:
Characteristic Description
Integrity Demonstrating the highest standards of consistent
adherence to correct, legal, and ethical conduct.
Responsibility Accepting the consequences for decisions and actions.
Coaching right decisions of subordinates. A chain is
only as strong as the weakest individual link, but a
battalion of Marines is more like a cable. Together we
are stronger than any individual strand, but one strand
may hold us together in a crisis if it is strong enough.
One Marine taking responsibility for a situation may
save the day.
Honesty Telling the truth in word and action or clarifying
possible misunderstanding or misrepresentation caused
by silence or inaction. Respecting other’s property and
demonstrating fairness in all actions. Marines do not
lie, cheat, or steal.
Tradition Demonstrating respect for the customs, courtesies, and
traditions developed over many years for good reason,
which produce a common Marine Corps history and
identity. Respect for the heritage and traditions of
others, especially those we encounter in duty around the
world.
Scenario While walking through the first deck barracks hallway LCpl Myers came
upon a wallet with another Marine’s I.D. card and $400. He immediately
took the wallet, placed it into his pocket, and then proceeded to the duty hut.
The duty NCO made a logbook entry so the wallet could be returned to its
rightful owner. The duty NCO then told LCpl Myers that he should be
proud of himself for demonstrating this kind of moral conduct.

Courage
Characteristics Courage is the moral, mental, and physical strength to resist opposition, face
danger, and endure hardship. Characteristics of behavior displayed by a
courageous Marine include but are not limited to the examples listed in the
table below:
Self-Discipline Marines hold themselves responsible for their own
actions and others responsible for their actions.
Marines are committed to maintaining physical, moral,
and mental health. They continually pursue fitness
through exercise, as well as life-long learning.
Patriotism Devotion to and defense of one’s country. The freely
chosen, informed, willingness to support and defend the
Constitution of the United States.
Loyalty Steady reliability to do one’s duty in service to the
United States of America, the United States Marine
Corps, one’s command, fellow Marines, other service
members, citizens, family and self.
Valor Boldness and determination in facing danger in battle,
and the daily commitment to excellence and honesty in
actions small and large.
Scenario LCpls Johnson and Frolick did everything together. They even joined the
Marine Corps together, and after graduating boot camp they were even
assigned to the same unit. During a small battle in a town outside of Camp
Fallujah, Iraq, LCpl Frolick was wounded and lay in the middle of the road
motionless. When LCpl Johnson noticed his buddy lying in the middle of
the road, without hesitation and thought for his own safety, he dashed out
and pulled him to safety. Shortly thereafter the platoon sergeant told LCpl
Johnson, “next time you need to wait for the all clear or cease fire before
running out under fire—you could have been killed!”

Commitment
Characteristics Commitment is the promise or pledge to complete a goal. It requires you to

identify with that goal and is demonstrated by your actions to support that
goal. Characteristics of behavior displayed by a committed Marine include,
but are not limited to the examples listed in the table below:
Competence Maintaining and improving one’s skill level to support
the team. Commitment to moving toward a standard of
excellence second to none.
Teamwork Individual effort in support of other team members in
accomplishing the team’s mission. Marines take care of
their own. All worthwhile accomplishments are the
result of team effort.
Selflessness Marines take care of their subordinates, families, and
fellow Marines before themselves. The welfare of our
country and our Corps is more important than our
individual welfare.
Concern for The Marine Corps is the custodian of this nation’s future;
People her young people. We exist to defend the nation, but just
as importantly, we are in the business of creating
honorable citizens. Everyone has value, regardless of
race, nation or origin, religion, or gender. Concern
includes a commitment to improving the level of
education, skill, self-esteem, and quality of life for
Marines and their families. On the battlefield, a Marine
is the fiercest of all warriors, and the most benevolent of
conquerors.
Scenario Sgt Mack was the NCOIC of a team of administrators that were just given
short fuse notice on Friday that they would be inspected the upcoming
Monday by the Marine Corps Administrative Analysis Team (MCCAAT).
LCpl Cobb approached Sgt Mack and stated that he was speaking for the
team. The team wanted to know if the Sergeant would consider giving the
team a pre-inspection over the weekend to ensure the shop was prepared for
the MCCAAT on Monday. The selfless dedication shown by the team was
reflected in the noteworthy rating received from the inspectors.

Lesson 2 Exercise
Directions Complete items 1 through 2 by choosing the correct answer. Check your
answers against those listed at the end of the items.
Item 1 Which statement is a reason why Marine Corps core values are important?
a. Groups function well when all members of the group accept the ideals and
goals of the group.
b. Members of a team with a common mission function more effectively.
c. Build trust and confidence amongst fellow Marines that upholds the core
values.
d. A person’s value system motivates their thinking and actions.
Item 2 Scenario: You are an alternate on a squad that has just completed a 30-day
training exercise for an upcoming squad competition. The commanding
officer has authorized the team 10 days annual leave before the competition,
which is to be held in 3 weeks. The day prior to departing on leave, you find
out the competition has been rescheduled to begin next week. Though you
are only an alternate on the squad, you quickly cancel your leave and begin
preparation for the competition. Which one of the core values is
demonstrated in the scenario?
a. Honor
b. Courage
c. Commitment
d. Loyalty


1 c 1-16
2 c 1-19


LESSON 3
LEADERSHIP TRAITS
Introduction
Scope The 14 leadership traits are qualities of thought and action, that when
demonstrated in daily activities, help Marines earn the respect, confidence,
and loyal cooperation of other Marines. It is extremely important that you
understand the meaning of each leadership trait and how to develop it. Doing
so will help you become a good leader and a good follower. This lesson will
describe the leadership traits and provide solutions to develop these traits.

Objective
• Match the leadership trait to its definition.
• Match the leadership trait to its solution for self-improvement.

Topic See Page

Introduction 1-23
Justice 1-25
Judgment 1-26
Bearing 1-27
Courage 1-28
Decisiveness 1-29
Dependability 1-30
Endurance 1-31
Enthusiasm 1-32
Initiative 1-33
Integrity 1-34
Knowledge 1-35
Loyalty 1-36
Tact 1-37
Unselfishness 1-38

Justice
Introduction The quality of displaying fairness and impartiality is critical in order to gain
the trust and respect of subordinates and maintain discipline and unit
cohesion, particularly in exercising your responsibilities as a leader.
Definition Justice is the practice of being fair and consistent. A just person gives
consideration to each side of a situation and bases rewards or punishments on
merit.
Example LCpl Kirk was placed in charge of the 3rd deck during Thursday evening’s
field day formation. Under his charge were 21 Marines who resided on the
3rd deck. While going over the additional duty roster, he noticed that PFC
Moore was the only Marine assigned the duty of stripping, waxing, and
buffing the deck for the last 3 months. When LCpl Kirk inquired into the
matter, he learned that the last Marine in charge did not like PFC Moore and,
therefore, assigned him the same duty every week. LCpl Kirk immediately
rectified the situation by destroying the old roster and creating a more
consistent one.
Suggestions Be honest with yourself about why you make a particular decision. Avoid
for Self- favoritism. Try to be fair at all times and treat all things and people in an
Improvement equal manner.

Judgment
Introduction Sound judgment allows a leader to make appropriate decisions in the

guidance and training of their Marines and the employment of their unit. A
Marine who exercises good judgment weighs all factors to arrive at an
appropriate decision or take proper action.
Definition Judgment is the ability to think about things clearly, calmly, and in an orderly
fashion so you can make good decisions.
Example Cpl James loves to PT his Marines. He is a good NCO who knows that daily
PT enhances unit readiness and moral. So while preparing for the next day’s
session, Cpl James checked the news for the weather and created an alternate
course of action in case of inclement weather.
Suggestions You can improve your judgment by avoiding rash decisions. Think before
for Self- you act, and approach problems with common sense.
Improvement

Bearing
Introduction The ability to look, act, and speak like a leader whether or not these
manifestations indicate one’s true feelings is important. Some signs of these
traits are clear and plain speech, an erect gait, and impeccable personal
appearance.
Definition Bearing is the way you conduct and carry yourself. Your manner should
reflect alertness, competence, confidence, and control.
Example Standing erect and looking a person in the eye, and expressing oneself in clear
straightforward language. Conducting yourself in a manner that is beyond
reproach at all times is an example of bearing.
Suggestions To develop bearing, you should hold yourself to the highest standards of
for Self- personal conduct. Never be content with meeting only the minimum
Improvement requirements.

Courage
Introduction Knowing and standing for what is right, even in the face of popular dissent, is
often the leader’s lot. The business of fighting and winning wars is a
dangerous one; the importance of courage on the battlefield is obvious.
Definition Courage is what allows you to remain calm while recognizing fear. Moral
courage means having the inner strength to stand up for what is right and to
accept responsibility for your actions. Physical courage means you can
continue to function effectively when there is physical danger present.
Example During a routine barracks cleanup, LCpl Cali, a 6’5” 240-pound athlete,
inappropriately touched a female Marine who was visibly shaken. LCpl
Rogers, 5’2” and 110 pounds, witnessed the event and immediately stepped
in, telling him to knock it off. She then called the Duty NCO to report the
incident.
Suggestions You can begin to control fear by practicing self-discipline and calmness. If
for Self- you are afraid to do certain things required in your daily life, force yourself to
Improvement do them until you can control your reaction. For example, if you have a fear
of public speaking, seek out opportunities to speak or take a class in
communications.

Decisiveness
Introduction The quality of character which guides a person to accumulate all available
facts in a circumstance, weigh the facts, choose and announce an alternative
that seems best. It is often better that a decision be made promptly than a
potentially better one be made at the expense of more time.
Definition Decisiveness means you are able to make good decisions without delay. Get
all the facts and weigh them against each other. By acting calmly and
quickly, you should arrive at a sound decision. You announce your decisions
in a clear, firm, professional manner.
Example To prevent a potentially dangerous situation from developing, take immediate

action. For example, if you saw a vehicle driving through a field exercise
without a ground guide, you should immediately stop the vehicle to inform
the driver of the oversight. If you are senior to that individual, direct proper
precaution be taken in the future.
Suggestion Practice being positive in your actions instead of acting half-heartedly or

for Self- changing your mind on an issue.
Improvement

Dependability
Introduction The quality which permits a senior to assign a task to a junior with the
understanding it will be accomplished with minimum supervision. This
understanding includes the assumption that initiative will be taken on small
matters not covered by instructions.
Definition Dependability means you can be relied upon to perform your duties properly.
You can be trusted to complete a job. It is the willing and voluntary support
of the policies and orders of the chain of command. Dependability also
means consistently putting forth your best effort in an attempt to achieve the
highest standards of performance.
Examples Examples of dependability are listed below:
• The squad leader ensures the squad falls out in the proper uniform without
having been told to by the platoon sergeant.
• A corporal ensures that he does not consume alcohol 8 hours prior to

assuming duties as the duty NCO.
Suggestions You can increase your dependability by forming the habit of being where you
for Self- are supposed to be on time, not making excuses, and carrying out every task
Improvement to the best of your ability regardless of whether you like it or agree with it.

Endurance
Introduction The quality of withstanding pain during a conditioning hike in order to

improve stamina is crucial in the development of leadership. Leaders are
responsible for leading their units in physical endeavors and for motivating
them as well.
Definition Endurance is the mental and physical stamina that is measured by your ability
to withstand pain, fatigue, stress, and hardship. For example, enduring pain
during a conditioning march in order to improve stamina is crucial in the
development of leadership.
Examples Two examples of endurance are listed below:
• LCpl Rigby struggled to keep up with his platoon during forced marches
when he was a recruit. During MCT, he made a point of not falling back
and never lagged behind.
• An admin clerk that works all night to ensure promotion and pay problems
are run on unit diary in a timely manner. He or she realizes that only
through this effort can a Marine receive needed back-pay the following
morning.
Suggestions Develop your endurance by engaging in physical training that will strengthen
for Self- your body. Finish every task to the best of your ability by forcing yourself to
Improvement continue when you are physically tired and your mind is sluggish.

Enthusiasm
Introduction Displaying interest in a task and optimism that it can be successfully

completed, greatly enhances the likelihood of mission accomplishment.
Definition Enthusiasm is defined as a sincere interest and exuberance in the performance

of your duties. If you are enthusiastic, you are optimistic, cheerful, and
willing to accept the challenges.
Example A Marine who leads a chant or offers to help carry a load that is giving
someone great difficulty while on a hike, despite being physically tired,
encourages fellow Marines to persevere.
Suggestions Understanding and belief in your mission will add to your enthusiasm for
for Self- your job. Try to understand why even uninteresting jobs must be done.
Improvement

Initiative
Introduction Since an NCO often works without close supervision, emphasis is placed on
being a self-starter. Initiative is a founding principle of Marine Corps
Warfighting philosophy.
Definition Initiative is taking action even though you have not been given orders. It
means meeting new and unexpected situations with prompt action. It includes
using resourcefulness to get something done without the normal material or
methods being available to you.
Example In the absence of the platoon sergeant, a corporal takes charge of the
platoon—calls roll, performs the morning inspections, and reports the status
of the platoon to the company gunnery sergeant all without being told to do
so. When the company gunnery sergeant saw the corporal reporting the
platoon, he immediately praised him.
Suggestions To improve your initiative, work on staying mentally and physically alert. Be
for Self- aware of things that need to be done and do them without having to be told.
Improvement Lookout for potential problems and present possible solutions for them before
they become an issue.

Integrity
Introduction A Marine’s word is his or her bond. Nothing less than complete honesty in
all of your dealings with subordinates, peers, and superiors is acceptable.
Definition Integrity means you are honest and truthful in what you say or do. You put
honesty, sense of duty, and sound moral principle above all else.
When people have integrity, what they think, promise, say and do are
identical. They have unshakable character. They have our trust and respect.
They also have a good reputation because they are reliable and responsible.
Example LCpl Fletcher is a married Marine receiving COMRATS. During a recent

deployment, she ate in the ship’s mess hall. When she checked her LES, she
noticed that her COMRATS had not been stopped, and she was still receiving
the allowance. She immediately notified her admin section that she was
being overpaid.
Suggestions Be absolutely honest and truthful at all times. Stand up for what you believe
for Self- to be right.
Improvement

Knowledge
Introduction The gaining and retention of current developments in military and naval
science and world affairs is important for your growth and development.
Definition Knowledge is the understanding of a science or art. Knowledge means you

have acquired information and understand people. Your knowledge should
be broad and in addition to knowing your job, you should know your unit’s
policies and keep up with current events.
Example The Marine who not only knows how to maintain and operate his/her
assigned weapon, but also knows how to use the other weapons and
equipment in the unit.
Suggestions Increase your knowledge by remaining alert. Listen, observe, and find out
for Self- about things you do not understand. Study field manuals and other military
Improvement literature. Consult your MOS Roadmap to see what courses you should take.
Enroll in college courses in your off-duty time. Seek out more senior
Marines, and use your mentor for advice and guidance.

Loyalty
Introduction The motto of our Corps is Semper Fidelis, “Always Faithful.” You owe
unwavering loyalty up and down the chain of command to seniors,
subordinates, and peers.
Definition Loyalty means you are devoted to your country, the Corps, and to your
seniors, peers, and subordinates.
Example A Marine displaying enthusiasm in carrying out an order of a senior, though

he may privately disagree with it. The order may be to conduct a particularly
dangerous patrol. The job must be done, and even if the patrol leader
disagrees, he must impart confidence and enthusiasm for the mission to his or
her Marines.
Suggestions Show your loyalty by never discussing the problems of the Marine Corps or
for Self- your unit with outsiders. Do not talk about seniors unfavorably in front of
Improvement your subordinates. Once a decision is made and the order is given to execute,
carry out the order willingly as if it were your own.

Tact
Introduction The quality of consistently treating peers, seniors, and subordinates with
respect and courtesy is a sign of maturity. Tact allows commands, guidance,
and opinions to be expressed in a constructive and beneficial manner. This
deference must be extended under all conditions regardless of true feelings.
Definition Tact means you can deal with people in a manner that will maintain good
relations and avoid problems. Tact requires politeness, calmness, and
firmness.
Example A Marine discreetly points out a mistake in drill to an NCO by waiting until
after the unit has been dismissed and privately asking which of the two
methods are correct. He or she anticipates the NCO will realize the correct
method when shown, and later provide correct instruction to the unit.
Suggestion Begin to develop your tact by trying to be courteous and cheerful at all times.
for Self- Treat others as you would like to be treated. When correcting superiors, do so
Improvement in private and in a non-confrontational manner.

Unselfishness
Introduction The quality of looking out for the needs of your subordinates before your own
is the essence of leadership. Do not confuse this quality with putting these
matters ahead of the accomplishment of the mission.
Definition Unselfishness means you avoid making yourself comfortable at the expense
of others. Be considerate of others. Give credit to those who deserve it.
Examples Three examples of unselfishness are listed below:
• An NCO makes sure all members of their unit have eaten before he or she
does or if water is scarce, will share what he or she has and ensure others
do the same.
• When a Marine receives a package of food from home, the delicacies are
shared with everyone in the squad.
• If a Marine needs extra instruction or guidance, the leader makes their free
time available whenever a need arises.
Suggestion Do not use your position or rank for personal gain, safety, or pleasure at the
for Self- expense of others.
Improvement

Lesson 3 Exercise
Item 1 Matching: For items 1 through 7, match the trait in column 1 with the
Through Item 7 definition in column 2. Place your answers in the space provided.
Column 1 Column 2
Trait Definition
___ 1. Decisiveness a. Take action even though you

___ 2. Dependability have not been given orders.
___ 3. Enthusiasm b. The practice of being fair and
___ 4. Unselfishness consistent.
___ 5. Initiative c. Relied upon to complete your
___ 6. Knowledge duties properly.
___ 7. Justice d. A sincere interest and
exuberance in the performance
of your duties.
e. The understanding of a science
or art.
f. Avoid making yourself
comfortable at the expense of
others.
g. Make good decisions without
delay.

Item 8 Matching: For items 8 through 14 match the leadership trait in column 1 with
Through the solution for self-improvement in column 2. Place your answers in the
Item 14 spaces provided.
Column 1 Column 2
Trait Suggestion for Self-Improvement
___ 8. Loyalty a. Avoid making rash decisions.

___ 9. Endurance b. Try to be courteous and cheerful
___ 10. Integrity at all times.
___ 11. Bearing c. Be absolutely honest and truthful
___ 12. Judgment at all times.
___ 13. Tact d. Hold yourself to the highest
___ 14. Courage standards of personal conduct.
e. Practice self-discipline and
calmness.
f. Never discuss the problems of
the Marine Corps or your unit
with outsiders.
g. Engage in physical training that
will strengthen your body.


1 g 1-29
2 c 1-30
3 d 1-32
4 f 1-38
5 a 1-33
6 e 1-35
7 b 1-25
8 f 1-36
9 g 1-31
10 c 1-34
11 d 1-27
12 a 1-26
13 b 1-37
14 e 1-28


LESSON 4
EXAMINING THE LEADERSHIP PRINCIPLES
Introduction
Scope All successful leaders continuously refine their leadership abilities. Many
self-assessment processes have been developed to assist a leader in a proper
evaluation. The Marine Corps uses the leadership principles to properly
assess one’s leadership capabilities. The leadership principles are measurable
for development of increasing responsibility and can be practically
implemented. This lesson will provide suggestions for developing each
principle.

Objectives
• Match the leadership principle to its description.
• Match the leadership principle to its suggestion for development.
MCI Course 0037 1-43 Study Unit 1, Lesson 4

Topic See Page

Introduction 1-43
Principle One: Know Yourself and Seek Self- 1-45
Improvement
Principle Two: Be Technically and Tactically Proficient 1-46
Principle Three: Know Your Marines and Look Out for 1-47
Their Welfare
Principle Four: Keep Your Marines Informed 1-48
Principle Five: Set the Example 1-49
Principle Six: Make Sure the Task is Understood, 1-50
Supervised and Accomplished
Principle Seven: Train Your Marines as a Team 1-51
Principle Eight: Make Sound and Timely Decisions 1-52
Principle Nine: Develop a Sense of Responsibility 1-53
Among Your Subordinates
Principle Ten: Employ Your Command in Accordance 1-55
With its Capabilities
Principle Eleven: Seek Responsibility and Take 1-56
Responsibility For Your Actions

Principle One: Know Yourself and Seek Self-Improvement
Description This principle is developed by use of the leadership traits. Evaluate yourself
by using the leadership traits and determine your strengths and weaknesses.
Work to improve your weaknesses and use your strengths. With a knowledge
of yourself, and your experience and knowledge of group behavior, you can
determine the best way to deal with any given situation. For some Marines
and in certain situations, the firm hard stand may be most effective. In other
situations, the “big brother” approach may work better. Self-improvement
can be achieved by reading and observing. Ask your friends and seniors, and
mentors for an honest evaluation of your leadership ability. This will help
you to identify your weaknesses and strengths.
Suggestions for Several suggestions for development are listed below:

Development
• Seek the honest opinions of your peers, superiors, and mentors to show
you how to improve your leadership ability.
• Make an honest evaluation of yourself to determine your strong and weak

personal qualities. Strive to overcome your weak qualities and further
strengthen those in which you are strong.
• Learn by studying the causes for the success or the failure of other
leaders.
• Develop a genuine interest in people. Acquire an understanding of human

nature.
• Master the art of effective writing and speech.
• Have a definite goal and plan to attain your goal.

Principle Two: Be Technically and Tactically Proficient
Description Before you can lead, you must be able to do the job. As a Marine, you must
demonstrate your ability to accomplish the mission. To do this, you must be
capable of answering questions and demonstrating competence in your MOS.
Respect is the reward of the Marine who shows competence. You can learn
tactical and technical competence from books and on the job training.

Development
• Try to find a well-rounded military education by
• Attending service schools

• Doing independent reading and research
• Seeking off-duty education
• Taking correspondence courses from MCI, colleges, or
correspondence schools
• Attending PME schools when appropriate
• Seek out and associate with capable leaders. Observe and study their
actions.
• Broaden your knowledge through association with members of other

branches of the U. S. armed services.
• Seek opportunities to apply knowledge through practical application

exercises. Good leadership is acquired only through practice.
• Prepare yourself for the job of leader at the next higher rank.
• Join a professional organization that promotes excellence in your MOS.

Principle Three: Know Your Marines and Look Out for Their
Welfare
Description You should know your Marines and how they react to different situations.
This knowledge can save lives. Never put a Marine who is nervous and lacks
self-confidence in a situation where an important, instant decision must be
made. Knowledge of your Marines’ personalities will enable you, as the
leader, to decide how to best handle each Marine and determine when close
supervision is needed.

Development
• Put your Marines’ welfare before your own—correct grievances and
remove discontent.
• Be approachable. See the members of your unit and let them see you so
every Marine may know you and feel that you know them.
• Get to know and understand the Marines you serve with.
• Let them see you are determined that they be fully prepared for battle.
• Concern yourself with the living conditions of the members of your unit.
• Help your Marines get needed support from available personal services.
• Protect the health of your unit by active supervision of hygiene and
sanitation.
• Determine what your unit’s mental attitude is by keeping in touch with
their thoughts.
• Ensure fair and equal distribution of rewards.
• Encourage individual development.
• Provide sufficient recreational time and insist on participation.

Principle Four: Keep Your Marines Informed
Description To promote efficiency and morale, a leader should inform Marines of all
happenings and give reasons why things are done. This, of course, is done
when time and security permit. Informing your Marines of the situation
makes them feel they are part of the team and not just a cog in a wheel.
Informed Marines perform better and, if knowledgeable of the situation, can
carry on without your personal supervision. The key to giving out
information is to ensure your Marines have enough information to do their job
intelligently, and to inspire their initiative, enthusiasm, loyalty, and
convictions.

Development
• Whenever possible, explain why tasks must be performed and how you
intend to do them.
• Assure yourself by frequent inspections that immediate subordinates are

passing on necessary information.
• Be alert to detect the spread of rumors. Stop rumors by replacing them

with the truth.
• Keep your Marines under your charge informed about current regulations
affecting their pay, promotion, privileges, and other benefits.

Principle Five: Set the Example
Description As Marines progress through the ranks, too often they take on a “Do as I say,
not as I do” attitude. Nothing turns Marines off faster! As a Marine leader
your duty is to set the standards for your Marines by personal example. Your
appearance, attitude, physical fitness, and personal example are watched by
the Marines in your unit. If your personal standards are low and you demand
high standards from your Marines, you are setting a double standard for your
Marines, and you will rapidly lose their respect and confidence. Remember
your Marines reflect your image! Leadership is taught by example.

Development
• Show your Marines you are willing to do the same things you ask of
them.
• Be physically fit, well groomed, and correctly dressed.
• Maintain an optimistic outlook. Develop the will to win by capitalizing

on your unit’s abilities. The more difficult the situation, the better your
chance is to display an attitude of calmness and confidence.
• Conduct yourself so your personal habits are not open to criticism.
• Exercise and promote the spirit of initiative.
• Avoid showing favoritism to any subordinate.
• Share danger and hardship with your Marines to demonstrate your

willingness to assume your share of the difficulties.
• By your performance, develop the thought within your Marines that you
are the best Marine for the position you hold.
• Delegate authority and avoid over-supervision in order to develop

leadership among subordinates.

Principle Six: Make Sure the Task is Understood,
Supervised, and Accomplished
Description This principle is necessary in the exercise of command.
• Understanding: Make sure your Marines know what is expected of them.

Communicate your instructions in a clear, concise manner. Talk at a level
that your Marines are sure to understand, but not a level so low that would
insult their intelligence. Allow them a chance to ask questions or seek
advice before starting the task.
• Supervision: Without supervision you cannot know if the assigned task is
being properly accomplished. Over supervision is viewed by subordinates
as harassment and effectively stops their initiative. Allow subordinates to
use their own techniques, and periodically check their progress.
• Accomplishment: The most important part of this principle is the
accomplishment of the mission. Leadership, supervision, and guidance are
wasted if the result is not the successful accomplishment of the mission.

Development
• Make sure the need for an order exists before issuing the order.
• Use the established chain of command.
• Through study and practice, issue clear, concise, and positive orders.
• Encourage subordinates to ask questions concerning any point in your
orders or directives they do not understand.
• Question your Marines to determine if there is any doubt or
misunderstanding in regard to the task to be accomplished.
• Supervise the execution of your orders.
• Make sure your Marines have the resources needed to accomplish the
mission.
• Vary your supervisory routine and the points which you emphasize during
inspections.
• Exercise care and thought in supervision. Over supervision hurts
initiative and creates resentment. Under supervision will not get the job
done.

Principle Seven: Train Your Marines as a Team
Description Marines should be trained, schooled, challenged, tested, corrected, and

encouraged with perfection and teamwork as a goal. In peacetime, Marines
are judged in the roles of perfection in drill, dress, bearing and demeanor,
marksmanship, self-improvement, and most importantly, performance.
Leaders must train Marines to the highest state of physical condition and
instruct them to be the very best in the profession of arms. Train with a
purpose and emphasize the essential element of teamwork.

Development
• Train, study and prepare, thoroughly and endlessly.
• Strive to maintain individual stability and unit integrity. Keep the same
squad leader and fire team leaders as long as possible if they are effective.
Needless transfers disrupt teamwork.
• Emphasize use of the “buddy” system.
• Encourage unit participation in recreational and military events.
• Never publicly blame an individual for the team’s failure nor praise one
individual for the team’s success.
• Provide the best available facilities for unit training and make maximum
use of teamwork.
• Make sure all training is meaningful, and the purpose is clear.
• Acquaint each Marine in your unit with the capabilities and limitations of
all other units, thereby developing mutual trust and understanding.
• Make sure each junior leader understands the mechanics of tactical

control for the unit.
• Base team training on realistic, current, and probable conditions.
• Insist that every Marine understands the functions of the other members
of the team and how the team functions as a part of the unit.
• Seek opportunities to train with other units.
• Whenever possible, train competitively.

Principle Eight: Make Sound and Timely Decisions
Description As a leader, you must be able to rapidly estimate a situation and make a sound
decision based on that estimation. Hesitation or a reluctance to make a
decision leads subordinates to lose confidence in your abilities as a leader.
Loss of confidence in turn creates confusion and hesitation within the unit.

Development
• Develop a logical and orderly thought process by practicing objective
estimates of the situation.
• When time and situation permit, plan for every possible event that can
reasonably be foreseen.
• Consider the advice and suggestions of your subordinates whenever

possible before making decisions.
• Announce decisions in time to allow subordinates to make necessary

plans.
• Encourage subordinates to estimate and make plans at the same time you
do.
• Consider the effects of your decisions on all members of your team.

Principle Nine: Develop a Sense of Responsibility Among
Your Subordinates
Description Another way to show your Marines you are interested in their welfare is to
give them the opportunity for professional development. Assigning tasks and
delegating the authority to accomplish tasks promotes mutual confidence and
respect between the leader and subordinates. Also, it encourages subordinates
to exercise initiative and give wholehearted cooperation in the
accomplishment of unit tasks. When you properly delegate authority, you
demonstrate faith in your Marines and increase their desire for greater
responsibilities. If you fail to delegate authority, you indicate a lack of
leadership, and your subordinates may take it to be a lack of trust in their
abilities.

Development
• Operate through the chain of command.
• Provide clear, well thought directions. Tell your subordinates what to do,
not how to do it. Hold them responsible for results, although overall
responsibility remains yours. Delegate enough authority to them to
enable them to accomplish the task.
• Give your Marines frequent opportunities to perform duties usually

performed by the next higher ranks.
• Be quick to recognize your subordinates’ accomplishments when they

demonstrate initiative and resourcefulness.
• Correct errors in judgment and initiative in a way which will encourage

your Marine to try harder. Avoid public criticism or condemnation.
• Give advice and assistance freely when it is requested by your

subordinates.
• Let your Marines know you will accept honest errors without punishment
in return. Teach from these mistakes by critique and constructive
guidance.
• Mentor your Marines.

Principle Nine: Develop a Sense of Responsibility Among
Your Subordinates, Continued
Suggestions for • Accept responsibility willingly and insist that your subordinates live by
Development, the same standards.
continued
• Provide specific guidance and instruction when available. This builds
initiative, drive, innovation, enthusiasm and creates a positive
environment.
• Assign your Marines to positions in accordance with demonstrated or

potential ability.
• Be prompt and fair in backing subordinates. Until convinced otherwise,

have faith in each subordinate.

Principle Ten: Employ Your Team in Accordance with Its
Capabilities
Description Successful completion of a task depends upon how well you know your
Marines’ capabilities. If the task assigned is one your team has not been
trained to do, failure is very likely to result. Failures lower your team’s
morale and self-esteem.
You would not send three Marines to do the job of ten. Seek out challenging
tasks for your Marines, but be sure they are prepared for and have the ability
to successfully complete the mission.

Development
• Do not volunteer your team for tasks it is not capable of completing. Not
only will the team fail, but your Marines will think you are seeking
personal glory.
• Keep yourself informed as to the operational effectiveness of your team.
• Ensure that tasks assigned to subordinates are reasonable. Do not hesitate

to demand their utmost in an emergency.
• Analyze all assigned tasks. If the means at your disposal are inadequate,
inform your immediate supervisor and request the necessary support.
• Assign tasks equally among your Marines.
• Use the full capabilities of your team before requesting assistance.

Principle Eleven: Seek Responsibility and Take
Responsibility for Your Actions
Description For professional development, you must actively seek out challenging
assignments. Use initiative and sound judgment when trying to accomplish
jobs that are not required by your grade. Seeking responsibilities also means
you take responsibility for your actions. You are responsible for all of what
your Marines do or fail to do. Regardless of the actions of your subordinates,
the responsibility for decisions and their application falls on you. You must
issue all orders in your name. Stick by your convictions and do what you
think is right, but accept justified and constructive criticism. Never belittle a
subordinate for a failure that is the result of your own mistake.

Development
• Learn the duties of your immediate senior, and be prepared to accept the
responsibilities of these duties.
• Seek different leadership positions that will give you experience in

accepting responsibility in different fields.
• Take every opportunity that offers increased responsibility.
• Perform every act, large or small, to the best of your ability. Your reward
will be increased opportunity to perform bigger and more important tasks.
• Stand up for what you think is right; have the courage of your convictions.
• Carefully evaluate a subordinate’s failure before taking action. Make sure

the apparent shortcomings are not due to an error on your part. Consider
the Marines that are available, work to salvage a Marine if possible, and
replace a Marine when necessary.
• In the absence of orders, take the initiative to perform the actions you
believe your senior would direct you to perform.

Lesson 4 Exercise
Item 1 Through Matching: For items 1 through 6, match the principle in column 1 with the
Item 6 description in column 2. Place your answers in the space provided.
Column 1 Column 2
Principle Description
___ 1. Know your Marines and a. Rapidly estimate a situation and

look out for their welfare. make a sound decision based on
___ 2. Keep your Marines that estimation.
informed. b. Know your team’s capabilities.
___ 3. Develop a sense of c. Inform Marines of all
responsibility among your happenings and give reasons
subordinates. why things are done.
___ 4. Employ your team in d. Assign tasks and delegate the
accordance with its authority to accomplish tasks.
capabilities. e. Know how your Marines will
___ 5. Make sound and timely react to different situations.
decisions. f. Make sure your Marines know
___ 6. Make sure the task is what is expected of them.
understood, supervised, and Communicate your instructions
accomplished. in a clear, concise manner and
periodically check their progress.
MCI Course 0037 1-57 Study Unit 1, Lesson 4 Exercise

Item 7 Through Matching: For items 7 through 12, match the principle in column 1 with its
Item 12 suggestion for improvement in column 2. Place your answers in the space
provided.
Column 1 Column 2
Principle Suggestion for Development
___ 7. Know yourself and seek a. Show your Marines that you are
self-improvement. willing to do the same things you
___ 8. Make sure the task is ask them.
understood, supervised, and b. Encourage subordinates to ask
accomplished. questions concerning any point
___ 9. Train your Marines as a in your orders or directives they
team. do not understand.
___ 10. Make sound and timely c. Never publicly blame an
decisions. individual for the team’s failure
___ 11. Set the example. nor praise one individual for the
___ 12. Employ your team in team’s success.
accordance with its d. Consider the advice and
capabilities. suggestions of your subordinates
whenever possible before
making decisions.
e. Have a definite goal and a
definite plan to attain your goal.
f. Keep yourself informed as to the
operational effectiveness of your
command.


1 e 1-47
2 c 1-48
3 d 1-53
4 b 1-55
5 a 1-52
6 f 1-50
7 e 1-45
8 b 1-50
9 c 1-51
10 d 1-52
11 a 1-49
12 f 1-55


LESSON 5
ETHICAL LEADERSHIP
Introduction
Scope What words come to mind when you hear Habbabiyan or Abu Ghraib?
Scandal, fraud, and abuse of authority—all of which were detailed by
journalists when it was discovered that ethical conduct was tossed aside to
avoid personal responsibility and accountability. Ethics in the Marine Corps
are simple; honor, courage, and commitment. Our ethics are a direct
reflection of how we lead. It is to our benefit to practice what we preach.
This lesson provides you with the relationship of ethics, conduct, and the law.
It will also provide the relationship of these elements and Marine Corps
policy. Continue to reflect on the previous lessons and the values you
brought with you into the Marine Corps.

Objectives
• Match the term associated with ethics to its definition.
• Identify the relationship between ethics and conduct.
• Identify the relationship between law and ethics.
• Given a scenario, identify the behavior as ethical, legal, or norm.
• Apply ethical standards to a situation.

In This Study The following topics are in this lesson:

Unit
Topic See Page

Introduction 1-61
Terms Associated With Ethics 1-63
Ethics Relationship to Conduct and Law 1-65
Ethics in the Military 1-66
Ethics in the Marine Corps 1-67
Applying Ethical Standards 1-69

Terms Associated with Ethics
Code of Ethics Code of ethics is the rules of conduct generally recognized in respect to a
particular class of human actions such as medical ethics or legal ethics. It
serves to crystallize moral opinion and define behavior in specialized fields.
Duty Duty is the conduct or action required of a person on moral grounds.
Ethics Ethics is a set of standards or value system by which free human actions are
ultimately determined as right or wrong, good or evil.
The terms morals and ethics are used synonymously by most people.
However, morals and morality usually refer to conduct or behavior patterns.
Whereas, ethics and ethical refer to the study of these matters or to a system
of ideas about them. For example, we usually speak of a moral man and of an
ethical system or code.
Fidelity Fidelity is faithfulness in the discharge of duty or of obligations; allegiance to

those whom one is bound in honor; loyalty.
Honesty Honesty is fairness and candidness in dealing with others; true; just; upright;
characterized by openness and sincerity.
Honor Honor is the bedrock of our character. The quality that guides Marines to
exemplify the ultimate in ethical and moral behavior; never to lie, cheat, or
steal; to abide by an uncompromising code of integrity; to respect human
dignity; to have respect and concern for each other. The quality of maturity,
dedication, trust, and dependability that commits Marines to act responsibly;
to be accountable for actions; to fulfill obligations; and to hold others
accountable for their actions.
Integrity Integrity is soundness of moral principle and character; uprightness; honesty.
Military Ethics Military ethics is the statement of professional ethics applied to the military.
Morals Morals is the distinction between right or wrong. Morality covers the
extensive field of personal and social behavior.

Terms Associated with Ethics, Continued
Norm The norm is a rule that is socially enforced—it may be accepted in one
society or culture and prohibited in another. The two types are listed below:
• Folkways. Values people accept out of habit. Norms define the rituals,
beliefs, traditions, and routines in every culture. Breaking them usually is
not considered a threat to social organization. Examples are
Thanksgiving and saying grace.
• Mores. Morality governs values. Defined in every culture what is right

and wrong, allowed and not allowed. Breaking mores is usually
considered by the society a threat to social organizations. Examples are
murder and robbery.
Professional Professional ethics refer to and deal with additional ideals and practices that
Ethics grow out of one’s professional privileges and responsibilities. Professional
ethics apply to certain groups such as the military, doctors, and lawyers.
They are the expression of the attempt to define situations that otherwise
would remain uncertain and to direct the moral consciousness of the members
of the profession to its peculiar problems.
Right Right conforms to ethical or moral standards. The term is used when
referring to justice, law, and morality.
Standard Standard is anything taken by general consent as a basis of comparison—an

approved model.
Value Value is anything that has worth or is desirable.
Wrong Wrong is deviated from moral rectitude as prescribed by law or by

conscience; immoral, not just, proper, or equitable according to a standard or
code—deviating from fact and truth.

Ethics Relationship to Conduct and Law
Relationship Ethics are sometimes referred to as being tied to a set of rules. However,
Between Ethics many rules are not concrete in the sense of laws, and may not be written down
and Conduct on paper for all to follow.
The rules to which we are referring when we speak of ethics are similar to the
basic rules of sportsmanship. For example, true sportsmanship expects the
players to have a healthy attitude toward competition and a general belief that
how one plays the game is important. Ethics is related to conduct by an
internal sense of fair play and obligation to do the things the right way, even
though the right way may be a bit tougher.
Standards of Ethics also involves a concern for standards of excellence. It should be no

Excellence surprise to anyone that every Marine is expected to act in accordance with
some very specific standards or right and responsible action.
Relationship Laws are humanity’s attempt to interpret the ethics of a society (legally right
Between Law by the law). Laws and regulations often define ethical behavior; what is good
and Ethics or bad, right or wrong. Unfortunately, no regulation can cover every human
situation. Therefore, conflicts develop between law and ethical behavior. For
example, by law it is wrong to speed. However, a man whose son has just
been bitten by a poisonous snake feels that speeding to get to the hospital is
the right behavior.

Ethics in the Military
Obligation to Society has entrusted the Armed Forces in the following ways:
Society
• Means and capability of great destructive power and its use during war
and the expectation of responsible utilization of that power.
• Grants the leaders of the Armed Forces comprehensive control over its
members even to the extent that the very freedom and guarantees which
the Armed Forces exist to preserve, are for the military members
themselves substantially limited.
Armed Forces We put our brightest military minds to the task of war gaming and planning,
Concern for but the best of these plans are only contingencies based on assumptions about
Ethical events that have not yet occurred. Ours is a calling for which we cannot write
Behavior all the rules in advance. We must have leaders who will do what is required
and what is right when the striking hour comes when they must rely on
themselves when the Nation relies on them the most.
Implications As a small unit leader, you will be called upon to make tough decisions.
Remember, your actions can have far reaching implications. Violating ethical
principals can create an international incident and bring discredit upon you,
the Marine Corps, and the Nation.

Ethics in the Marine Corps
Setting Marine The Code of Ethics for the Marine Corps is honor, courage, and commitment.
Corps Policies Listed below are some of the manuals, documents, and other sources used by
the Marine Corps to set standards:
• The Law of Land Warfare

• Code of Conduct
• UCMJ
• Promotion Warrants
• Oath of Office
• Customs, Courtesies, and Traditions
• Paragraph 1100 of the Marine Corps Manual.
• Examples set by leaders on a day-to-day basis
Unspoken Our Corps standards run the spectrum of ideals, from not showing cowardice
Ethics and dishonor by leaving our dead on the battlefield, to not holding hands with
our loved ones while in uniform, or going without a haircut even while on
leave.
Ethical Listed below are some ethically oriented standards based on tradition in the
Traditions Marine Corps:
• A Marine’s word is his or her bond.

• A leader does not eat until subordinates have.
• Marines take care of their own.

Ethics in the Marine Corps, Continued
Desirable and Some actions are traditionally considered right or wrong, good or bad by
Undesirable Marines. Keep in mind the values and the standards that we have in the
Actions Marine Corps. Desirable and undesirable actions that characterize Marines
are listed in the table below:
Desirable Undesirable
Doing one’s job well without A negative attitude
complaining
Setting a good example and Stealing from another Marine
displaying strong, virtuous qualities
of leadership such as honesty and
integrity
Working together as a team to Not carrying one’s full and fair share
accomplish the mission of the workload

Applying Ethical Standards
Guidelines The guidelines below provide a way to uphold ethical standards:
Guideline Action
1 Inform subordinates.
2 Enforce the standards.
3 Issue clear orders.
4 Reward ethical behavior and punish unethical behavior.
5 Use the chain of command.
Inform When welcoming aboard a new Marine into your unit, make sure the Marine
Subordinates is informed of the unit’s do’s and don’ts.
Enforce the Reinforce these values and standards expected of all Marines daily. This
Standards reinforcement must be found in unit policies, in local procedures (formal and
informal), and the daily example that is set by senior leaders alike, as well as
by peers. Correct infractions as they occur.
Issue Clear Issuing unclear orders to a subordinate who may not possess sound personal
Orders code of ethics or who have “can do anything” attitudes may cause them to
compromise their ethics in the execution of the order. As a result, they may
give an incorrect report to a superior or use undesirable methods in carrying
out the order, or may even commit an illegal act out of fear of the
consequences if the mission is not accomplished.

Applying Ethical Standards, Continued
Reward Ethical Leaders must ensure they reward and punish based on the Corps’ established
Behavior and standards and traditions. The individual conscience of a Marine can be
Punish paralyzed by frustration arising from situation where ethical actions are
Unethical penalized or ignored, and where unethical actions are rewarded, either
Behavior directly or indirectly by not being punished.
Use the Chain The inability of information to flow freely through the chain of command,
of Command thereby isolating top leadership from organizational realities, may produce
unrealistic expectations from them. The perception from subordinates that
their superiors discourage negative feedback can result in communication
blockades. This may find subordinates hesitant to ask their superiors for
clarification or guidance on issued orders. This could mean the difference
between a Marine making a bad judgment call and a failed mission.
Ethical The following scenarios provide situations where leaders face ethical
Dilemmas dilemmas. Think about how you would handle these situations:
• Your SNCOIC provides you the answers for MCI courses Math for
Marines, Spelling, and Leading Marines to make you more competitive
for promotion.
• You are a 21-year-old lance corporal out late one night drinking with a
group of four Marines. You recognize one of the Marines from you unit
and you know he is under age.
• Both you and your roommate are crew chiefs for your unit. You know
that your roommate is a heavy drinker, but has always performed well.
During a preflight briefing, you smell alcohol on his breath.

Lesson 5 Exercise
Item 1 Through Matching: For items 1 through 7, match the term in column 1 with the
Item 7 definition in column 2. Place your answers in the space provided.
Column 1 Column 2
Term Definition
___ 1. Duty a. That which has worth or is

___ 2. Fidelity desirable
___ 3. Military Ethics b. Conforming to ethical or moral
___ 4. Morals standards; used when speaking
___ 5. Value of justice, law, and morality
___ 6. Right c. The conduct or action required of
___ 7. Code of Ethics a person on moral grounds
d. The statement of professional
ethics applied to the military
e. Faithfulness in the discharge of
duty or of obligations; allegiance
to those to whom one is bound in
honor; loyalty
f. The rules of conduct generally
recognized in respect to a
particular class of human actions
g. Pertaining to or concerned with
right conduct or the distinction
between right or wrong

Item 8 Ethics is related to conduct by a(n) _____________ sense of fair play and
____________ to do things the right way, even though the right way may be a
bit tougher.
a. determined; attitude
b. internal; obligation
c. determined; obligation
d. internal; attitude
Item 9 The relationship between law and ethics is best described as: laws are
humanity’s attempt to interpret the ethics of a(an)
a. organization.
b. certain group.
c. society.
d. individual.
Item 10 Scenario: Cpl Pane received notice from the company first sergeant that his
wife was in critical condition at the base hospital. On the way to the hospital,
he was pulled over by a military police for driving 55 mph in a 35-mph zone.
During the traffic stop the police officer asked, “Sir, why are you in such a
hurry?” Cpl Pane replied that his wife was in a car accident and is in critical
condition at the base hospital. Which type of behavior describes Cpl Pane’s
actions?
a. Legal
b. Norm
c. Ethical

Scenario for Use the following scenario to answer item 11a through 11f and place your
Item 11 answers in the spaces provided:
Scenario: LCpl Brown, who was a Recruit Training Honor Graduate, arrived
at his first duty station. GySgt Horn is the SNCOIC of the shop. The first
thing GySgt Horn did was turn LCpl Brown over to LCpl Green for in-
processing and on-the-job training. LCpl Green has been in the company for
2 months and has adjusted well to the Marine Corps. LCpl Brown began
coming to work in an unclean uniform. One day LCpl Green told LCpl
Brown to clean up his uniform. LCpl Brown replied, “We’re the same rank, I
don’t have to listen to you.” LCpl Green did not pursue the issue because he
has gone to GySgt Horn repeatedly before about various work related issues
and never received any satisfaction. GySgt Horn needed to select someone to
go before the Marine of the Quarter Board. Although LCpl Green was his
best Marine, GySgt Horn was annoyed with him for coming to him with
problems. He selected LCpl Brown because he was a Recruit Training Honor
Graduate.
For each ethical standard listed below, select Yes if you think GySgt Horn
applied the ethical standards or No if not, and then write the reason for your
choice.
a. Inform subordinates of the standards. Yes/No ___________________

________________________________________________________
b. Enforce the standards. Yes/No _______________________________
________________________________________________________
c. Issue clear orders. Yes/No __________________________________
________________________________________________________
d. Reward ethical behavior. Yes/No _____________________________
________________________________________________________
e. Punish unethical behavior. Yes/No ___________________________
________________________________________________________
f. Use the chain of command. Yes/No ___________________________
________________________________________________________

Application Before proceeding further, discuss your answer with your mentor and unit
leader. Did you come to a different conclusion than your mentor and leader
did? Why? How does their perspective affect your decision about this
scenario?

Answers The table below lists the answers to the lesson exercise. If you have questions
about these items, refer to the reference page.

1 c 1-63
2 e 1-63
3 d 1-63
4 g 1-63
5 a 1-64
6 b 1-64
7 f 1-63
8 b 1-65
9 c 1-65
10 c 1-65
11 a. No. GySgt Horn did not conduct a 1-69
proper in-briefing with LCpl Brown
when he arrived. Although LCpl
Brown was a new Marine and
taught Marine Corps values, traits,
principles, and standards, they
should be reinforced at the duty
station for new Marines. Learning
to be a good Marine is a constant
process.
b. No. GySgt Horn is the SNCO in
charge of the shop and probably
saw LCpl Brown’s appearance
before LCpl Green brought it to his
attention. He did not do any thing
to correct it before or when he was
formally informed. Once one
infraction is not addressed, it is
likely more will be violated in the
future.

Answers,
continued

11 c. No. GySgt Horn did not tell LCpl 1-69
Green he was responsible for
grooming LCpl Brown to Marine
Corps standards, although LCpl
Green did attempt to do so. He did
not have the support of GySgt Horn,
so his attempt was unsuccessful.
GySgt Horn could have given LCpl
Green this responsibility as a
mentor and inform LCpl Brown of
this decision. This current situation
results in confusion of who is in
charge.
d. No. Although LCpl Green was
GySgt Horn’s best Marine, he
indirectly punished him for trying to
adhere to Marine Corps standards.
This can result in morale problems
in the shop.
e. No. GySgt Horn rewarded
unethical behavior. Although LCpl
Brown was a Recruit Training
Honor Graduate, this was not the
real reason he was selected for
Marine of the Quarter. GySgt Horn
selected him as retaliation towards
LCpl Brown. Chances are LCpl
Brown knows GySgt Horn is aware
of his infractions, but rewarded him
anyway. This encourages disregard
of Marine Corps standards.

Answers,
continued

11 f. No. Although the scenario does not 1-70
obviously state there was a chain of
command violation, there was
probably at least one other senior
Marine above LCpl Green and
below GySgt Horn. If this was the
case, GySgt Horn could have told
LCpl Green to use this as the chain
of command and enforce it by
sending LCpl Green back to that
Marine.


LESSON 6
CULTURAL AWARENESS
Introduction
Scope In more recent years, the Marine Corps has been called upon to assist in
peacekeeping operations throughout the world. Our conduct impacts the
success of the whole mission both negatively and positively. Until recently,
the importance of understanding culture in peace operations was
underestimated. Challenges associated with culture have arisen due to the
expanded and complex nature of modern peacekeeping operations. Today,
missions are multi-culturally composed and take place in diverse cultural
contexts.
Culture is a sensitive topic. It provides understanding of group/individual

beliefs, values and behavior, and how they are interpreted. It is important that
Marines understand the differences in cultures and their effects to prevent
misunderstandings. This lesson is based on the United Nations Peacekeeping
Operations training and has been modified for Marine Corps training. In this
lesson you will learn guidelines for developing cultural awareness.

Objectives
• Identify three effects of culture on the individual.
• Identify the beginning of the cycle of prejudice.
• Match the steps taken to build cultural awareness to their description.
• Identify ways to prepare for the host country’s culture.
• Identify the stages of adaptation.
• United Nations, Department of Peacekeeping Operations, Military

Division, Training and Evaluation Services, Standardized Generic
Training Module (SGTM) 05B: Cultural Awareness
• Joint Force Quarterly, You’re Not from Around Here, Are You?, Ike
Skelton and Jim Cooper p. 12-16

Topic See Page

Introduction 1-79
Acquisition of Culture 1-81
Dangers 1-82
Culture in Peacekeeping Operations 1-83
Understanding Cultural Differences 1-84
Building Cultural Awareness 1-86
Adaptation to the New Culture 1-87

Acquisition of Culture
Definition of Culture is a system of both specific and implied meanings, beliefs, values,
Culture and behaviors shared by members of a community or a group, through which
experience is interpreted and carried out.
Effects of Culture determines the way we act, the manner in which we relate to others,
Culture and the way we think about and interpret events happening around us.
Socialization Culture is acquired through the process of socialization. Culture is relative,

learned collectively, changes over time, and is a complex responsive process.
We learn relative values and appropriate behaviors from our community
members. There are two levels to culture:
• Obvious and observable aspects: Clothing, language, food, etc.

• Ambiguous (obscure) aspects: Shared ideas, beliefs, and values that
usually become apparent when people from different social systems
interact.
Multifaceted Individuals do not embody a single culture, but rather multiple cultures.
Many cultural groups exist within the larger ones. These include but are not
limited to age, gender, class, profession, and religion.
Example: PFC Lall is a fourth generation European descendent born in the

United States. He practices his religion faithfully and follows the
customs passed down from generations that his parents taught him.
Culture colors everything we see or do. It is impossible to leave our cultural

lenses behind during interactions without perspective and experience through
which we interpret events.

Dangers
Stereotypes Human beings frequently make generalizations about the attributes and
characteristics of other people. We create stereotypes. When we do this with
cultural groups, there is a danger of developing negative stereotypes, which
leads to prejudice.
Cycle of A cycle of prejudice begins when we start judging other cultures by our own
Prejudice set of standards to define the world around us. Lack of knowledge or an
unwillingness to learn can result in an unintentional conflict and or
misunderstanding. The prejudices are often based on imperfect information,
and are normally filtered through the individual’s background and
experiences.
Break the Cycle The only way to break this cycle is to be aware of cultural differences and try
to understand their origins. When working in a culturally diverse
environment as peacekeepers, we have to be careful to question our own
cultural expectations to avoid making stereotypes or forming prejudices
against other groups.
Example: LCpl Scott was irritated that his roommate wore a hat indoors
whenever he was not in uniform. In LCpl Scott’s culture, men do
not wear hats indoors. He questioned his roommate and was told
he was following his religious practices. LCpl Scott began to
develop some deep dislike for his roommate and others like him.
He went to his supervisor, Cpl Fuller, to discuss the matter. Cpl
Fuller suggested he research the religion, and joined him in this
endeavor. LCpl Scott gained insight into a different culture and
learned some resemblances towards his own culture. He went to
his roommate and apologized for not being tolerant of his religious
beliefs.

Culture in Peacekeeping Operations
Cross-Cultural In peacekeeping operations, there will be many opportunities to have cross-

Interactions cultural interactions. These interactions occur at the various levels listed
below:
• Military to military (international): As in Iraq, the United States had the

support of England and other countries to support the war effort and
maintain peace.
• Civilian to civilian: Diverse personnel who work for diplomatic,

humanitarian, and other civilian agencies.
• Military to civilian: Military and civilian organizations involved in

establishing and sustaining missions. In operations that provide food and
other supplies to local communities. There may be civilian organizations
with the same mission—UNICEF, the Red Cross, and other international
aid organizations.
• International staff and local communities: These staff members may

reside and shop in the local communities.
• Local communities: Different ethnic groups in conflict. For example,

different sects of Muslims tried to gain control of Iraq after the fall of
Saddam Hussein.

Understanding Cultural Differences
Most Common When arriving in a new country, you will experience some differences that
Differences are generally striking and quite common. This section will describe some of
those differences so you will be better prepared when entering a different
culture.
Eating Habits Some nations use a knife, fork, and spoon. Some use chop sticks and a
spoon. Other nations have very high hygiene and use the clean right hand
instead of cutlery. Some nations eat from individual plates and others have
one big common plate. Do not be surprised.
What People Beef is not eaten in Hindu countries. Muslims do not eat pork. In Western
Eat countries, people keep cats, dogs, and horses as pets, but in other countries
people have no problem eating those animals. These eating habits should not
be interpreted as good or bad—they are simply part of a different culture.
What is important is to understand and respect that these differences exist.
Religion In most societies, religion is an important factor. Peacekeepers must be aware

of the religious beliefs and customs in the mission area. You will find other
religions not only among local people, but also among other peacekeepers.
Respect all religions as you would want your own religion to be respected.
Family and In some cultures, family ties are considered very important. Elders are the
Gender most respected people in some societies. As a rule, paying respect to elders
and being humble will never be wrong.
Gender beliefs of the local community may be different from yours. In some
matriarchal societies, women do all the work and are the providers for the
family. Understand and respect that these differences do exist.

Understanding Cultural Differences, Continued
Communication Language is culture specific. Cultural undertones always exist when a

person is speaking in English as a second language. So, you may not always
understand, and may have to ask the person to repeat or rephrase.
Avoid the use of slang or other language that may be difficult to interpret as
much as possible. Humor is good, but be aware that humor is not cross-
cultural. Your sense of humor can make enemies.
Body Language Body language is very important. It conveys a lot of things that you do not
say. Different gestures have different meanings in different cultures. The
article, “You’re Not from Around Here, Are You?” detailed how Americans
greeting Serbs in Bosnia with the “peace” sign angered them because it was a
gesture commonly used by their Croat enemies. In Somalia, it was soon
discovered the “A-OK” circled-finger familiar to most Americans was
considered to be a gross insult.
A polite handshake is accepted in most cultures. There are exceptions where

men do not shake hands with women. Men walking hand in hand are quite
common in many countries and indicate trust and friendship. In some other
countries, it may be related to sexual orientation.
Dress Code The dress code is different among various cultures. It depends upon customs,
traditions, and climate. Marines need to understand and adapt to local
custom.
Traffic Countries have different traffic conditions and rules. Most casualties that do
occur in peacekeeping operations are not from combat or sickness, but from
traffic accidents. Drive defensively and carefully, study the local traffic
conditions, and respect local traffic laws.
Time People have different concepts of time. The military has its own
understanding of what being on time means, which may differ substantially
from that understood by civilians or the local community. In some cultures,
being late is a symbol of status and power.

Building Cultural Awareness
Manage Culture and cultural differences can have a powerful effect and lead to
Cultural misunderstanding and conflicts. Cultural awareness is necessary to manage
Differences differences that we otherwise tend to measure against our own standards. The
table below provides steps to manage these differences:
Step Description
1 Assess your own culture—how your personal cultural
experiences have shaped your communication style, and why
you do things the way you do.
2 Assess the specific culture where your assignment/mission will
take you.
3 Determine the differences between your own culture and the
new culture.
4 Determine ways those differences can be turned into strengths
that will enable you to solve problems in a unique and creative
manner.
Example: When GySgt Murray arrived in the host country, he
tried using the method described above to solve
problems he encountered with the culture. He
learned a lot that he could apply to his life. When
his junior Marines processed into the unit, GySgt
Murray explained the procedure to them, and
provided examples of situations where he applied
this method. He helped his Marines work through
difficulties they encountered in a different culture.
Host Country If feasible, try to know at least the most current development in the local
Culture history. You can be sure that the parties have different opinions on history,
but basic facts are helpful and will make you a more convincing peacekeeper.
The list below provides a starting point to learning about the host country:
• Know the history, culture, customs, and traditions.
• Know the background for the conflict.
• Know what is expected of you.
Example: PFC Boyd is deploying to Afghanistan for the first time within 6
weeks. Although he is familiar with the conflict, he decides to do
more research on the country, conflict, and the role he is expected
to perform.

Adaptation to the New Culture
Culture Shock Arriving in an area of operation means unfamiliarity with the climate,
language, currency, road signs, and colleagues.
Managing For a new Marine, it is normal to face some discomfort. You may experience
Culture Shock homesickness, a little depression, and some may even get hostile toward the
host nation culture.
To manage culture shock, speak with your friends and your leaders. Ask
questions before getting angry about attitudes or facts that you may be
misinterpreting. If you are an older Marine, you may not experience culture
shock; however, you must help younger Marines to adjust.
Adaptation The table below shows the adaptation stages to adjusting to a new culture.
Stages This table may help you understand what is occurring while making the
adjustment to a new culture.
Stage Situation Approaches Reaction

Honeymoon First existing Observe Excitement,
contact with the curiosity, and
culture slight concern
Initial First intense Solve problems Surprise and
Confrontation feeling with the in familiar ways confusion;
culture mystified about
others behavior
Adjustment Problems intensify Some Feeling
Crisis experimentation frustration, anger,
with new and confusion
behaviors about own identity
Recovery Sense of New strategies to Feeling that the
belonging to help one function culture is
culture emerges effectively understandable
and enjoying
many aspects of
the new culture

Adaptation to the New Culture, Continued
Example LCpl Harris first duty station was his hometown of New York City. After 2
years, he received an assignment to London, England. He was very excited
when he arrived in the country. After some time, he decided to go
sightseeing. LCpl Harris decided to use the local bus service to travel across
town. Once the bus arrived, he hurried towards the door. He noticed he was
being blocked from getting on. He looked back and noticed everyone was in
an orderly line to enter the bus. He later learned that the people in London
“queue up” to enter the bus, unlike what is done in New York City.
LCpl Harris is in the initial confrontation stage.
Maintaining The knowledge and understanding of other cultures is critical for the
Good Relations maintenance of good relations to all the people in the mission, as well as the
local community. It will not only help you as an individual, but your
organization will work more effectively and the mission will be easier to
accomplish.
Remember each organization also has its own culture and values. As you did
for other people in the mission area, do your best to know and understand the
culture of all organizations and element partners in multinational missions.

Lesson 6 Exercise
Item 1 Culture determines the way we _________, the manner in which we

________, and the way we _______________ events happening around us.
Item 2 When does the cycle of prejudice begin?
a. Negative stereotypes of people are created.

b. Generalizations about the attributes and characteristics of people are
made.
c. We start judging other cultures by our own set of standards.
d. Any stereotypes are created about people.
Item 3 Through Matching: For items 3 through 6, match the steps to building cultural
Item 6 awareness in column 1 with its description in column 2. Place yours
responses in the spaces provided.
Column 1 Column 2
Step Description
___ 3. One a. Assess ways those differences

___ 4. Two can be turned into strengths.
___ 5. Three b. Assess the specific culture where
___ 6. Four your assignment/mission will
take you.
c. Assess your own culture.
d. Determine the differences
between your own culture and
the new culture.

Item 7 Scenario: LCpl Knecht has received orders to Japan with a report date 60
days away. What can she do to prepare for the host country’s culture?
a. Adapt a name common in that country.

b. Gain knowledge of the customs and traditions.
c. Make friends with people from the country.
d. Convert to the country’s primary religion.
Item 8 Scenario: Pvt Hancock has arrived at her first duty station in New York City.
She is from a small town in Utah. She is very excited about living in the “big
city.” Which adaptation stage is Pvt Hancock currently in?
a. Honeymoon
b. Initial confrontation
c. Adjustment crisis
d. Recovery


1 act, relate to others, 1-81
think about and
interpret
2 c 1-82
3 c 1-86
4 b 1-86
5 d 1-86
6 a 1-86
7 b 1-86
8 a 1-87

(This page intentional left blank.)

STUDY UNIT 2
THE MILITARY ORGANIZATION
Overview
Purpose Any organization that has operated successfully in its industry has a solid
organizational structure and effective command element. In the business
world, there are sole proprietors, partnerships, limited liability companies,
and corporations. Each of these organizations’ leaders is responsible for the
overall vision of the organization. These leaders have titles such as president,
owner, or chief executive officer. This study unit will provide you with an
overview of the organizational structure of the Department of Defense and
explain how it is commanded. It will also review factors of the Department
of Homeland Security.
Scope You will be able to identify various agencies within the Department of
Defense, learn how they fit within the organizational structure, and identify
the role and responsibilities of the agency’s commander.
• DoD Directive 5100.1, Functions of the Department of Defense and Its

Major Components
• Joint Publication 3-16, Joint Doctrine for Multinational Operations
• MCDP 3-0, Expeditionary Operations
• 8801A, Warfighting, Volume I
• IAW Joint Publication 1-02, Department of Defense Dictionary of
Military and Associated Terms
• Deploymentlink.osd.mil/deploy/info/commands
• dtic.mil/doctrine/s_index
MCI Course 0037 2-1 Study Unit 2

Overview, Continued

Unit
Lesson See Page

The Command 2-3
Organizational Structure 2-11
The Department of Homeland Security 2-32

LESSON 1
THE COMMAND
Introduction
Scope A leader is responsible for the overall management and vision of an

organization. Every leader knows that management at different levels is
necessary to successfully operate an organization. The Department of
Defense is no different. It requires a commander and multiple leaders at
various levels to accomplish its mission. In this lesson, you will learn the
definition of command and identify responsibilities within the chain of
command.

Objectives
• Define command.
• Identify the role of the commander.
• Apply the chain of command to a situation.
In this Lesson The following topics are in this lesson:
Topic See Page

Introduction 2-3
What is Command? 2-4
Commander’s Intent 2-5
Chain of Command 2-6

What is Command?
Command Command has many definitions. The definitions that pertain to the military
Defined are listed below:
• The authority a commander in the Armed Forces lawfully exercises over

subordinates by virtue of rank or assignment.
• An order given by a commander that is the will of the commander

expressed for the purpose of bringing about a particular action.
• A unit or units, an organization, or an area under the command of one

individual.
Commander An officer in command of a military unit, someone in an official position of

Defined authority who can command or control others in U. S. Forces, is called a
commander.
Commander’s The role of the commander includes, but is not limited to, the following:
Role
• The authority and responsibility for effectively using available resources
• Planning the employment of organizing, directing, coordinating, and

controlling military forces for the accomplishment of assigned missions
• Responsible for the health, welfare, morale, and discipline of assigned

personnel
• Training: Marines are trained and schooled, challenged and tested,

corrected and encouraged with teamwork as a primary goal. Marines are
judged for their perfection in drill, dress, bearing, demeanor and self-
improvement, but more than anything else—by their warfighting skills
and performance. No excuses can be made for the failure of leaders to
properly train their Marines to the highest state of readiness. Training is
the key to success. Marine commanders must insist on it.
Your Role Although you are a small unit leader, your role is important to the command.
Your technical and leadership skills are an integral part in obtaining the unit’s
mission. As a team leader, your skills and effective employment of your team
will have dramatic effects in the commander’s role in fulfilling the unit’s
mission requirements.

Commander’s Intent
Definition A concise expression of the purpose of the operation and the desired end state
that serves as the initial drive for the planning process. It may also include
the commander's assessment of the enemy commander's intent and an
assessment of where and how much risk is acceptable during the operation.
Example Below is an example of a company’s Commander’s Intent on training

readiness and leadership development:
It is my intent that every Marine within this company adhere to the

below training readiness and leader development.
TRAINING READINESS
• Effective and realistic training at all times.

• Training meetings conducted to standards.
• Individual readiness – MOS, physical, mental, spiritual, small arms,
NBC, lifesaving and medical skills.
• Collective readiness – lethal platoons & company teams, competent
battle staffs, prepared for full spectrum operations.
• MOS technical school opportunities.
LEADER DEVELOPMENT
• Develop multi-skilled and adaptive leaders.

• Constant communication is critical.
• Advocate teamwork in all endeavors.
• Professionalism and selfless service in all things.
• Leader’s presence is essential.
• Ensure adherence to standards at all times.
• Include ORM in everything we do.
• Professional development.
• Effective mentoring.
• Use roadmaps to monitor individual and subordinate MOS
progression.

Chain of Command
Understanding The chain of command is the succession of commanding officers from a

superior to a subordinate through which command is exercised. In general,
military personnel give orders to only those directly below them in the chain
of command and receive orders from only those directly above.
• A Marine who has difficulty carrying out an order is likely to be

disciplined for not observing the chain of command if he or she skips the
officer who is in direct command of him or her and directly appeals to a
higher-ranked officer in their chain of command.
• The line of command will go from a higher-ranked Marine (an officer)

who gives the order down to lower-ranked (junior enlisted) Marines who
are ordered to perform.
Concept The concept implies that higher rank alone does not entitle a person to give
commands. This chain serves two purposes:
• Decentralized authority.
• Link the different levels of command.
Decentralize Since it is impossible for one person to assign duties to every Marine or
Authority supervise every task, assignments are passed down through the levels of
command. This is called decentralization of authority.
Example: The mess officer tells the chief cook what foods to prepare for a
meal. The chief cook then tells the section cook, who in turn tells
the other cooks.
Whenever duties are assigned to a subordinate, that subordinate must be given

the authority to accomplish those duties. The subordinate is held responsible
for accomplishing the assigned task, but overall responsibility for its success
remains with the Marine originating the order.

Chain of Command, Continued
Link the It is in this way the infantry private can talk to his battalion commander.
Different Levels
of Command Example: The private goes through his fire team leader with a problem. If
the problem cannot be solved by his fire team leader, he is sent to
his squad leader, then to the platoon sergeant, then to his platoon
commander, then to the first sergeant, then to the company
commander, and finally to the battalion commander via the
sergeant major.

Lesson 1 Exercise
Item 1 Command is defined as a unit or units, an organization, or an area under the

command of one individual, and the authority that
a. a commander in the Armed Forces lawfully exercises over subordinates

by virtue of rank or assignment; and an order given by a commander; that
is, the will of the commander expressed for the purpose of bringing about
a particular action.
b. an officer exercises over enlisted personnel by virtue of rank or
assignment; and an order given by a command; that is, the will of the
commander expressed for the purpose of bringing about a particular
action.
c. an officer exercises over personnel by virtue of rank; and an order given
by an officer; that is the will of the commander expressed for the purpose
of bringing about an action.
d. an officer in the Armed Forces lawfully exercise over enlisted personnel
by virtue of rank or assignment and an order given by a command that is
the will of the commander expressed for the purpose of bringing about a
particular action.
Item 2 A part of a commander’s role includes “the authority and responsibility for
effectively using available resources and for planning the employment of
organizing, directing, coordinating, and controlling military forces for the
accomplishment of assigned missions.” An additional responsibility as a role
for a commander is the health
a. welfare, morale, and discipline of assigned personnel.

b. welfare, motivation, and control of assigned personnel.
c. care, morale, and discipline of assigned personnel.
d. communication, morale, and discipline of assigned personnel.

Item 3 Scenario: On the way to work this morning, LCpl Mickel received a ticket
from the military police on duty at the front gate for an expired base decal.
Once she arrived at work, she notified the first person in her chain of
command, which consisted of GySgt Lawson (SNCOIC), Cpl Brooks
(NCOIC), 1stLt Fletcher (OIC), and 1stSgt Senn (Co 1stSgt). From the above
scenario, select the correct order of LCpl Mickel’s chain of command?
a. Cpl Brooks, 1stSgt Senn, GySgt Lawson, 1stLt Fletcher

b. 1stSgt Senn, 1stLt Fletcher, Cpl Brooks, GySgt Lawson
c. Cpl Brooks, GySgt Lawson, 1stLt Fletcher, 1stSgt Senn
d. GySgt Lawson, Cpl Brooks, 1stSgt Senn, 1stLt Fletcher


1 a 2-4
2 a 2-4
3 c 2-6

LESSON 2
ORGANIZATIONAL STRUCTURE
Introduction
Scope Your fingerprint and iris are two physical features that uniquely identify who
you are. In fact, no one has the same fingerprints or irises. Similarly, the
mission, characteristics, and components uniquely identify the organizational
structure of the agencies within the Department of Defense (DoD). This
lesson will provide you with the knowledge to properly identify the structure,
functions, components, and joint environment of agencies within the DoD.

Objectives
• Identify the function of each unified combatant command.
• Identify the function of each U.S. military service.
• Identify functions of the core elements of the MAGTF.
• Distinguish the difference between a MEF, MEB, and MEU.

Unit
Topic See Page

Introduction 2-11
Structure of the Department of Defense (DoD) 2-12
Unified Combatant Commands 2-14
Common Functions of the Military Departments 2-19
Components of the Marine Air-Ground Task Force (MAGTF) 2-21
Components of the Marine Expeditionary Force (MEF) 2-23
Components of the Marine Expeditionary Brigade (MEB) 2-25
Components of the Marine Expeditionary Unit (MEU) 2-26

Structure of the Department of Defense (DoD)
Responsibilities Under the President, who is also Commander-in-Chief, the Secretary of

Defense exercises authority, direction, and control over the Department of
Defense (DoD) and its component agencies. DoD is responsible for
providing the United States with military forces needed to deter war and
protect the security of the country.
Composition The DoD is comprised of the following:
• Office of the Secretary of Defense (OSD)

• Chairman of the Joint Chiefs of Staff (JCS)
• Three military departments: Army, Air Force, Navy (the Marine Corps
falls under the command of the Navy)
• Nine unified combatant commands
• DoD Inspector General
• Seventeen defense agencies
• Seven DoD field activities and other offices, agencies, activities, and
commands established or designated by law, the President or Secretary of
Defense. The functions of the heads of these offices are assigned by the
Secretary of Defense according to existing law.
Note: Although the U.S. Coast Guard is an armed service, it is an agency

within the Department of Homeland Security.

Structure of the Department of Defense (DoD), Continued
2005 Chart The 2005 DoD organizational chart is shown below:

Unified Combatant Commands
Background Operational control of the U.S. combat forces is assigned to the Nation's
unified combatant commands. A unified combatant command is composed of
forces from two or more services, has a broad and continuing mission, and
organized on a geographical basis. The number of unified combatant
commands is not fixed by law or regulation and may vary from time to time.
Chain of The operational chain of command runs from the President to the Secretary of
Command Defense to the commanders of the combatant commands. The Chairman,
Joint Chief of Staff (JCS) functions within the chain of command by
transmitting to the commanders of the combatant commands—the orders of
the President or the Secretary of Defense.
Responsibilities The commanders of the combatant commands are responsible to the President
and the Secretary of Defense for accomplishing the military missions
assigned to them and shall exercise command authority over forces assigned
to them as directed by the Secretary of Defense pursuant to section 10 U.S.C.
164 (reference (b)).

Unified Combatant Commands, Continued
Function and The primary function and geographical area of responsibility of each current
Responsibility unified command is listed below:
Command Function
Central Command Responsible for U.S. security interest in 25 nations
(USCENTCOM) that stretch from the horn of Africa through the
Arabian Gulf into Central Asia.
European Command Supports and advances U.S. interest and policies
(USEUCOM) throughout the assigned area of responsibility;
provides combat ready land, maritime, and air forces
to Allied Command Europe or U.S. unified
commands; and conducts operations unilaterally or in
concert with coalition partners. Its area of
responsibility covers 21 million square miles and 92
countries and territories, including Europe, Turkey,
Greenland, the former Soviet Union, except the 5
central Asian Republics (Kazakhstan, Kyrgyzstan,
Tajikistan, Turkmenistan, and Uzbekistan), and
Africa (except for Egypt, Sudan, Djibouti, Somalia,
Eritrea, and Ethiopia).
Northern Command Homeland defense—responsible for U.S. military
(USNORTHCOM) operations in the United States, Mexico, Canada, and
the northern Caribbean (including Cuba and Puerto
Rico, but not Haiti and the Dominican Republic).
Alaska, however, is shared jointly between
NORTHCOM and the United States Pacific
Command (USPACOM).
Pacific Command Enhances security and promotes peaceful
(USPACOM) development in the Asia-Pacific region by deterring
aggression, responding to crises and fighting to win.
Its sphere of control extends from the west coast of
the United States mainland to the East Coast of
Africa (excluding the waters north of 5° S and west
of 68° E), encompassing Southeast Asia, Australia,
East Africa, and the Pacific Rim. It also has control
over U.S. military operations in the Pacific, including
the State of Hawaii, Indian Oceans as well as over
forces in Alaska.

Function and
Responsibility,
continued
Command Function
Southern Command Shapes the environment within its area of
(USSOUTHCOM) responsibility by conducting military to military
engagement and counter-drug activities throughout
the theater to promote democracy, stability, and
collective approaches to threats to regional security.
When required, the command will respond
unilaterally or multilaterally to crises that threaten
regional stability or national interests, and prepare to
meet future hemispheric challenges. It is responsible
for all United States military activities in Central
America, South America, and the Caribbean basin.
Special Operations Provides combat-ready special operations forces to
Command the geographic combatant commands in support of
U.S. national security interests. The command is not
limited to a specific geographic area of responsibility,
but must respond wherever the President or the
Secretary of Defense directs in peacetime and across
the complete spectrum of conflict.
Strategic Command Deters military attacks on the United States and its
allies, and should deterrence fail, employ forces so as
to achieve national objectives. Their responsibilities
include: providing intelligence on countries and
other entities possessing or seeking weapons of mass
destruction; providing support to other combatant
command commanders; developing a Single
Integrated Operational Plan (SIOP) that fully satisfies
national guidance; monitoring the readiness of SIOP
committed forces; and commanding, controlling, and
employing assigned forces.

Function and
Responsibility,
continued
Command Function
Joint Forces Serves as the chief advocate for jointness and leaders
Command of U.S. military transformation. They also apply a
powerful effort supporting other commanders in
chief, our own Atlantic Theater, and emerging
domestic U.S. requirements.
Transportation Coordinates people and transportation assets to allow
Command our country to project and sustain forces, whenever,
(USTRANSCOM) wherever, and for as long as they are needed.
Reserve Affairs Provides worldwide support to unified combatant
Worldwide Support commands.

Illustration The illustration below shows the areas of responsibilities for

USNORTHCOM, USPACOM, USSOUTHCOM, USEUCOM, and
USCENTCOM:

Common Functions of the Military Departments
Responsibilities The military departments, under their respective secretaries, are responsible
for, but are not limited to the following functions:
• Prepare forces and establish reserves of manpower, equipment, and

supplies for the effective prosecution of war and military operations short
of war and planning for the expansion of peacetime components to meet
the needs of war.
• Maintain in readiness mobile reserve forces, properly organized, trained,

and equipped for employment in an emergency.
• Provide adequate, timely, and reliable intelligence and counter-

intelligence for the military department and other agencies as directed by
competent authority.
• Recruit, organize, train, and equip interoperable forces for assignment to

the combatant commands.
• Prepare and submit budgets for their respective departments; justifying

before the Congress budget requests as approved by the President; and to
administer the funds made available for maintaining, equipping, and
training the forces of their respective departments, including those
assigned to combatant commands.

Common Functions of the Military Departments, Continued
Functions The primary functions of the Army, Navy, Air Force, and Marine Corps are
as follows:
• Army: Organized, trained, and equipped to provide forces for the conduct
of prompt and sustained combat operations on land.
• Navy: Organized, trained, and equipped to provide forces for the conduct
of prompt and sustained combat incident to operations at sea, including
operations of sea-based aircraft and land-based naval air components.
• Air Force: Organized, trained, and equipped to provide forces for the
conduct of prompt and sustained offensive and defensive combat
operations in the air and space.
• Marine Corps: Organized, trained, and equipped to provide Fleet Marine

Forces of combined arms, together with supporting air components, for
service with the fleet in the seizure or defense of advanced naval bases
and for the conduct of such land operations as may be essential to the
prosecution of naval campaign.

Components of the Marine Air-Ground Task Force (MAGTF)
Structure While MAGTFs are task-organized, each MAGTF, regardless of size or

mission, has the same basic structure. Each MAGTF has four core elements:
• Command
• Ground combat
• Aviation combat
• Combat service support
The MAGTF’s combat forces reside within these four elements.
Task- Every MAGTF is a scalable force, possessing ability for today’s fight and to
Organized rapidly reconfigure based on a changing situation to provide the right force
Defined for the next fight. Task-organized forces are tailored to meet specific mission
requirements from forward presence and peacetime engagement to sustained
operations ashore in a major theater war.
Command Provides the command and control necessary for the effective planning and
Element (CE) execution of all military operations. It is normally a permanent headquarters,
and includes units that provide intelligence, communications, and
administrative support in general support of the MAGTF.
Ground Task-organized to conduct ground operations in support of the MAGTF

Combat mission. During amphibious operations, it projects ground combat power
Element (GCE) ashore using transport helicopters from the aviation combat element, and
organic and Navy landing craft. It may have any composition required by the
mission, although normally it is built around an infantry unit reinforced with
artillery, reconnaissance, armor, engineer, and other forces as needed. The
ground combat element may range from a light, air transportable unit to one
that is relatively heavy and mechanized.

Components of the Marine Air-Ground Task Force (MAGTF),
Continued
Aviation Task-organized to support the MAGTF mission by performing some or all of

Combat the six functions of Marine aviation:
Element (ACE)
• Antiair warfare
• Assault support
• Offensive air support
• Air reconnaissance
• Electronic warfare
• Control of aircraft and missiles
It is normally built around an aircraft organization augmented with

appropriate air command and control, combat, combat support, and combat
service support units. The ACE can operate effectively from ships,
expeditionary airfields, or forward operating sites in severe conditions, and
can readily and routinely transit between sea bases and expeditionary airfields
without loss of capability. ACE ranges in size and composition from an
aviation detachment with specific capabilities to one or more Marine aircraft
wings.
Combat Service Task-organized to provide a full range of support functions from sea bases
Support aboard naval shipping or from expeditionary bases ashore. The combat
Element service support element provides sustainment for the MAGTF. It can also
(CSSE) provide logistical support external to the MAGTF, as in disaster relief
operations.

Components of a Marine Expeditionary Force (MEF)
Structure The Marine Expeditionary Force (MEF) is the principal Marine Corps
warfighting organization, particularly for larger crises or contingencies. It is
capable of missions across the range of military operations, including
amphibious assault and sustained operations ashore in any environment.
Three Standing The three standing MEFs (I, II, and III) are each located near airports,
MEFs railheads, and ports for rapid deployment. MEFs are capable of concurrent
seabased operations and sustained operations ashore, operating either
independently or as part of a joint warfighting team. The table below
describes each MEF:
MEF Description
I Based at Camp Pendleton, California. This is the Marines'
eastern Pacific contingent. It consists of the 11th, 13th, and
15th MEUs. Also, this is the location of First Marine
Logistic Group, Marine Corps' First Division, which is the
source of the Ground Combat Elements (GCEs) for infantry,
artillery, and armor units of each MEU. 3d Marine Aircraft
Group falls under I MEF and is located aboard Marine Corps
Air Station Miramar, San Diego, California.
II Based at Camp Lejeune, North Carolina. This is the
Marines' Atlantic and Mediterranean Sea contingent. It
consists of the 22nd, 24th, and 26th MEUs. Also, this is the
location of Second Marine Logistic Group, Marine Corps'
Second Division, which is the contributor of the GCEs of
each of the above MEUs. 2d Marine Aircraft Group falls
under II MEF and is located aboard Marine Corps Air
Station Cherry Point, North Carolina.
III Based at Okinawa, Japan. This is the Marines' western
Pacific contingent, and has only the 31st MEU. Also, this is
the location of Third Marine Logistic Group, Marine Corps'
Third Division, which is the source of the GCEs of the 31st
MEU. 1st Marine Aircraft Wing falls under III MEF and is
located aboard Marine Corps Air Station Iwakuni, Japan.
Components The MEF consists of a permanent Command Element and one Marine
Division, Marine Aircraft Wing, and a Marine Logistics Group.

Components of a Marine Expeditionary Force (MEF), Continued
Map Shown below is the location of the MEFs worldwide:

Components of the Marine Expeditionary Brigade (MEB)
Structure The Marine Expeditionary Brigade (MEB) is optimally scaled and task-
organized to respond to a full range of crises. Strategically deployed via a
variety of modes (amphibious shipping, strategic airlift, and sealift) and
poised for sustainable power projection, the MEB will continue to provide a
robust seabased forcible entry capability.
Components The MEB is roughly one-third the size of a MEF and comprised of a
permanent command element and units from one of the standing MEF. The
MEB consist of the following elements:
• Command Element – Component of the MEF Command Element

• Ground Combat Element – Reinforced Infantry Regiment
• Air Combat Element – Composite Marine Aircraft Group
• Combat Service Support Element – Brigade Service Support Group
includes medical, dental, maintenance, engineering, and other technical
experts and is capable of sustainment for 15 days.
Deployment The MEB is able to deploy by a wide variety of means, to include:
• Amphibious shipping
• Maritime pre-positioned forces
• Strategic air
• Other combinations

Components of a Marine Expeditionary Unit (MEU)
Structure The Marine Expeditionary Unit (MEU) Special Operations Capable (SOC) is
the standard forward-deployed Marine Expeditionary Organization. Though
each MEU (SOC) is task-organized, it is not restrained by regional
transportation or communication requirements or restrictions imposed by
other nations.
Components The MEU consists of the following elements:
• Command Element: The MEU commander and his supporting staff

provide command and control of the other three elements. It also includes
specialized detachments for naval gunfire, reconnaissance, surveillance,
specialized communications, and electronic warfare, and public affairs
missions.
• Ground Combat Element: This is the battalion landing team, an infantry

battalion reinforced with an artillery battery, amphibious assault vehicles,
light armored reconnaissance assets, and other units as the mission and
circumstances require.
• Aviation Combat Element: This a Marine Medium Helicopter Squadron

augmented with four types of helicopters into a composite squadron.
These units include the following helicopters:
• CH-53 Super Stallion

• CH-46 Sea Knight
• UH-1 Iroquois
• AH-1 Cobra
• Combat Service Support Element: Contains all the logistics specialists

necessary to operate independently. It includes medical, dental,
maintenance, engineering, and other technical experts and has sustainment
for 15 days.
Deployment The MEU is routinely deployed with fleets in the Mediterranean, the Western
Pacific, and periodically, the Atlantic and Indian Oceans for roughly 6
months—unless in a time of crisis and war. Up to four naval amphibious
ships are needed to carry the necessary troops and equipment.

Lesson 2 Exercise
Item 1 Through Matching: For items 1 through 4, match the unified combatant command in
Item 4 column 1 with its function in column 2. Place your answers in the space
provided.
Column 1 Column 2
Unified Combatant Command Function
___ 1. Northern a. Conducts military to military

___ 2. Southern engagements and counter-drug
___ 3. Strategic activities
___ 4. Reserve Affairs b. Deters military attacks on the U.S.
and its allies
c. Provides worldwide support to
unified combatant commands
d. Homeland defense

Item 5 Through Matching: For items 5 through 8, match the branch of service in column 1
Item 8 with the function in column 2. Place your answers in the space provided.
Column 1 Column 2
Branch of Service Function
___ 5. Army a. Organized, trained, and equipped forces for

___ 6. Navy the conduct of prompt and sustained combat
___ 7. Marine Corps operations on land.
___ 8. Air Force b. Organized, trained, and equipped to provide
Fleet Marine Forces of combined arms,
together with supporting air components for
service with the fleet in the seizure or
defense of advanced naval bases and for the
conduct of such land operations as may be
essential to the prosecution of a naval
campaign.
c. Organized, trained, and equipped to provide
forces for the conduct of prompt and
sustained combat incident to operations at
sea, including operations of sea-based
aircraft and land-based naval air components.
d. Organized, trained, and equipped to provide
forces for the conduct of prompt and
sustained offensive and defensive combat
operations in the air and space.

Item 9 Through Matching: For items 9 through 12, match the core element in column 1 with
Item 12 the function in column 2. Place your answers in the space provided.
Column 1 Column 2
Core Element Function
___ 9. Command Element a. Conducts ground operations in

___ 10. Ground Combat Element support of the MAGTF mission
___ 11. Aviation Combat Element b. Provides the command and control
___ 12. Combat Service Support necessary for the effective
Element planning and execution of all
military operations; normally a
permanent headquarters
c. Provides a full range of support
functions from sea bases aboard
naval shipping or from
expeditionary bases ashore
d. Supports the MAGTF mission by
performing some or all of the six
functions of Marine aviation:
antiair warfare, assault support,
offensive air support, air
reconnaissance, electronic warfare,
and control of aircraft and missiles

Item 13 Matching: For items 13 through 15, match the organization in column 1 with
Through the definition in column 2. Place your answers in the space provided.
Item 15
Column 1 Column 2
Organization Description
___ 13. Marine Expeditionary a. The principal Marine Corps

Force (MEF) warfighting organization,
___ 14. Marine Expeditionary particularly for larger crises or
Brigade (MEB) contingencies
___ 15. Marine Expeditionary Unit b. The standard forward-deployed
(MEU) Special Operations Marine Expeditionary
Capable (SOC) Organization
c. Optimally scaled and task-
organized to respond to a full
range of crises

Item Answer Reference Page

1 d 2-15
2 a 2-16
3 b 2-16
4 c 2-17
5 a 2-20
6 c 2-20
7 b 2-20
8 d 2-20
9 b 2-21
10 a 2-21
11 d 2-22
12 c 2-22
13 a 2-23
14 c 2-25
15 b 2-26

LESSON 3
THE DEPARTMENT OF HOMELAND SECURITY
Introduction
Scope The Department of Homeland Security (DHS) was created from the
Homeland Security Act of 2002 as a result of the terrorist attacks on
September 11, 2001. It was an effort to protect the United States from
terrorism and other vulnerabilities within our borders. Although it is not a
military organization, what happens within our homeland may result in our
military being called for assistance. An example is Hurricane Katrina of 2005
that devastated New Orleans and other surrounding cities. The Reserves were
needed to assist in law and order and other aspects of the recovery. This
lesson will provide a brief overview of DHS.

Objectives
• Identify the mission of the Department of Homeland Security.
• Identify the strategic goals of the Department of Homeland Security.
• Identify the fundamental role of the U.S. Coast Guard.
• The Department of Homeland Security official Web site

• U.S. Coast Guard official Web site
Topic See Page

Introduction 2-32
The Organization 2-33
U.S. Coast Guard 2-35

The Organization
Establishment The Homeland Security Act of 2002, Title 1 established the Department of
Homeland Security (DHS). One primary reason for the establishment of the
DHS was to provide the unifying core for the vast national network of
organizations and institutions involved in efforts to secure our nation.
Mission Listed below are three primary missions of the DHS:
• Prevent terrorist attacks within the United States.

• Reduce the vulnerability of the United States to terrorism.
• Minimize the damage and assist in the recovery from terrorist attacks that
occur within the United States.
Strategic Goals The seven strategic goals of the DHS are listed below:
Goal Description
Awareness Identify and understand threats, assess vulnerabilities,
determine potential impacts and disseminate timely
information to our homeland security partners and the
American public.
Prevention Detect, deter, and mitigate threats to our homeland.
Protection Safeguard our people and their freedoms, critical
infrastructure, property, and the economy of our Nation
from acts of terrorism, natural disasters, or other
emergencies.
Response Lead, manage, and coordinate the national response to acts
of terrorism, natural disasters, or other emergencies.
Recovery Lead national, state, local, and private sector efforts to
restore services and rebuild communities after acts of
terrorism, natural disasters, or other emergencies.
Service Serve the public effectively by facilitating lawful trade,
travel, and immigration.
Organizational Value our most important resource, our people. Create a
Excellence culture that promotes a common identity, innovation,
mutual respect, accountability, and teamwork to achieve
efficiencies, effectiveness, and operational synergies.

The Organization, Continued
Structure The following list contains the major components that currently make up the
DHS:
• Directorate for Preparedness

• Directorate for Science and Technology
• Directorate for Management
• Office of Intelligence and Analysis
• Office of Operations Coordination
• Directorate for Policy
• Domestic Nuclear Detection Office
• Federal Emergency Management Agency (FEMA)
• Transportation Security Administration (TSA)
• Customs and Border Protection
• Immigration and Customs Enforcement (ICE)
• Federal Law Enforcement Training Center
• Citizenship and Immigration Services
• U.S. Coast Guard
• U.S. Secret Service
• Privacy Office
• Office for Civil Rights and Civil Liberties
• Office of Inspector General
• Citizenship and Immigration Services Ombudsman
• Office of Legislative and Intergovernmental Affairs
• Office of the Federal Coordinator for Gulf Coast Rebuilding
• Homeland Security Advisory Council
• National Infrastructure Advisory Council
• Critical Infrastructure Partnership Advisory Council
• Interagency Coordinating Council on Emergency Preparedness and
Individuals with Disabilities

United States Coast Guard
Background The United States Coast Guard is a military, multimission, maritime service,
and one of the nation’s five armed services. The Homeland Security Act of
2002, Title 1 directed the Coast Guard be assigned to the Department of
Homeland Security to support national security.
Mission Its mission is to protect the public, the environment, and U.S. economic
interests in the Nation’s ports and waterways, along the coast, on international
waters, or in any maritime region as required supporting national security.
Roles To serve the public, the Coast Guard has five fundamental roles:
Role Description
Maritime Safety Eliminate deaths, injuries, and property damage
associated with maritime transportation, fishing, and
recreational boating.
National Defense Defend the nation as one of the five U.S. armed
services. Enhance regional stability in support of the
National Security Strategy, utilizing the Coast Guard’s
unique and relevant maritime capabilities.
Maritime Security Protect America's maritime borders from all intrusions
by
• Halting the flow of illegal drugs, aliens, and

contraband into the United States through maritime
routes
• Preventing illegal fishing
• Suppressing violations of federal law in the

maritime arena
Mobility Facilitate maritime commerce and eliminate
interruptions and impediments to the efficient and
economical movement of goods and people while
maximizing recreational access to and enjoyment of
the water.
Protection of Eliminate environmental damage and the degradation
Natural Resources of natural resources associated with maritime
transportation, fishing, and recreational boating.

Lesson 3 Exercise
Item 1 What are the three primary missions of the Department of Homeland
Security?
a. _____________________________
b. _____________________________
c. _____________________________
Item 2 Through Matching: For items 2 through 8 match the strategic goal in column 1 to its
Item 8 description in column 2. Place your responses in the spaces provided.
Column 1 Column 2
Strategic Goal Description
___ 2. Awareness a. Serve the public effectively by facilitating lawful

___ 3. Prevention trade, travel, and immigration.
___ 4. Protection b. Lead national, state, local, and private sector efforts
___ 5. Response to restore services and rebuild communities after
___ 6. Recovery acts of terrorism, natural disasters, or other
___ 7. Service emergencies.
___ 8. Organizational c. Lead, manage, and coordinate the national response
Excellence to acts of terrorism, natural disasters, or other
emergencies.
d. Safeguard our people and their freedoms, critical
infrastructure, property, and economy of our nation
from acts of terrorism, natural disasters, or other
emergencies.
e. Detect, deter, and mitigate threats to our homeland.
f. Identify and understand threats, assess
vulnerabilities, determine potential impacts, and
disseminate timely information to our homeland
security partners and the American public.
g. Value our most important resource, our people.
Create a culture that promotes a common identity,
innovation, mutual respect, accountability, and
teamwork to achieve efficiencies, effectiveness, and
operational synergies.

Item 9 Protecting America’s maritime borders from all intrusions by halting the flow
of illegal drugs, aliens, and contraband into the United States through
maritime routes; preventing illegal fishing; and suppressing violations of
federal law in the maritime arena describes which fundamental role of the
Coast Guard?
a. Mobility
b. Maritime safety
c. National defense
d. Maritime security


1 • Prevent attacks within the U.S. 2-33
• Reduce the vulnerability of the
U.S. to terrorism.
• Minimize the damage and
assist in the recovery from
terrorist attacks that occur
within the U.S.
2 f 2-33
3 e 2-33
4 d 2-33
5 c 2-33
6 b 2-33
7 a 2-33
8 g 2-33
9 d 2-35

STUDY UNIT 3
LEADERSHIP TOOLS
Overview
Purpose Three character traits that all successful leaders possess are the ability to
assess a situation, make a decision, and communicate effectively to and
throughout their organization. As such, many processes have been used
throughout the private and military sectors. This study unit will focus on
processes used throughout the Marine Corps that equip you with skills to
assess a situation, make a decision, and communicate it via your chain of
command. It will also provide information on team building.
Scope This study unit will explain the team development process, the analytical
decision making process (BAMCIS), and the analytical decision making
process (OODA Loop).

Unit
Lesson See Page

Team Building 3-3
Applying the Troop Leading Steps 3-11
Applying the OODA Loop 3-23

(This page intentional left blank.)

LESSON 1
TEAM BUILDING
Introduction
Scope Teams go through stages of development. The most commonly used

framework for a team’s stages of development was developed by Bruce W.
Tuckman in the 1960s. The stages are a helpful framework for recognizing a
team’s behavioral patterns. Having a way to identify and understand causes
for changes in the team’s behavior, enhances team effectiveness/functioning.

Objectives
• Define the term team.
• Identify the stages of team development.
• Identify the characteristics of performing team members.
References The following references were used in the development of this lesson:
• Federal Aviation Administration, FAA Human Factors, Team

Performance Module
• Katzenbach, J.R., Smith, D.K., The Wisdom of Teams: Creating the High-
Performance Organization, Harper Business, 1993.
• Adapted from OPM, Workforce Performance Newsletter, April 1996
• From icase.edu as adapted from Wheelan 1994, Group Processes: A

Developmental Perspective, Boston: Allyn & Bacon, based on Tuckman,
B.W. & Jensen, M.C. (1977), “Stages of Small-Group Development
Revisited.”

Topic See Page

Introduction 3-3
Performance 3-5
Development Stages 3-6

Performance
Team Defined Team has been defined as a small number of people with complementary
skills who are equally committed to a common purpose, goal, and working
approach for which they hold themselves mutually accountable.
(Katzenbach 1993).
Goals Defined Gathering a group of people together does not make a “team.” As opposed to
a group, a team has clearly defined goals and performance objectives for
which members are individually and collectively accountable:
• Trains and mentors in group dynamics and communication.

• Interdependent not only for expertise and information, but also for mutual
support and assistance
• Develops individual and group behavior norms and enforces them
• Strong commitment to team and individual member success
• Requires special training and time to develop before reaching peak
performance (Katzenbach 1993). Both initial and on-going training
(OPM 1996) is needed in
• How to work on a team
• Development of the various skills used within the team
• Goal setting and measurement
• Interpersonal skills

Development Stages
Progression Teams typically progress through several developmental stages before

reaching the point where task performance occurs—the performing stage.
The stages expected in team development (Wheelan 1994)—forming,
storming, norming, and performing are listed in the table below:
Stage Description
Forming Team members feel dependent on the team leader for
direction. Team members test the waters to get to know
one another. Some anxiety and uncertainty will occur about
how the team will work together and how the team should
approach the problem.
Example: Three new operators have just been assigned to

the HMMWV driver’s section in the unit. Two
of them just completed the driver’s course and
the other completed the course 2 months ago.
Being assigned to their first unit in the operating
forces, they do not understand how the day-to-
day operations of the unit are conducted so they
continually look to their team leader for
guidance. After work hours, the three of them
socialize together and discuss their personal lives
and their perceptions of the unit.
Storming Healthy group conflict and debate occurs during this stage.
Team members struggle with the team task and roles each
member will play on the team. Openness and willingness
to share ideas and hear from all team members is important.
Some teams get stuck in this stage and it destroys the team.
Example: Marines from several different sections are

assigned to a working party to move furniture
from one building to another. The group debates
the most efficient way to load the truck: either
by grouping the furniture by items (all the desks
first, then the file cabinets, etc.) or by keeping
the furniture grouped according to which office
it is intended for. Debating the process slows the
team’s progress and delays mission
accomplishment.

Development Stages, Continued
Progression,
continued
Stage Description
Norming Team members feel secure about their roles and the team
focuses on distributing the workload. Team norms (rules)
develop and communication continues to be important.
Example: Cpl James has been training his fire team under
the guidance of Sgt. Vacha, the squad leader.
The fire team has constantly been working
together and is confident they can perform their
roles in any condition. The team has also
developed enhanced signals to communicate
with each other during tactical operations. The
fire team functions as a cohesive unit and
ensures every member can “carry their own
weight.”
Performing The team is task-focused. The leader often coordinates the
team’s activities. It is important that team members
communicate their progress on the task to other team
members. Sharing of resources and knowledge helps the
team.
Example: SSgt Crow is the administrative chief for the

unit. He assigns section tasks to his Marines
and monitors their progress through the team
leader who coordinates goals and objectives for
each Marine. Each Marine has demonstrated
the ability to communicate and provide subject
matter expertise for other members of the team.
The entire section is scheduled to be inspected
next week and SSgt Crow is convinced the
section will receive a “Mission Capable” result
from the inspectors.

Development Stages, Continued
Critical Stage– After progressing through the first stages of forming, storming, and norming,
Performing the successful team will reach the performing stage where task
accomplishment occurs. The performing stage is characterized by skilled
communication among members. Conflict is essential to express opposing
views. However, members have learned how to listen, appreciate the views
of others, and express their own views in a non-hostile, non-threatening
manner. Disagreement is expressed constructively and viewed as such.
Characteristics In the performing stage, team members are characterized as

of Performing
Team Members • Interdependent
• High morale
• High team identity
• Intensely loyal to the team
• Individually creative
• Accepting of disagreements
• Highly task-oriented
• Highly people-oriented

Lesson 1 Exercise
Item 1 A small number of people with complementary skills who are equally
committed to a common purpose, goal, and working approach for which they
hold themselves mutually accountable is called a
a. lineup
b. panel
c. set
d. team
Item 2 Through Matching: For items 2 through 5, match the stage of team development in
Item 5 column 1 with its description in column 2. Place your responses in the spaces
provided.
Column 1 Column 2
Stage Description
___ 2. Forming a. The team is task-focused.

___ 3. Storming b. Team members feel dependent
___ 4. Norming on the team leader for direction.
___ 5. Performing c. Team members feel secure about
their roles and the team focuses
on distributing the workload.
d. Healthy group conflict and
debate occurs during this stage.
Item 6 What are the characteristics of performing team members?
a. Highly tasked-oriented, intensely loyal to the team, and high morale and
team identify
b. Individually creative, independent, and people oriented
c. Disagreeable, people-oriented, and task-oriented
d. High morale and team identity, independent, and disagreeable


1 d 3-5
2 b 3-6
3 d 3-6
4 c 3-7
5 a 3-7
6 a 3-8

LESSON 2
APPLYING THE TROOP LEADING STEPS
Introduction
Scope The decision-making process can be very complicated for a leader without the
right tools. The right tools represent formats that are broad enough to assess,
make, and communicate an effective decision. The acronym BAMCIS is a
format that is used throughout the Marine Corps to communicate a decision.
You will learn how to plan, arrange, complete, issue, and supervise the
decision-making process.

Objectives
• Given a scenario, identify the leadership style.
• Given a scenario, identify the decision making approach.
• Identify the term BAMCIS.
• 8104, Tactical Decision Making

• MCRP 6-11B w/ch 1, Marine Corps Values: A User's Guide for
Discussion Leaders

Unit
Topic See Page

Introduction 3-11
Leadership Style and Decision Making 3-12
Decision-Making Comparison 3-13
BAMCIS 3-15

Leadership Style and Decision Making
Leadership One of our goals as Marines is to prepare for and win wars. We accomplish
Goal this goal by drawing upon experiences gained from reading, through personal
experience, and often from techniques passed down from Marine to Marine.
Leadership is the life-blood of the Marine Corps.
Unfortunately, there is no single manual or course of instruction that teaches

the many styles of leadership. Instead, it is up to each Marine to capture his
or her own ideas and lessons learned, combine them with current Marine
Corps doctrine, and pass on to their fellow Marines the importance of
leadership.
Types of A leader’s style is the pattern of behavior used to influence, guide, or direct
Leadership their subordinate’s activities. Therefore, a Marine's leadership style is not
Styles always determined by his or her thoughts, but rather by their subordinates. A
leader must always be aware of this perception and how to best approach
subordinates in various situations. Leadership styles range from autocratic—
the degree of authority used by the leader, to democratic—the degree of
authority granted to the subordinate.
Common Styles The four most common styles of leadership found in the Marine Corps today
are listed in the table below:
Styles Description
Telling One-way communication characterized by the leader making
a decision and announcing it without input from
subordinates.
Selling The leader presents a decision and invites questions and
comments.
Participating The leader presents a problem, gets suggestions, and makes a
decision.
Delegating The leader defines limits and allows subordinates to make
decisions within those limits.

Decision-Making Comparison
Contrasting the There are two decision making approaches. Each of the decision-making
Thinking approaches has application in different instances.
Process
• The analytical approach is a much slower process and should be used
when time is not critical.
• The intuitive approach is best applied in environments that are changing

in nature. It focuses on a best solution based on the information that the
decision maker has at the decision point.
BAMCIS, an analytical approach and the OODA loop, an intuitive approach

are two decision-making models that will be discussed further in this lesson.
Analytical You have been tasked by your SNCOIC to come up with an idea for next
Example week’s guided discussion. Sgt Moon has provided you with a copy of the
User’s Guide for Discussion Leaders to determine your topic of discussion.
Though time is not critical, you are eager to get started and begin to research
the reference for an appropriate topic. Realizing that you are about to deploy
for 6 months and you are likely to be involved in combat, you determine that
the discussion should focus on Leadership Roles and the Combat Leader’s
Code.
Intuitive You are 3rd squad team leader. Your mission is to find and destroy a huge
Example weapons cache located in your grid square. During the search, your squad
comes across an area where all the vegetation and animals are dead. You
quickly order your squad to don and clear their gas masks.

Decision-Making Comparison, Continued
Comparison The data in the table below attempts to simplify the decision-making process
by illustrating the approach differences.
Decision-Making Approach Comparison

Comparative Criteria Analytical Decision Making Intuitive Decision Making
Applications Well-defined problem parameters Ill-defined problem
parameters
Variability General applications Dynamic applications
Sources of Control Systematic application of process Situational factors
Thought Process Systematic analysis and Creative and discriminating
comparative
Orientation Process oriented Goal oriented
Foundations Clearly defined objectives Uncertainty
Knowledge Requirements Complete understanding of problem Incomplete and assessed
Goals Predetermined Situation-based
Desired Outcome Focuses on single best solution Focuses on acceptable
solution
Theoretical Basis Classical models and processes Naturalistic (free) thinking

BAMCIS
Background The BAMCIS is an analytical decision-making approach used in the Marine

Corps. The acronym stands for
• Begin planning.
• Arrange for reconnaissance.
• Make a reconnaissance.
• Complete the plan.
• Issue the order.
• Supervise activities.
Begin Planning To succeed at something, you must plan for it. An order to conduct an
operation does not just materialize out of thin air. It is initiated and
developed. The receipt of a mission triggers the entire BAMCIS cycle;
however, tactical planning is constantly looking ahead and preparing for the
task.
Arrange for Make arrangements to conduct a reconnaissance of the terrain over which you
Reconnaissance will be moving and also arrange for coordinating with any units that will be
adjacent to you during any part of the operation. Decide what things need to
be researched to make your plan work.
Make a Conduct the reconnaissance and coordination with adjacent units. The recon
Reconnaissance will either confirm the plan or cause you to adjust it. Do the research and
continue to estimate the situation.

BAMCIS, Continued
Complete the Based on your completed reconnaissance, review your preliminary plan.
Plan Make final modifications to your plan, taking the information you gathered in
the previous step into account. A patrol order is best described as a five-
paragraph order. A five-paragraph order is best remembered with the use of
the acronym, SMEAC that stands for
• Situation. The first paragraph lays out the general situation for the
mission and contains information about the enemy, friendly units, and
attachments and detachments that are in support of your unit and the
mission.
• Mission. The second paragraph of the order is a clear, concise statement

of the task to accomplish. It should answer who, what, where, when, and
why. It includes grid coordinates and times.
• Execution. The third paragraph provides a detailed plan of how the

mission will be accomplished. Be as specific, detailed, and
comprehensive as possible.
• Administration and logistics. The fourth paragraph provides detailed

information about how the mission will be supported to include chow,
ammo, medical support, and handling of enemy POWs, wounded, etc.
(commonly referred to as beans, bullets, bandages, and bad guys).
• Command and signals. The final paragraph details the chain of command
for the mission and how the unit will communicate internally and with
higher and/or adjacent units.
Issue the Order Typically, squad orders are presented orally; therefore, it is vital that you have
the complete attention of your unit before issuing the order. Delegate tasks
and authority as needed. There are four keys to success in issuing a patrol
order:
• Make sure all unit members are present.

• Precede the order with an orientation.
• Hold all questions until the order is complete.
• Use visual aids to enhance understanding on the part of the unit members.

BAMCIS, Continued
Supervise The last letter in the acronym BAMCIS stands for supervise. This is the most
Activities important of the troop leading steps. Coordinate and issue guiding
instructions to ensure the mission is accomplished correctly and on time. A
good plan properly supervised is always far better than an excellent plan that
is poorly supervised. Make sure orders are understood and followed.
Supervision is not the same thing as micromanagement. Leaders should
allow subordinates the ability to make decisions and learn from them.

BAMCIS, Continued
Life Although BAMCIS is used in the Marine Corps to carry out missions, its
Applications analytical approach could be used to make almost any decision. If you were
thinking about buying a car, you could follow the steps to make your
purchase.
• Begin planning: I need a car to get around and my budget can support a
car payment.
• Arrange for reconnaissance:

• What resources will you use to do your research (make a
reconnaissance)?
• Will you use magazine articles to get reviews on vehicles?
• Check Web sites for prices.
• Go to dealers for test drives.
• Apply for financing.
• Make a reconnaissance:
• What kind of car do I want?
• Research consumer Web sites.
• Compare prices.
• Do I buy new or used?
• What is my budget limit?
• What kind of financing do I qualify for? (Bank, credit union, dealer,
etc.)
• What incentives are available? (Rebates, special interest rates, etc.)
• Compare insurance policies.
• Complete the plan: I pre-qualified for a low finance rate through my

credit union and will be able to get a good deal for a car that fits my needs
and my budget.
• Issue the order: I plan to go to the dealership on Saturday morning and

attempt to buy my new car, but I will not allow myself to be coerced into
buying something I do not like or cannot afford. My pre-qualified credit
union loan will give me leverage to get the best deal possible.
• Supervise activities: I bought the car that fits my needs and my budget.
Now I have to formalize my insurance and register the car on base.

Lesson 2 Exercise
Item 1 Scenario: During a recent mission, enemy combatants were reported to be

operating out of a local hospital. Our objective was to seize that hospital
without firing a shot. Sgt Boston, our squad leader, told us this was going to
be a one-way conversation, and he wanted this mission to end without
causing any unnecessary damage. Which leadership style is being used?
a. Selling
b. Participating
c. Telling
d. Delegating
Item 2 Scenario: While out on patrol in the middle of Iraq, Cpl Paul came across a
cache of weapons that his squad had been tasked to find and destroy. As he
stared at the weapons, he noticed a set of wires protruding beneath them and
leading up over a berm about 50 feet away. He immediately called to his
squad and reported his findings. Which decision making approach is applied
by Cpl Paul?
a. Analytical
b. Political
c. Stressful
d. Intuitive

Item 3 Through Matching: For items 3 through 8, match the BAMCIS step in column 1 with
Item 8 its description in column 2. Place your responses in the spaces provided.
Column 1 Column 2
Step Description
___ 3. Begin the planning. a. Look ahead and prepare for the
___ 4. Arrange for reconnaissance. task.
___ 5. Make the reconnaissance. b. Do the research.
___ 6. Complete the planning. c. Make final modifications to your
___ 7. Issue the orders. plan taking the information you
___ 8. Supervise activities. gathered in the previous step into
account.
d. Make sure orders are understood
and followed.
e. Decide what things need to be
researched to make your plan
work.
f. Delegate tasks and authority as
needed.


1 c 3-12
2 d 3-13
3 a 3-15
4 e 3-15
5 b 3-15
6 c 3-16
7 f 3-16
8 d 3-17


LESSON 3
APPLYING THE OODA LOOP
Introduction
Scope Colonel John Boyd, U.S. Air Force (Retired) developed the (Observe-Orient-
Decide-Act) OODA Loop. When Colonel Boyd first introduced the OODA
Loop concept during the Korean War, he was referring to the ability
possessed by fighter pilots that allowed them to succeed in combat. The
Marine Corps and other organizations now use it. The premise of the model
is that decision-making is the result of rational behavior. In this lesson, you
will learn how to apply the OODA Loop in decision-making and how it may
be applied to various situations.

Objectives
• Identify the elements of the OODA Loop.
• Given a situation, identify the element of the OODA Loop being

performed.
• nwlink.com/~donclark/leadership
• nsm88.com/training/mettt
• tbs.usmc.mil/Pages/Training
Topic See Page

Introduction 3-23
Background 3-24
Observation 3-26
Orientation 3-27
Decision 3-28
Action 3-29

Background
Purpose In the previous lesson we discussed decision-making approaches. We learned

that BAMCIS was an analytical decision making approach, but in this lesson
we are going to discuss the Observation, Orientation, Decision, Action
(OODA) Loop. The four intuitive steps are always reevaluated because the
situation constantly changes. As shown in the diagram below, the process
forms a loop meaning that the process is continual:
Intuitive The OODA Loop is considered an intuitive decision-making approach and

used when problems are ill-defined and focus more on situations. The actions
performed in each element of the OODA loop are listed in the table below:
Element Performance
Observation Scan the environment and gather information from it. What
is the problem?
Orientation Use the information to form a mental image of the
circumstances. What is going on around me?
Decide Consider options and select a desirable course of action.
What is the best solution in the least desirable course of
action?
Action Carry out the conceived decision. Apply the best solution.
Loop Reassess the environment and situation and adjust the actions
based upon the changing conditions.

Background, Continued
Examples Below are two examples of the intuitive decision-making approach:
• Intuitive (War) – While out on a search and destroy mission in war torn
Afghanistan, your tank crew is ambushed by small arm fire and rocket
propelled grenades. After fighting off the insurgents, you notice that your
tank commander has been severely wounded. As the next senior man in
the tank, you quickly take charge and ensure that the area is secured and
the wounded are cared for.
• Intuitive (Garrison) – During your weekly 6-mile run on the beach at

Camp Lejeune, North Carolina, you notice something thrashing around in
the water about a 100 yards off shore. You slow down to get a better look
and see that it is somebody calling for help. Without hesitation, you kick
off your shoes and swim out to assist the struggling individual.

Observation
Identify the In any environment be alert for the following:

Problem
• Outside information – Always be on alert for any information that could
be beneficial to your mission.
• Unfolding circumstances – Be prepared for any and all unfolding

circumstances that may occur.
• Unfolding environmental interaction – Be suspicious of subtle changes in

your surrounding environment (trampled brush, deserted streets).

Orientation
Assess the When assessing the situation, take into consideration some of the following
Situation items:
• Cultural traditions – Ensure you possess basic knowledge of the local

culture to include customs, courtesies, and traditions.
• Previous experiences – Review all lessons learned from previously

submitted after actions reports.
• New information – Make sure all information received is current and

understood.

Decision
Develop Best When developing your course of action, consider the following:
Course of Action
• Situational factors – Make sure all major/minor factors are considered
upon coming to a final decision.
• Goal oriented – Ensure your goal is incorporated into your decision

making process.
• Uncertainty – Make sure uncertainty is planned for during your decision

making process.
• Situation-based – Your final decision should coincide with the situation

you are in or about to encounter.

Action
Apply the Best Take the following action:

Solution
• Ensure everyone involved is present.
• Precede the decision with a brief orientation.
• Carry out the conceived decision. Apply the best solution.

Lesson 3 Exercise
Item 1 Through Matching: For items 1 through 4 match the OODA loop element in column 1
Item 4 with its description in column 2. Place your answers in the spaces provided
Column 1 Column 2
Elements Description
___ 1. Observation a. Scan the environment and gather

___ 2. Orientation information from it.
___ 3. Decision b. Carry out the conceived decision.
___ 4. Action c. Consider options and select a
subsequent course of action.
d. Use the information to form a
mental image of the circumstances.
Item 5 Scenario: While walking home from duty, LCpl Harold notices a car cruising
slowly behind him. He continues to walk. He turns left and the vehicle turns
left. He turns right and the vehicle turns right. LCpl Harold senses he is
being followed. In the italicized text, which element of the OODA Loop is
performed?
a. Observation
b. Orientation
c. Decision
d. Action

Answer The table below lists the answers to the lesson exercise. If you have
questions abut these items, refer to the reference page.

1 a 3-24
2 d 3-24
3 c 3-24
4 b 3-24
5 a 3-26
MCI Course 0037 3-31 Study Unit 3 Lesson 3 Exercise

MCI Course 0037 3-32 Study Unit 3 Lesson 3 Exercise

STUDY UNIT 4
THE MENTORING PROCESS
Overview
Purpose Whether intentional or unintentional, we are all mentors at some time in our
lives. Coaching a sports teams and sponsoring newly arrived Marines are
various roles of mentoring. The goal is to develop positive mentoring
relationships. The mentoring process requires the mentor and mentee to work
together to reach specific goals and provide each other with sufficient
feedback to ensure the goals are reached.
Scope You will learn the fundamentals of mentoring, preparing for the mentoring
environment, conducting the mentoring session, and following up on your
mentee’s progress.

Unit
Lesson See Page

Fundamentals of Mentoring 4-3
Prepare, Conduct, and Follow-Up on the Mentoring Session 4-25


LESSON 1
FUNDAMENTALS OF MENTORING
Introduction
Scope Marine Corps Order 1500.58, Marine Corps Mentoring Program, orders that
all Marines have a mentor. That mentor is the next person in your chain of
command. While you may not have had the chance to be a mentor yet, you
can expect to become one. This may raise many questions for you. What
does a mentor do? Am I up to the challenge of being a mentor? Do I have
the skills and experience necessary to mentor someone else? This lesson will
provide guidelines to help you answer some of these questions.

Objectives
• Identify the desired characteristics of a mentee.
• Identify the role of the mentee.
• Identify the use of the “buddy system.”
• Identify the characteristics of a successful mentor.
• Identify roles of a mentor.
• Given a scenario, determine the mentoring role a lance corporal has

assumed.
• Identify the skills of a mentor.
References The following references were used in the development of this study unit:
• MCO 1500.58, Marine Corps Mentoring Program
• NAVMC DIR 1500.58 Marine Corps Mentoring program (MCMP)

Guidebook
• U.S. Department of Transportation, Departmental Office of Human

Resources Management, DOT Mentoring Handbook

Topic See Page

Introduction 4-3
The Marine Corps Mentoring Program 4-5
Characteristics of a Good Mentee 4-6
Roles of the Mentee 4-7
Buddy System 4-8
Characteristics of a Successful Mentor 4-10
Roles and Responsibilities of the Mentor 4-13
Mentoring Skills 4-16

The Marine Corps Mentoring Program
Background MCO 1500.58 states that every Marine will have a mentor. Commanders will
identify and promote the Marine Corps Mentoring Program to all Marines and
provide guidance to mentors, mentees, and buddies.
Under the Marine Corps Mentoring Program, your immediate supervisor will
be your mentor and the Marines who report to you will be your mentees. For
example, an infantry squad leader will be the mentor of his three fire team
leaders, and the three fire team leaders will be his mentees.
Purpose Mentoring is effectively used in the Marine Corps as a means of developing

knowledge of values, beliefs, and practices, thus implanting the
organizational culture.

Characteristics of a Good Mentee
Mentee Defined A mentee is an achiever groomed for advancement by being provided

opportunities to excel beyond the limits of their position. Every Marine will
be a mentee to a senior Marine in their chain of command.
Desirable Marine mentees make every effort to improve in the professional and
Characteristics personal aspects of their lives, advancing toward identified goals to improve
their worth to the team, unit, and Corps. This desire for improvement extends
well beyond an enlistment; it sets the tone for personal and professional
improvement for a lifetime. Other characteristics of a mentee are listed
below:
• Willing
• Active
• Accepting
• Respectful
• Professional
Willing The mentee wanting to improve performance, contribute to the organization,

enhance professional prospects, and willing to work to reach his or her goals.
Active A mentee takes action based on career goals, suggestions of a mentor, job
requirements, and educational opportunities.
Accepting A mentee is willing to accept responsibility for his or her actions, meaningful
feedback and criticism, and guidance and counseling from their mentor.
Respectful The mentee shows consideration and respect for the mentor's willingness to
help and seriously considers all advice and suggestions from the mentor. The
mentee is open-minded—progress takes time and effort.
Professional The mentor/mentee relationship is professional at all times. Both parties

should be respectful of privacy and each other’s personal lives.

Roles of the Mentee
Primary Mentoring creates a partnership between two individuals—the mentor and the
mentee. A mentee must also perform several roles. Those roles and
responsibilities are described in the table below:
Role Responsibility
Indicator The mentee decides how much dependence, guidance, and
tutoring they need from the mentor.
Student Absorbs the mentor's knowledge and acts on this information.
The mentee practice to retain and demonstrate mastery of the
subject.
Example: A mentee should be able to understand and use

regulations, not just know about them.
Trainee Blends mentoring with other training approaches. Understands
the mentor is not the only source of information. The mentee
uses the MOS Roadmap to seek out self-development
programs, such as Marine Corps Institute courses and skill
training programs to achieve goals. Through this participation,
the mentee demonstrates initiative and gains awareness of self
and their role in the unit’s mission. This developing Marine
enhances his or her contribution to unit readiness.
Challenge Think about your last mentoring session. Did you display the desirable
characteristics? What role did you openly display? Could your attitude have
contributed or deterred you from your primary role as a mentee? Talk to your
mentor and solicit their feedback for answers to these questions.

Buddy System
Purpose In addition to your role as a mentor and a mentee, you have a responsibility to
your fellow Marines, which is described as the “buddy system.” The buddy
system is a practice that enhances our ethos, “Marines take care of their own.”
Accountability Is a Marine held accountable if his buddy does something illegal? Maybe
not; however, in many situations, the Marine should talk with his or her
buddy after an incident and discuss “what went wrong” and how the situation
could have been prevented. Finally, positive actions taken by buddies must
be reinforced by the command. This is an essential element in running a
successful buddy system. Many units use the buddy system for liberty in
foreign ports—the buddy system is valuable in garrison, training, and combat
environments as well.
Garrison Marines know when their buddies have alcohol and, or drug problems,
Environment emotional distress, family problems, financial problems, and so forth long
before an incident comes to the command’s attention. In such cases, buddies
must take action. If confronting their buddy with the situation does not
provide positive results, the buddy must go to their chain of command and
seek assistance. In garrision, alcohol, drugs, and vehicles are our most likely
and dangerous enemies. These factors cause more problems for our Marines
than any other factors. When new Marines join the unit, they should be
“buddied-up” immediately to feel a sense of belonging and rapidly assimilate
into the unit. Though your buddy may not be accompanying you on liberty,
he or she should know your liberty plans.
Training In 1988, a unit on an exercise in 29 Palms, California left the training area
Environment without full accountability of all personnel—leaving one Marine in the desert.
That Marine was not discovered as missing until 24 hours later. The Marine
tried to find his own way out and failed, resulting in his death. Had the buddy
system been used, his buddy could have alerted the company gunny the
Marine was missing when the unit departed the training area. Buddies watch
out for each other on live-fire ranges, during the movement of vehicles, and in
any other potentially dangerous situation.

Buddy System, Continued
Combat The Army’s suicide rate decreased after implementing the battle buddy
Environment systems. Army officials call the ‘battle buddy” system a hallmark of the
suicide prevention program, and attributes the lower suicide rate of deployed
troops, which dropped dramatically in 2004, to the system’s implementation.
It relies on a soldier’s “battle buddy” to help identify warning signs of their
fellow soldiers so they can intervene. The buddy system is one significant
factor that aids in suicide prevention.

Characteristics of a Successful Mentor
Mentor Defined NAVMC DIR 1500.58 defines a mentor as a wise adviser, teacher, and
guardian.
Desirable A mentor facilitates personal and professional growth in an individual by

Characteristics sharing the knowledge and insights that have been learned through the years.
The desire to want and share these “life experiences” is characteristic of a
successful mentor. Other desirable characteristics of a mentor are
• Supportive
• Patient
• Respected
• People-oriented
• Good motivator
• Effective teacher
• Secure in position
• Achiever
• Understands the unit’s mission and their own mission
• Displays genuine concern
Supportive A mentor supports the needs and aspirations of a mentee. This supportive
attitude is critical to the successful development of the mentee. A mentor
must encourage the mentee to accept challenges and overcome difficulties.
Patient A mentor is patient and willing to spend time performing mentoring

responsibilities. A mentor provides adequate time to interact with the mentee.
Time requirements are defined by both the mentor and the mentee.

Characteristics of a Successful Mentor, Continued
Respected The mentor has earned the respect of peers, the Marine Corps, and/or
community. It is important the mentor is someone to whom others can look
at as a positive role model.
People- A successful mentor is one who has good people skills and genuinely
Oriented interested in Marines and has a desire to help others. He or she knows how to
effectively communicate and actively listen. To be an active listener, you
must focus on who you are listening to so you can understand what is being
said. You should be able to restate the speaker’s message in your own words.
Restating that message does not mean you agree with what was said, only that
you understand what was said. A mentor must also be able to resolve
conflicts and give appropriate feedback.
Good A good mentor is able to motivate their mentee through encouraging feedback
Motivator and challenging work assignments. He or she inspires a mentee to do better.
Effective A mentor thoroughly understands the skills required by the mentee’s position
Teacher in accordance with the Marine Corps MOS Roadmaps. A mentor must
conduct on-the-job training in the MOS, and also manage the learning of the
mentee. The mentor must actively try to recognize and use teaching
opportunities.
Secure in Mentors are confident in their own career so pride for the mentee’s
Position accomplishments can be genuinely expressed. As a mentor, appreciate the
mentee’s development of strengths and abilities without viewing their
accomplishments as a threat.
Achiever A successful mentor is a professional achiever, who sets high career goals,
continually evaluates these goals, and strives to reach them. He or she is one
who takes on more responsibility than is required, volunteers for more
activities, and tends to climb the proverbial career ladder at a quick pace. A
mentor attempts to inspire a mentee with the same drive for achievement.

Characteristics of a Successful Mentor, Continued
Understands Mentors take pride in the Marine Corps and enjoy the every day challenges
the Unit’s that arise. A mentor understands the mission, vision, and values of the Corps
Mission and and supports its initiatives. A mentor should be well-versed in Marine Corps
Their Role in policies and procedures of the particular operating unit in which he or she
That Mission works. A mentee looks to their mentor for guidance on interpreting Marine
Corps policies and procedures. An example is having knowledge of uniform
and dress standards, and ensuring your mentee understands them also.
Genuine Genuine concern is simply caring about the well-being of other Marines. You
Concern cannot fake genuine concern. However, if you employ the characteristics of a
successful mentor, genuine concern will not only be self-evident, but your
Marines will also see you as a leader who cares about their development and
future potential.
One of the fundamental leadership traits is to take care of your Marines and
look out for their welfare. Genuine concern embodies this trait and occurs
when the leader shows interest in the Marine, not just in terms of job
performance, but in overall personal and professional development.

Roles and Responsibilities of a Mentor
Background The roles you assume as a mentor point you in many different directions.
Which role you assume depends on the needs of your mentee and on the
relationship you build with your mentee. On any given day, your mentee may
require you to perform one of these roles, or all of them.
Example: You may begin your day assuming the role of teacher, when
suddenly your mentee experiences performance difficulties. You
change direction to fulfill your role as coach, steering slightly
toward the role of advisor as your mentee asks for advice on a
satisfactory course of action.
Primary The Marine mentor is primarily responsible to the chain of command for the
Responsibility professional and personal development of the Marines of their team and
accountable to the chain of command for the actions of their Marines.
Ten Roles In addition to the primary responsibility, listed below are ten additional roles
and responsibilities you may assume as a mentor:
• Teacher
• Guide
• Counselor
• Motivator
• Sponsor
• Coach
• Advisor
• Referral Agent
• Role model
• Door Opener
Teacher As a teacher, the mentor teaches the mentee the skills and knowledge required
to perform the job successfully.
Guide As a guide, the mentor helps the mentee to understand how to navigate and
understand the inner workings of the organization. Sometimes this includes
passing on information about any unwritten rules for success.

Roles and Responsibilities of a Mentor, Continued
Sponsor The mentor helps to create opportunities for the mentee that may otherwise
not be available. Opportunities should be challenging and instructive, without
being overwhelming. Do not set the mentee up for failure.
Counselor Counseling requires establishment of trust in the mentoring relationship.

Counselors listen to possible ethical situations and provide guidance to help
mentees find solutions and improve problem-solving skills. Counselors
display genuine concern for their Marines, their abilities, and goals.
Motivator A mentor shows support to help a mentee through the tough times, keeping
the mentee focused on developing job skills to improve performance, self
respect, and a sense of self-worth.
Coach A coach observes performance, assesses capabilities, provides feedback to the

mentee, and instructs with a view to improve performance. Then the loop
repeats.
Advisor A mentor helps the mentee to develop professional interests and to set
realistic career goals. Goals should be specific with a time-frame. They
should have deadlines, and be results-oriented, relevant, and reachable. The
mentee uses the MOS Roadmaps in this role.
Referral Agent Once a career plan is developed, the mentor assists the mentee in approaching
persons who can provide training, information, and assistance. The mentor
also points the mentee to relevant career enhancing schools, correspondence
courses, books, professional organizations, and self-improvement activities.
Role Model The mentor is a living example for the mentee to emulate. A mentor must
lead and teach by example.

Roles and Responsibilities of a Mentor, Continued
Door Opener The mentor opens doors of opportunity by helping the mentee establish a
network of professional contacts both within and outside the Marine Corps.
The mentor helps the mentee understand the importance of staying in touch
with seniors, peers, and juniors to exchange information, ideas, and concerns.
Assessment Later in this study unit, we will discuss the self-assessment requirement.
When you complete your self-assessment, ask yourself which of the ten
roles—teacher, guide, counselor, motivator, sponsor, coach, advisor, referral
agent, role model, and door opener—you are proficient at or where
improvement is needed. Identify what you will do to correct your
deficiencies. These are necessary steps to ensure the health and well being of
our Marines as well as ourselves.

Mentoring Skills
Background There are some leaders who naturally have great relationships with all their
Marines, simply through their dynamic personalities. They are naturally
outgoing and interested in others and tend to draw others to them. For many
of us, this does not come naturally. Mentoring skills provide the foundation
for a trusting and effective mentoring relationship.
Five Skills The five skills required to be an effective mentor are listed below:
• Self-awareness and self-discipline

• Questioning techniques
• Listening
• Empathy
• Feedback
Self-Awareness Self-awareness is the ability to recognize and understand one’s moods and
and Self- emotions as well as how they affect others. Leaders with high self-awareness
Discipline are candid and honest with themselves and others. They understand how their
emotions impact their actions.
Self-discipline is the ability to control or redirect disruptive impulses and

moods. It is the poise and composure required to create an environment of
trust and fairness.

Mentoring Skills, Continued
Questioning Questioning is a valuable tool to bring problems, viewpoints, and attitudes to

Techniques the surface and stimulate thinking. There are four types of questioning
techniques:
Questioning Technique Description

Closed-ended Commonly used when you want a yes or no
answer. Although important information can be
gained from closed-ended questions, they are not
effective in creating a discussion and can give the
impression the meeting is an interrogation.
Example: “Are you married?”

Opened-ended Cannot be answered by a simple yes or no. These
questions prompt the individual to give an
explanation and force them to open up more and
share their thoughts.
Example: “What can you tell me about your

family?”
Probing Meant to take the conversation further and force
the junior to think about the next steps or
implications.
Example: “What now?”

Interpretive You draw a conclusion and solicit others’
agreement or disagreement. This is a good way to
wrap up a series of questions and draw conclusion.
Example: “So you want to pursue your off-duty

education in accordance with your road
map. Is that right?”

Listening Once you get the Marine to open up, it is important to hear what they say and
interpret the meaning behind their comments. Below are tips for effective
listening:
• “Hold your fire” until you understand the mentee’s point. Refrain from
jumping to conclusions.
• Listen for the whole meaning. Listen for generalizations or threads of

meaning that can be derived from facts.
• Listen for facts (Pvt Jones was 30 minutes late) and distinguish them from
personal opinions (Pvt Jones does not care about doing a good job).
• Listen for changes in tone of voice, rate of speech, and volume. This may
indicate the junior is unsure about something or may not want to come
forth with some information. Watch for nonverbal cues (avoiding eye
contact, slumping, clenched fists, etc).
• Minimize emotional reactions.
• Use nonverbal communication (eye contact, nodding, etc.) to convey your

interest.
• Make your surroundings conducive to listening (quiet, no interruptions,

etc.).

Nonverbal Nonverbal signals can help create an acceptable comfort level with your
Communication mentee. Nonverbal signals are explained below:
Signal Description
Eye contact Making eye contact with your mentee is essential to active
listening and indicates genuine concern.
Gestures Supplement your speech with facial and hand gestures. Use
hand gestures to express enthusiasm. You can show
enthusiasm by nodding approval, smiling, or shaking the
other person's hand.
Open body Keep an “open” body posture. Rest your arms casually at
posture your sides or on a surface, and lean forward as if eager to
hear the next word.
Appropriate Consider how space can relate to power:
space
• A large desk might be seen as a barrier between you and
your mentee.
• Position your chairs next to each other, rather than

across from one another to bridge the distance while
talking.
• Maintain proper physical distance from people when

talking with them. Most people feel it is an attack on
their personal space if you stand within 6 inches of them
while speaking. Ideally, there should be no more than
1½ feet between your mentee and you.

Empathy Empathy is the ability to understand the emotional makeup of other people. It
requires understanding their perspective, sensing their emotions, and taking
active interest in their concerns. When someone is emotional (angry, sad,
etc.), they are not able to listen very well to advice from others. Empathy
defuses the emotions so they can listen to you better.
The basic skill in empathy is to communicate to the Marine that you

understand they may be feeling those emotions, and you might feel the same
way if you were in a similar situation. Do not confuse empathy with
sympathy which is simply feeling sorry for the other person without
necessarily understanding their perspective.
Feedback There are two types of feedback: positive and guidance. Each should be
delivered in a consistent and timely manner. Effective feedback includes
stating the situation, the Marine’s action, and the results of that behavior.
Type Description
Positive Strengthens desired behaviors and makes them more likely to
repeat.
Guidance Provides course correction. The goal is to eliminate undesired
behavior.

Lesson 1 Exercise
Item 1 Which characteristic of a mentee is described as wanting to improve

performance, contribute to the organization, and enhance professional
prospects and ready to work to achieve their goals?
a. Respectful
b. Accepting
c. Active
d. Willing
Item 2 Through Matching: For items 2 through 4 match the mentee’s role in column 1 with
Item 4 its description in column 2. Place your responses in the spaces provided.
Column 1 Column 2
Role Description
___ 2. Indicator a. Blends mentoring with other

___ 3. Student training approaches
___ 4. Trainee b. Decides how much dependence
and guidance he or she needs
c. Practices to retain and
demonstrates mastery of subject
learned
Item 5 What is the purpose of the buddy system?
a. Responsible for your fellow Marines

b. Accountable to your fellow Marines
c. Blamed for another Marine’s mistakes
d. Punished for another Marine’s mistakes

Item 6 Through Matching: For items 6 through 9 match the characteristic of a successful
Item 9 mentor in column 1 with its description in column 2. Place your responses in
the spaces provided.
Column 1 Column 2
___ 6. Good motivator a. Inspires a mentee to do better

___ 7. People-oriented b. Desire to help others
___ 8. Effective teacher c. Confident in one’s own career so
___ 9. Secure in position pride for the mentee’s
accomplishments are genuinely
expressed
d. Thoroughly understands the
skills required by the mentee’s
position
Item 10 Matching: For items 10 through 13 match the mentoring role in column 1
Through with its responsibility column 2. Place your responses in the spaces provided.
Item 13
Column 1 Column 2
Role Responsibility
___ 10. Teacher a. Creates opportunities for the

___ 11. Counselor mentee
___ 12. Motivator b. Shows support
___ 13. Sponsor c. Establishes a trusting
relationship
d. Instructs the mentee on the skills
and knowledge required to
perform the job successfully

Item 14 Scenario: LCpl Peters graduated first in his MOS class. After 3 months at his
initial duty station, he was named Marine of the Quarter. LCpl Peters’
SNCOIC SSgt Allen, assigned him to mentor the new join, Pvt Grey. LCpl
Peters showed Pvt Grey how to perform various tasks and provided feedback
on whether they were performed correctly. If LCpl Peters is not sure about
the performance of a task, he asks SSgt Allen for guidance. Which mentoring
role has LCpl Peters assumed towards Pvt Grey?
a. Role model
b. Sponsor
c. Advisor
d. Coach
Item 15 Which mentoring skill requires the mentor to minimize emotional reactions?
a. Self-awareness
b. Listening
c. Empathy
d. Feedback


1 d 4-6
2 b 4-7
3 c 4-7
4 a 4-7
5 a 4-8
6 a 4-11
7 b 4-11
8 d 4-11
9 c 4-11
10 d 4-13
11 c 4-14
12 b 4-14
13 a 4-14
14 d 4-14
15 b 4-18

LESSON 2
PREPARE, CONDUCT, AND FOLLOW-UP
ON THE MENTORING SESSION
Introduction
Scope Now that you have learned a few basic concepts about mentoring, you are
ready to move forward towards becoming a mentor. In this lesson, you will
learn more about the Marine Corps Mentoring Program (MCMP), how to
perform a self-assessment, and the stages of the mentoring process.

Objectives
• Identify the policies that govern the Marine Corps Mentoring Program.
• Identify the procedure to perform a self-assessment.
• Identify the stages in the mentoring process.
Topic See Page

Introduction 4-25
Policies Governing the Marine Corps Mentoring Program 4-26
(MCMP)
Honor, Courage, and Commitment (HCC) Assessment 4-28
Stage 1: Prepare for the Mentoring Session 4-31
Stage 2: Conduct the First Mentoring Session 4-33
Stage 3: Conduct Follow-Up Sessions 4-35

Policies Governing the Marine Corps Mentoring Program
(MCMP)
Policies One of the key elements that will help you through the mentoring process is
to gain knowledge of the Marine Corps polices, manuals, and publications on
mentoring. Policies that govern the MCMP are listed below:
• The Commandant’s White Letter 10-95 dated 3 May 1995
• Marine Corps Reference Publication 6-11B, Marine Corps Values: A

User's Guide for Discussion Leaders dated 20 October 1998
• Marine Corps Order 1500.58, Marine Corps Mentoring Program dated

13 February 2006
• NAVMC DIR 1500.58 Marine Corps Mentoring Program Guidebook

dated 13 Feb 06
• Marine Corps ALMAR 008/06
The The Commandant’s White Letter requested commanding generals,

Commandant’s commanding officers, and officers in charge …“to take appropriate steps to
White Letter develop and implement a voluntary, informal mentoring program that allows
the opportunity for each officer to be involved throughout his or her career.”
Marine Corps The User's Guide to Marine Corps Values is used as a tool to help ensure the
Reference values of the Corps continue to be reinforced and sustained in all Marines
Publication after being formally instilled in entry level training. Leaders must remember
6-11B as long as there is one Marine junior to them, they are honor bound to uphold
the customs and traditions of the Corps and to always walk the walk and talk
the talk. We are the "parents" and "older siblings" of the future leaders of the
Marine Corps. America depends on us to ensure the Marines of tomorrow are
ready and worthy of the challenges of this obligation.
Marine Corps The Marine Corps Order 1500.58 establishes the policy, format, and
Order 1500.58 guidelines of the MCMP.

Policies Governing the Marine Corps Mentoring Program
(MCMP), Continued
NAVMC DIR The purpose of NAVMC DIR 1500.58 is to assist you, the mentor, in learning
1500.58 more about your Marines, understanding their passions and motives, and
enabling you to help them become better Marines. This guidebook is not all
encompassing. It is intended to assist and point you in the right direction.
Marine Corps Marine Corps ALMAR 008/06 mandates instituting formal mentoring for all
ALMAR 008/06 Marines and providing guidance for the MCMP:
• Rules that govern a mentoring program are informal and established by

individual commands within guidelines that describe the proper
relationships between juniors and seniors.
• A mentoring program does not replace the chain of command, nor is

mentoring meant to interfere with the command relationships,
senior/subordinate relationships, or request mast.

Honor, Courage, and Commitment (HCC) Assessment
Introduction Another key element that will help you through the mentoring process is
performing a self-assessment using the Honor, Courage, and Commitment
(HHC) assessment tool. A self-assessment is designed to help individuals
identify characteristics for successful leadership, recognize their strengths,
and discover areas for improvement.
Honor, The HHC assessment tool and NAVMC DIR 1500.58 is used to perform a
Courage, and self-assessment. The purpose of this assessment is to identify professional
Commitment and personal strengths and improvement areas that relate to the Marine
(HCC) Corps’ ethos of honor, courage, and commitment.
Assessment
Mentoring is most effective when both the mentor and the mentee have a
shared vision for professional and personal growth. This assessment is a
starting point for ensuring that alignment.
Procedures Whether you are a mentor or mentee, the steps listed in the table below are
used to perform a self-assessment:
Step Action
1 Evaluate your leadership strengths and weaknesses by comparing
your leadership attributes to those of a good leader and a poor
leader whom you have known.
2 Review the HCC assessment form.
3 Mark those items you need to improve with an N (needs
assistance), and those you do not with an E (effective).
4 Find the assessment item needing assistance in the NAVMC DIR
1500.58 and review the content for that item.
Example: You identified item H3 (Seeks responsibility and
accepts responsibility for success/failures of Marines)
as an area for personal improvement. You reviewed
NAVMC DIR 1500.58, which defines this
characteristic, provides conversation triggers to open
discussion (if you were evaluating a mentee), and
provides assessment questions you can ask yourself
and resources for assistance.
5 Develop a personal action plan for strengthening your leadership
effectiveness using the HCC assessment form.

Honor, Courage, and Commitment (HCC) Assessment,
Continued
Benefits Benefits of performing a self-assessment using the HCC assessment tool are
• A mentor can prepare for and conduct leadership training on discovered

deficiencies.
• It is self-scoring.
• It is easy to administer.

Honor, Courage, and Commitment (HCC) Assessment,
Continued
HCC Assessment A sample of a HCC assessment form is shown below:

Form Sample
Marine Mentee Name: Date:
Mentor Name:
N = Needs Assistance; E = Effective

Honor: Integrity, responsibility, accountability
H1 Leads by example
H2 Upholds the reputation of the Marine Corps & acts Marine-like at all times (24/7)
H3 Seeks responsibility and accepts responsibility for success/failures of Marines
H4 Respects self and others
H5 Maintains high levels of Mental development
H6 Maintains high level of Emotional stability
H7 Maintains high level of Physical readiness
H8 Maintains high level of Spiritual strength
H9 Does the right thing when no one is looking
Courage: Do the right thing in the right way for the right reasons
C1 Does the right thing even when unpopular or difficult
C2 Holds others accountable to Marine Corps standards (24/7)
C3 Takes ownership of difficult situations even if beyond the scope of regular duties
C4 Admits to shortcomings and mistakes
C5 Obeys all lawful orders and regulations
C6 Refuses to participate in inappropriate behavior despite social pressure on leave/liberty
C7 Takes ownership of and seeks assistance in dealing with difficult personal situations
C8 Assists subordinates in taking on difficult personal situations
C9 Obeys the law at all times
Commitment: Dedication to mission. Devotion. Always make a positive impact
Co1 Shows enthusiasm in being a Marine and inspires others
Co2 Demonstrates situational awareness and sound judgment
Co3 Is prepared for deployment and redeployment
Co4 Sharpens common combat skills
Co5 Pursues professional development by utilizing the MOS Roadmap
Co6 Acts responsibly in the use and care of equipment and assets
Co7 Accomplishes tasks in a timely manner, no matter what the conditions
Co8 Provides for support and welfare of family
Co9 Ensures family is prepared for separations and reunions
Co10 Lives within means (budgeting, spending, saving)
Co11 Operates PMV/POV responsibly
Co12 Acts responsibly during recreational activities
Co13 Avoids alcohol abuse and has zero tolerance for drug use
Co14 Looks after the welfare of other Marines on leave or liberty
Co15 Develops game plans, takes needed steps to minimize risks

Stage 1: Prepare for the Mentoring Session
Guidelines Mentoring sessions should occur at least monthly or when any of the
following situations take place:
• Preparing for or returning from deployment
• Major life changing events (birth, death, marriage, divorce, etc.)
• Intense combat
• Preparing to make retention/EAS decisions
Execution The stages of the mentoring process are listed in the table below:
Stage Description
1 Prepare for the mentoring session.
2 Conduct the first mentoring session.
3 Conduct follow-up sessions.
Task The following tasks are executed in stage 1:

Requirements
• Review the Marine Corps policies on mentoring.
• Determine when mentoring meetings will occur.
• Have the mentee complete the HCC assessment tool before the first
mentoring session.
Note: This assessment is designed to be a way to start the conversation
with a new mentee and to review periodically, over time, but not
at every mentoring session. Once the initial mentoring session is
completed, most subsequent conversations will be focused on the
mentee’s personal and professional goals instead of the self-
assessment.
• Review the mentee’s HCC assessment.
• Clearly define and understand the unit mission.
• Clearly define how the mentee fits into the unit.
The Unit’s One of the foundational principles to the mentoring program is to ensure the
Mission and the individual Marine understands how they fit into the unit’s mission. Often a
Individual new Marine will be unsure of how they fit into the “big picture,” but this
Marine apprehension can be minimized if the mentor can describe how the Marine
mentee fulfills the unit’s mission—this is often referred to as the “ME” in
SMEAC.

Stage 1: Prepare for the Mentoring Session, Continued
SMEAC Leaders often use a five-paragraph format for issuing orders to accomplish a
specific mission. This format is referred to as SMEAC:
• Situation – What is occurring or expected to occur that may affect the

mission?
• Mission – What does the commander expect?
• Execution – How will we accomplish the mission?
• Administration and logistics – What do we need to accomplish the

mission?
• Command and signal – How do we communicate effectively to

accomplish the mission?
Small Unit At the small unit (tactical) level, most Marines need only be concerned with
(Tactical) Level the mission and execution paragraphs of the order. These two paragraphs
contain the critical information that directly affects the individual Marine—
hence, the “ME” in SMEAC.
Mentors that can clearly articulate the unit’s mission and describe how the
Marine fulfills the mission can expect their mentee to realize their importance
to the unit as well as their full potential.
Example A new driver is assigned to “Alpha” Battery, 1st Battalion, 11th Marines.
Mentor to the mentee: “The mission of Alpha Battery is to deliver timely and
accurate artillery fire in support of battalion operations. Your role is to ensure
you and your vehicle are ready to move one of the battery’s howitzers to a
position that is advantageous to the battery’s firing position. If you cannot
fulfill this role, then someone has to perform your duties, or the battery is
short one howitzer. If the battery must sacrifice one if its howitzers, that
means our Marines will have less firepower to support their operations. If
another Marine has to fulfill your role, then the Marines they support will be
short of their support. Now, can you understand how important your role is
here at Alpha Battery?”

Stage 2: Conduct the First Mentoring Session

Requirements
• Establish an atmosphere for two-way communication.
• Describe the purpose of the mentoring program and mentoring session.
• Complete the Mission and Goals Form shown on the following page.
• Discuss ground rules for mentoring.
• State the mission of the unit.
• Discuss the mentee’s role in supporting the unit mission. Make sure the
mentee clearly understands the “ME” in SMEAC.
• Discuss the mentee’s HCC assessment and agree on
strengths/improvement areas.
Example: A new mentee’s goals are to get promoted to lance corporal

soon, attend the next level MOS school, and buy a car. Since
the mentee is about to take on new leadership and financial
responsibilities, the mentor may identify H3 and Co10 as areas
to target in mentoring.
• Focus on the mentee’s “needs assistance” areas. Review the MCMP

guidebook for sample questions and triggers.
• Determine if the next level of support is needed and what actions are
required.
• Establish three or four goals in paragraph three of the mentee Mission and
Goals Form.
• Assist the mentee in developing an action plan for achieving goals.
• Summarize mentoring session and set date/time for the next session.

Stage 2: Conduct the First Mentoring Session, Continued
Sample Form A sample of the Mission and Goals Form is shown below:
Mission and Goals Form
Paragraph 1: Situation
Mentor Name: RUC:
Marine Name: UIC:
Unit Address:
Paragraph 2: Mission
Unit Mission. What is the mission of the unit?
Marine mentee’s critical role in support of the unit’s mission:
Paragraph 3: Execution Goals (3 or 4; specific,

measurable, attainable, realistic, time-bound)
Professional Goals:
Personal Goals:
Combat Skills/Readiness Goals:
Tasks (action plan for accomplishing goals)

Action Steps Deadline

Stage 3: Conduct Follow-Up Sessions

Requirements
• Restate the mission and mentee’s role.
• Review goals and action plan.
• Discuss progress.
• Review mentee’s strengths/improvement areas identified in the previous
HCC assessment.
• Identify roadblocks and actions to overcome.
• Modify or establish new goals as necessary.
• Summarize mentoring session.
• Set a date and time for next session.

Lesson 2 Exercise
Item 1 Which Marine Corps policy is used as a tool to help ensure the values of the
Corps continue to be reinforced and sustained in all Marines after being
formally instilled in entry level training?
a. The Commandant’s White Letter

b. Marine Corps Reference Publication 6-11B
c. Marine Corps Order 1500.58
d. NAVMC DIR 1500.58
Item 2 In which step of performing a self-assessment would you use the HCC
assessment tool?
a. Step 1
b. Step 2
c. Step 3
d. Step 4
Item 3 Which stage of the mentoring process would you establish three or four goals
in paragraph three of the mentee Mission and Goals Form?
a. Stage 1
b. Stage 2
c. Stage 3
d. Stage 4


1 b 4-26
2 b 4-28
3 b 4-33


APPENDICES
Instructions
Student Use these appendices with the appropriate study unit to assist you in
understanding the foundational issues for each scenario.
As you read each scenario, reflect on the content from the study unit before
you answer the questions. Use the study units to assist you in making your
decisions. However, these are your unique ideas, thoughts, and decision-
making processes that will certainly be different than those of your fellow
Marines.
While these scenarios may address specific military occupational specialties

(MOS), they are written in general terms that any Marine can identify with. If
one or more of the scenarios are related to your MOS, your perspective and
decision-making processes will be different than a Marine without your skill
background. It is critical to realize that you do not need the specific MOS
skills to complete any of the scenarios.
Once you have completed each scenario, discuss them with your mentor and
unit leader (team, squad, platoon, etc). Listen to their ideas and decision-
making processes and determine if their conclusions provide different
approaches, techniques, or methods than you may not have considered.
Consider the following when discussing these scenarios with your mentor and
unit leader:
• Did you come to a different conclusion than they did? If so, why?
• How does their perspective and experience affect your decisions about a
particular scenario?
MCI Course 0037 Appendices

Instructions, Continued
Mentor and These appendices are used by the student as a means to capture their thoughts
Unit Leader and decision-making processes. As the Marine’s mentor and or unit leader,
review their conclusions and discuss with them how they came to their
conclusions. Once you have reviewed the scenarios and their responses,
provide the Marine with your thoughts and methods and discuss the
differences (if any) in the decision-making process and the possible results.
Use your experience to guide and teach your Marines how different
leadership styles, perspectives, and experiences can change how an individual
leads Marines and how it affects the Marines they lead.
In most cases there is no “right” or “wrong” answers, only different results

based upon the decisions and actions that are made. These exercises are
designed to provide leadership experiences that your Marines can use to
effectively lead their Marines and prepare them for greater levels of
responsibility.
Final Actions Once the Marine has worked through each scenario and has discussed their
decision-making process with you, sign the Appendices Validation found at
the end of Appendix D indicating you have provided your leadership and
experience to the Marine.
MCI Course 0037 Appendices

APPENDIX A
ETHICAL DILEMMAS
STUDY UNIT 1
Unannounced Field Day
Situation You are the fire team leader for your section. The platoon sergeant is
dissatisfied with the barracks condition and has announced a field day for all
Marines at 1900. Three of your Marines live in the barracks; however, you
are married and live in town, which is a 50-minute ride on a “good day” from
your house to the barracks. You are not required to be at the field day, and
have made plans to meet your wife and friends for dinner at 1830 at a local
restaurant.
Considerations As the fire team leader, what should you do and what values are you
displaying if you do or do not attend the field day?
Before you make your decision, consider the following:
• When was the last time you observed the living conditions of your
Marines?
• Have you been actively involved in your Marines’ after-hours activities?
• Are you infringing upon your Marine’s personal space by coming to the
barracks?
• Although you do not have to be at the field day, how would your presence
affect the platoon sergeant and the other Marines in the barracks?
MCI Course 0037 A-1 Appendix A

Unannounced Field Day, Continued
Decision Write your responses to the scenario in the space provided below, then
discuss your responses with your mentor and unit leader.
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New Marines
Situation You are a Corporal and assigned as the team leader for a section of
HMMWVs comprised of eight vehicles and six personnel. Your platoon
sergeant has just introduced you to two new Marines that will be assigned to
your section. They have just completed Motor Transport School and from
your experience, new “Motor T Marines” cannot drive a car in a video game
let alone a HMMWV or 7-ton truck. After the normal squadron check in
process, you have assigned these two Marines as assistants to two of your
“seasoned” drivers who have been with the unit for over a year. Their attitude
about new “Motor T Marines” is the same as yours, and they refuse to let
these Marines drive until they have “paid their dues” in the Motor Pool such
as working in the tool room and performing countless hours of preventive
maintenance.
After approximately 1 month, you notice these Marines are not as motivated
as when they first checked in. You discuss this with them, and they respond
by saying they spent 2 months at school and have the capability to operate the
vehicles, but their senior Marines will not allow them to drive; yet they feel
their skills are being wasted performing meaningless tasks. They also said,
“They signed up to do more than work in a motor pool.”
As the team leader, what should you do? What leadership traits and
principles are you displaying by either allowing the Marines to continue in
their present duties or by encouraging the other Marines to allow them to be
dispatched to support the unit’s commitments?
Considerations Before you make your decision, consider the following:
• When was the last time you reviewed the training program provided by
the Motor Transport School?
• Have you or your Marines evaluated their skills since they arrived at the
unit?

New Marines, Continued
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Injured Marine
Situation You are the fire team leader and your team is assigned a sector of fire in a
corner of a building that overlooks a busy intersection. The situation has been
relatively calm over the last few weeks, but your squad leader reports that
intelligence suggests enemy activity is likely in the very near future.
However, this is the third time your team has heard this report over the past
15 days.
Due to the boredom, LCpl Phillips and LCpl Turner have become complacent
when they are posted as the security watch. During LCpl Phillips watch, the
enemy circumvents the security and places a remote detonated device near the
perimeter of the building.
Later, LCpl Turner hears an unusual noise outside of the building and decides
to investigate the disturbance. He dons his protective gear, but does not
secure his helmet chinstrap, leaves his protective vest opened, and carries his
rifle over his shoulder. Once outside he moves toward the area where he
heard the noise and trips the remote devise causing serious injury to the side
of his head and chest. The enemy now begins sending small arms fire in the
direction of your sector of fire and towards the wounded Marine. Stunned
and wounded, LCpl Turner tries to handle his weapon, but it is jammed
because he fell on it after the blast. Knowing his buddy is injured LCpl
Phillips rushes to save LCpl Turner, but leaves the M249 Machinegun
position.
As the team leader, what could you have done to prevent this incident?
• Did you become complacent with the operation?
• Did you enforce the requirements for your Marines to wear their
protective gear?
• What training did you provide to your Marines to ensure they know
immediate actions?

Injured Marine, Continued
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Security Operations
Situation You are the fire team leader, and your team is assigned a sector of fire for the
company’s security operations while halted on the outskirts of a small city.
The battalion commander’s standard order is not to fire your weapon, unless
the enemy and/or his position are clearly identified. This order was issued to
ensure the local population understands that the U.S. is supporting their
efforts to rebuild the country and dispel the rumor that Marines
indiscriminately fire at anything that moves.
During the operation, your position is attacked by a sniper. One Marine in

your team, a hometown buddy, is killed and another Marine running the
security checkpoint 100 yards away is wounded. A Marine from another
position runs to the aid of the wounded Marine, but he comes under fire also.
In the confusion of the situation, your Marines indicate that they believe the
enemy’s position is located 300 yards to the left of their position in either the
second floor of the brick building or the loft of the adjacent building.
However, your attention was diverted when your buddy was hit and you did
not see where the sniper fire originated from.
As the team leader, should you allow the Marines to fire?
• What is the battalion commander’s order considering firing weapons?
• Do your Marines know the enemy is where they say he is?
• How will your Marines perceive your leadership if you do not allow them
to fire?
• What will happen to you and your team if you allow them to fire and
innocent civilians are injured or killed?

Security Operations, Continued
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Speeding Ticket
Situation LCpl Ortiz shares a room in the barracks with PFC Ford who works at the
Base Traffic Court. Returning from unit PT, LCpl Ortiz finds her roommate
talking to Cpl Bluth, who has already received several speeding tickets.
Another ticket would result in her losing her base driving privileges. As it
turns out, Cpl Bluth received another speeding ticket on base the previous
day. She has visited PFC Ford, who is also her cousin, to see if there is any
way the ticket could get “lost.” PFC Ford told the corporal not to worry about
it, and that she would take care of it. If you were LCpl Ortiz, what would you
do?
• Cpl Bluth’s husband, who is also a Marine, is deployed and will be for
several months.
• Cpl Bluth has a 6-month-old child who she must take to day care.
• You have seen PFC Ford tell other Marines who asked for a “hook-up”
that she would not compromise her integrity for them.
• What does it tell you about Cpl Bluth’s concern for her child if she speeds
on base? Does she drive recklessly with her child in the car?
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Partying Marine
Situation After returning from leave after his second combat tour, PFC Adachi
approached his fire team leader, LCpl Colbert and asked to speak with him
privately. After finding a quiet place, PFC Adachi told LCpl Colbert that
since his return from a combat theater, he has been having trouble sleeping,
and has been drinking quite a bit. While on leave, he had been partying every
night with his buddies from high school. PFC Adachi knew he had been
drinking heavily and suspected he passed out one night. He said he is not
certain, but he “might” have smoked some pot and done a line or two of
cocaine. Now, fearing a unit urinalysis, he has turned to LCpl Colbert for
advice.
If you were LCpl Colbert, what advice would you give him?
• The Marine Corps’ policy on illegal drug use is drugs will not be
tolerated.
• PFC Adachi is not certain he has taken any drugs.
• Are there any larger issues beyond possible drug use that PFC Adachi has
to deal with?
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Internet Photos
Situation Prior to a deployment, LCpl Tobias’ unit received a great deal of pre-
deployment training. One brief the unit received from the Public Affairs
Office covered photography; namely the photography of detainees or
casualties, which is prohibited except when required for official duties. The
possession or distribution of those images is also prohibited.
During a humanitarian mission as part of the deployment, LCpl Tobias’ fire

team saw many unsettling things as a result of two warring factions
committing atrocities on one another. Upon their return, LCpl Hebert,
another fire team leader in his squad, sent him an e-mail with a link to his
blog. When LCpl Tobias checked out the Web site, he found graphic pictures
of dead combatants that were obviously taken during their deployment. In
some photos, LCpl Hebert and other Marines can be clearly identified. From
the photos, it was evident to LCpl Tobias that the dead were killed by another
faction’s improvised explosive device, and not by his fellow Marines. Based
upon the pre-deployment training and public affairs guidance, LCpl. Tobias
knows that LCpl Hebert’s actions were not in keeping with the commander’s
guidance.
If you were LCpl Tobias, what would you do?
• When looking at the photos, would outsiders be able to tell who was
responsible for the deaths?
• How do LCpl Herbert’s actions align with the Core Values?
• How would you feel if it were your family’s remains that were being
displayed for anyone to see on the Internet?
• What potential impact do these photos have for the Corps and country
when they are available on the Internet?

Internet Photos, Continued
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Vehicle Control Point
Situation You are the fire team leader and your team is assigned to a vehicle control
point in a foreign country. You are required to physically search all
passengers and vehicles before they proceed.
A vehicle approaches and one of the passengers is a female. Being aware of

the cultural sensitivity in your area of operations, you know it is not an
accepted practice for a foreign male to physically touch any of the native
women in the country. You have searched the three male occupants, but the
female is standing outside the vehicle acting nervously and looks as if she
may be hiding some type of foreign object under her clothing. You know that
she has to be searched before the vehicle can proceed through the checkpoint,
but the traffic is beginning to pile up at the checkpoint.
• As the fire team leader, should you allow one of your male Marines to
search her?
• Do you enforce the rules, and allow your Marines to physically search
her?
• Will the physical act of touching a foreign female insight a riot from the
local males watching? And if so, are you equipped to handle such an
incident?
• Should you request guidance from higher or recruit a local female through
the use of an interpreter, and ask for assistance in searching the female?
• What should you ask for prior to the next vehicle control point watch?

Vehicle Control Point, Continued
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House Search
Situation Your platoon is tasked to conduct searches of every house in a small city.
Your fire team is assigned three houses in one of the city blocks. Conducting
these searches has become a routine action by your unit, and the locals
understand the necessity for the searches, but still do not like the intrusion of
foreigners in their homes. As a team leader, you know by searching these
homes, critical human intelligence can be acquired from the local people.
However, if conducted improperly, you will have offended the residents,
disrespected the family dynamics, and may have lost the opportunity to gain
intelligence.
Your battalion commander has issued an order that all house-to-house

searches will be conducted with the utmost respect and the destruction of
personal property will be avoided unless absolutely necessary.
Your team has searched three houses and has moved to the fourth, but once
you knocked a male voice responds asking for a few more minutes. You wait
patiently and knock again, but a different voice responds asking for another
few more minutes. You can hear people in the house rummaging around as
well as male and female voices sounding nervous and yelling at each other.
As a member of the search team, what cultural considerations should you

consider and what are the implications if you do or do not consider cultural
awareness?
• Is there another way to enter the house?

• Is there a window to see what is going on inside?
• How should you interact with the occupants in the house?
• How should you conduct the search once you have gained entrance?
• What should you do about damages to the house?
• How should you depart the house?

House Search, Continued
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Cultural Awareness
Situation You are a Marine at an entry check point and the battalion commander has
stated that every person entering the compound must produce the proper
identification before gaining entrance to the compound. As you are
conducting the ID check, you receive the identification of a foreign citizen
that is on their way to work in the compound. The ID is valid; however, as
you are looking at the ID, you notice the individual is avoiding eye contact,
and continually looks back over their shoulder. You ask a few questions and
the individual responds correctly to your inquiries, but their body language
causes you to suspect something is not quite right.
As the Marine on post, what should you do?
• What are the indications that something may be amiss?

• Is this person’s behavior culturally “normal”?
• Have you established any type of connection with the individual?
• Did the individual fulfill the commander’s intent by producing a valid ID?
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APPENDIX B
DECISION MAKING TOOLS
STUDY UNIT 3
Cross Country Travel
Situation You are preparing to permanently change stations from Camp Lejeune, North
Carolina to Camp Pendleton, California. You have set up your travel to use
your personally owned vehicle (POV) to drive to your new duty station. You
have planned on taking leave for 14 days and visit family in South Carolina.
Focusing on traveling from coast-to-coast, use BAMCIS and write out your
plan to execute travel and arrive safely at Camp Pendleton.
Worksheet Use the BAMCIS worksheet below to develop your plan:
Begin the Planning
Arrange Reconnaissance
Make Reconnaissance
Complete the Plan
Issue the Order
Supervise Activities
Review Discuss the completed worksheet with your mentor and unit leader. Did they
provide information that you did not think of? If so, does it alter your
planning? Were their ideas radically different than yours? If so, why?
MCI Course 0037 B-1 Appendix B

Security Checkpoint
Situation You have been assigned as the team leader for checkpoint 5 located at the
west entrance to the company’s position. The company’s position is located
at the base of a low mountain adjacent to a well-traveled road. The company
has situated itself against the mountain to mask its presence from anyone who
travels the road. Another mountain, slightly higher than the one near the
company’s position, is located approximately a half-mile west of the
company’s position—directly in front of your checkpoint.
Your team has been trained in security operations, check point operations,
and immediate actions. As the team leader, write out your plan to ensure the
effective operation of the checkpoint.
Instructions Before you begin, talk to your mentor and unit leader. You may have never
been assigned this type of duty before, but it is likely you may be required to
perform such actions in the future. Use your mentor and unit leader to help
you understand the scope of the situation and other requirements to operate in
a tactical situation.
Begin the Planning
Make Reconnaissance
Complete the Plan
Issue the Order

Security Checkpoint, Continued
Review Discuss the completed worksheet with your mentor and unit leader. Did their
guidance provide you with a better understanding of the tactical environment?
Did their guidance and/or suggestions provide you with information that
helped to solidify your plan? If you were assigned this type of duty in the
future would BAMCIS help you plan your actions?

Mentoring Sessions
Situation You are the team leader for four junior Marines and have also been assigned
as their mentor. The Marine Corps Mentoring Program is fairly new and you
have had a few mentoring sessions with your mentor. Now it is your turn to
mentor your junior Marines, but you are still not sure of the program, your
role as a mentor, or how the program should be conducted.
Using BAMCIS, describe how you will fulfill your role as a mentor and
conduct appropriate mentoring sessions for your mentees.
• What is the reference for the Marine Corps Mentoring Program?
• What are my responsibilities for being an effective mentor?
• What are my Marines’ responsibilities as a mentee?
• How do I research the appropriate Training and Readiness manual for my

Marines’ MOS?
• How do I utilize the Honor, Courage, and Commitment Assessment?

Mentoring Sessions, Continued
Begin the Planning
Make Reconnaissance
Complete the Plan
Issue the Order
Review Discuss the completed worksheet with your mentor and unit leader. Did their
guidance provide you with a better understanding of the mentoring program?
Did their guidance and/or suggestions provide you with information that
helped to solidify your plan? When you are assigned as a mentor will this
type of planning help you with planning effective mentoring sessions?

Road Warrior
Situation LCpl Walker was driving back to the barracks on the highway after an off-
duty education class. In her rear-view mirror, she noticed a sports car being
driven erratically; it was passing vehicles without signaling and cutting off
other drivers. After cutting off other cars, the sports car would often abruptly
hit the brakes for no apparent reason. Having no desire to be in an accident,
LCpl Walker put her defensive driving skills to use. Before the reckless
driver could approach LCpl Walker’s car, she slowed down and moved to the
right lane to let the vehicle pass.
Note whether or not the OODA Loop cycle is repeated during the scenario.
Worksheet Use the OODA Loop worksheet below to develop your plan:
Observe
Orient
Decide
Act
Review Discuss the completed worksheet with your mentor and unit leader. Would
you or your mentor have made a different decision? What action would you
have taken?

Patrolling
Situation Having patrolled through a village several times during a peace-keeping

mission, LCpl Briscoe has gotten used to the rhythm of the village. The
market is usually a frenzy of activity during the evening with people buying
and selling products, children playing, and groups of elderly people
socializing nearby. On a recent patrol, LCpl Briscoe detects something
different. There are only a few people, and there are no women and children.
The street is nearly empty as well. Feeling uneasy, he radios his squad leader
to report the situation. While waiting for his squad leader’s reply, LCpl
Briscoe sees three armed men on the roof of a building and immediately
orders his Marines to take cover.
Worksheet Use the OODA Loop worksheet below to describe how the OODA Loop was
applied:
Observe
Orient
Decide
Act
have taken?

Football
Situation LCpl Trask plays on an intramural flag football team as a cornerback. Three
times the opposing team has been backed up to their end zone. Each time,
they threw a short pass to the same wide receiver along the sidelines. After
his team’s offense stalled at mid-field, they punted and once again, pinned
down their opponents inside their own 5-yard line. Knowing what was
coming, he jumped the route, intercepted the pass, and walked into the end
zone untouched.
Worksheet Use the OODA Loop worksheet below to describe how the OODA Loop was
applied:
Observe
Orient
Decide
Act
have taken?

APPENDIX C
MENTORING AND ROADMAPS
STUDY UNIT 4
Situation You are assigned as LCpl Ames’ mentor, and have been monitoring his MOS
progression using the 1812 MOS (Tank Crewman) Roadmap. LCpl Ames
took a number of general subject (lower level) college courses prior to
entering the service and now wants to enroll in an upper level history class
that is not listed in the MOS roadmap.
As LCpl Ames’ mentor, how would you approach this and what
recommendations would you make?
• Why does LCpl Ames want to take this particular course?
• How does this fit into LCpl Ames’ personal and professional
development?
• What is the potential impact (positive and negative) for LCpl Ames’
educational goals on the unit’s mission?
• How does this off duty education and LCpl Ames’ educational goals work
towards the unit’s mission?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
MCI Course 0037 C-1 Appendix C

Administrative Clerk
Situation You are PFC Mellon’s mentor and know his general administrative skills
(typing, forms, clerical) are superior to many other Marines you are
mentoring. However, he lacks knowledge of administrative procedures and
policy that are otherwise understood by his peers. He will be promoted to
LCpl next week, and you want to ensure he is prepared to achieve higher
levels of responsibility associated with his new rank.
During your mentoring session you discover that PFC Mellon wants to enroll
in off duty education and begin a career path towards a degree. Although off
duty education is recommended by the 0151 Roadmap, PFC Mellon needs to
enhance his MOS skills.
As PFC Mellon’s mentor, how would you approach this and what
• Why does PFC Mellon want to enroll in off duty education as opposed to
MOS related courses (MCI and MarineNet)?
• How does this fit into PFC Mellon’s personal and professional
development?
• What is the potential impact (positive and negative) for PFC Mellon’s
educational goals on the unit’s mission?
• How does the lack of PFC Mellon’s MOS related skills detract from the
unit’s mission?

Administrative Clerk, Continued
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Automotive Repairman
Situation You are assigned as LCpl Hackler’s mentor, and she has indicated that she
would like to be assigned to the 7-ton truck maintenance section rather than
the HMMWV section. You have spoken to SSgt Hicks, her supervisor, who
has counseled LCpl Hackler on several occasions about her lack of quality
maintenance when performing routine electrical maintenance on the
HMMWVs. You have been monitoring LCpl Hackler’s MOS progression,
utilizing the 3521 MOS Roadmap (Automotive Organizational Maintenance)
and know she graduated near the middle of her MOS course. According to
the MOS Roadmap, there are a number of MCIs and technical schools that
LCpl Hackler can enroll in or attend to enhance her skills. However, she does
not feel the need to pursue the development of her professional skills.
As LCpl Hackler’s mentor, how would you approach this and what
• What is prohibiting LCpl Hackler from pursuing professional

development?
• How would LCpl Hackler’s professional development work towards the

unit’s mission?
• How does the lack of LCpl Hackler’s MOS related skills detract from the
unit’s mission?
• How would LCpl Hackler’s professional development set her up for

success in the Marine Corps as well as her personal development?

Automotive Repairman, Continued
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________


APPENDIX D
THE STRATEGIC CORPORAL
Tactical Operations
To the Student Read the following article; at the end you will be asked to make decisions
based upon the scenario described within. There is no right or wrong
answers. This is simply an opportunity to apply your decision making skills
and utilize the analytical and/or intuitive decision making models.
"The Strategic Corporal: Leadership in the

Three Block War"
Marines Magazine, January 1999
by Gen. Charles C. Krulak
Operation Absolute Agility
0611: The African sun had just risen above the hills surrounding the sprawling city and sent its
already dazzling rays streaming into the dusty alleyway. Corporal Hernandez felt the sun on his
face and knew that today would, again, be sweltering. He was a squad leader in 2d Platoon,
Lima Company and had, along with his men, spent a sleepless night on the perimeter. For the
past week his platoon had provided security to the International Relief Organization (IRO)
workers who manned one of three food distribution points in the American Sector of Tugala—
the war-torn capital of Orange—a Central African nation wracked by civil unrest and famine.
The situation in Orange had transfixed the world for nearly two years. Bloody tribal fighting had
led first to the utter collapse of the government and economy, and ultimately, to widespread
famine. International efforts to quell the violence and support the teetering government had
failed, and the country had plunged into chaos. The United States had finally been compelled to
intervene. A forward deployed Marine Expeditionary Unit (Special Operations Capable) was
ordered to assist the efforts of the ineffective Regional Multi-National Force (RMNF) and the
host of international humanitarian assistance organizations that struggled to alleviate the
suffering. The MEU’s arrival had stabilized the situation and allowed the precious relief
supplies to finally reach the people who needed them most.
MCI Course 0037 D-1 Appendix D

The Food Distribution Point (FDP), manned by 2d Platoon, serviced over 5,000 people daily.
The Marines had, at first, been shocked at the extent of the suffering, by the constant stream of
malnourished men and women, and by the distended bellies and drawn faces of the children.
The flow of food and medical supplies had, however, had a dramatic impact. The grim daily
death tolls had slowly begun to decrease and the city had begun to recover some sense of
normalcy. Within a month the lives of the Marines had assumed a sort of dull routine. Corporal
Hernandez removed his helmet and rested his head against the mud wall of the house in which
his squad was billeted and waited for his MRE to finish heating; satisfied that he and his fellow
Marines were making a difference.
0633: The dust and rumble of a half dozen 5-Tons pulling into the market square caught the
attention of Corporal Hernandez. Escorted by Marines, the convoy brought with it the food and
medical supplies that meant life or death to the inhabitants of this devastated neighborhood.
With it also came word of life beyond the confines of this small corner of Orange and useful
intelligence concerning the disposition of the opposing factions that wrestled for its control.
Today, the convoy commander had disturbing news for the platoon commander, Second
Lieutenant Franklin. Members of the OWETA faction, led by the renegade warlord Nedeed, had
been observed congregating near the river that divided the capital in half and marked the
boundary separating the turf of OWETA from that of its principal rival. Nedeed had long
criticized the presence of the RMNF and had frequently targeted its personnel for attack. While
he had strenuously denounced the presence of U.S. forces, he had, so far, refrained from
targeting American personnel. As starvation became less a concern, however, tensions had
begun to rise and there was growing fear that open hostilities would breakout again and that
attack of RMNF and MEU personnel was increasingly likely.
Lieutenant Franklin passed the report to his company commander and then gathered his squad
leaders together to review the developing situation. 1st Squad was ordered to move about four
hundred meters north and man a roadblock at Checkpoint (CP) Charlie. Corporal Hernandez
returned to his position, reluctantly disposed of his uneaten MRE, and prepared his Marines to
move out. The movement to the road intersection at CP Charlie was uneventful and took less
than ten minutes. The squad had manned the post before and was familiar with the routine. Pre-
staged barricades were quickly moved into place to secure the street to vehicular traffic and a
triple strand of concertina was strung in order to control pedestrian movement. Corporal Sley
and his fire team moved a hundred meters north and established an Observation Post (OP) on the
roof of a two-story building that afforded excellent fields of view. By 0700, the squad was in
position. At that hour, the city was still quiet, and except for the intel report concerning OWETA
activity, there was no evidence that this day would be any different from the previous. The
Marines of 1st Squad settled in for another long hot day of tedious duty.

0903: By nine o’clock, the normal large crowd, mostly women and children with baskets in
hand, had gathered to await passage through the checkpoint. The Marines orders were clear:
they were to deny access to anyone carrying a weapon and to be alert for any indications of
potential trouble. Their Rules of Engagement (ROE) were unambiguous: anyone observed with
an automatic weapon was considered hostile, as was anyone who intentionally threatened Marine
personnel. The MEU Commander had made this policy clear in meetings with each of the
warlords in the early days of the deployment. His directness had paid dividends and to date, no
MEU personnel had been wounded by small arms fire. The factions had kept a low profile in the
American sector and had not interfered with those convoys accompanied by Marines. Such was
not the case, however, in adjacent sectors, where RMNF personnel had frequently been the target
of ambush and sniper fire. The Marines had stayed on their toes.
0915: Corporal Sley reported from his position on the rooftop that the crowd was especially
large and included an unusually high proportion of young adult males. He sensed an ominous
change in the atmosphere. Less than a mile away, he could see the vehicles of Nedeed’s gang
gathered at the far side of the bridge spanning the river that separated the OWETA and Mubasa
factions. He passed his suspicions on to his squad leader, “Something big is about to happen.”
The day promised to be a break from the routine.
0921: Corporal Hernandez promptly relayed Sley's report and concerns to his platoon
commander and learned from Lieutenant Franklin that Nedeed's chief rival—Mubasa—was
moving west toward CP Charlie. Mubasa's intentions seemed clear; his route would bring him
directly to CP Charlie and an ultimate collision with Nedeed. 1st Squad's position astride the
two MSR's placed them squarely between the rival clans. Lieutenant Franklin directed
Hernandez to extend the road block to cover the road entering the intersection from the West and
indicated that he and Sergeant Baker’s 2d Squad were en route to reinforce. Corporal Hernandez
could feel the tension grow. The crowd had become more agitated, aware that Mubasa’s men
were near and concerned that the vital food distribution might be disrupted. The young men had
begun to chant anti-U.S. slogans and to throw rocks at the startled Marines. Corporal Hernandez
felt the situation slipping out of control and decided to close the road completely. With great
difficulty, the barriers were shifted and the concertina was drawn back across the narrow access
point. The crowd erupted in protest and pressed forward.
0931: Overhead, the whirring blades of a low flying IRO UH-1 were heard, but failed to distract
the crowd. Their curses and chants, however, were drowned out for an instant by the sound and
shock wave of an explosion. The helo had apparently been hit by ground fire, possibly an RPG,
and had burst into flames and corkscrewed to the ground several blocks east of the OP. Corporal
Sley had observed the crash from his vantage atop the building and saw, to his relief, that at least
two survivors had struggled from the flaming wreckage. His relief, however, was short-lived. In
the distance, he could see Nedeed's men rushing across the bridge. Sley urgently requested
permission to immediately move to the assistance of the downed helo crew.

0935: While Corporal Hernandez considered the feasibility of a rescue attempt, the situation took
another serious turn; three vehicles loaded with Mubasa’s men and followed closely by an INN
film crew arrived on the scene. Brandishing automatic weapons and RPG’s, they forced their
vehicles through the crowd until the bumper of the lead truck rested against the barricade. With
their arrival, the already agitated crowd abandoned all restraint. The occasional rock had now
become a constant pelting of well-aimed missiles. One had hit Lance Corporal Johnson in the
face. The resulting wound, although not serious, bled profusely and added to the rising alarm.
Somehow the sight of the bright red blood streaming down the face of the young Marine fed the
crowd’s excitement and heightened the panic growing within the squad. What had started out as
another routine day of humanitarian assistance was rapidly becoming something else entirely. A
Molotov Cocktail crashed into the position injuring no one, but contributed further to the
confusion. The Marines of 1st Squad looked from man to man and then stared questioningly at
Corporal Hernandez. He reassuringly returned the gaze of each man, knowing better than any of
them that the fate of the squad, of the wounded IRO personnel, and perhaps, of the entire multi-
national mission, hung in the balance. In the span of less than three hours he had watched a
humanitarian assistance mission turn terribly wrong and move ever closer to outright disaster.
Corporal Hernandez was face to face with the grave challenges of the three block war and his
actions, in the next few minutes, would determine the outcome of the mission and have
potentially strategic implications.
The Three Block War
The fictional mission described above—Operation Absolute Agility—is similar to many that
have been conducted around the world in recent years and represents the likely battlefield of the
21st Century. It also represents, in graphic detail, the enormous responsibilities and pressures
which will be placed on our young Marine leaders. The rapid diffusion of technology, the
growth of a multitude of transnational factors, and the consequences of increasing globalization
and economic interdependence, have coalesced to create national security challenges remarkable
for their complexity. By 2020, eighty-five percent of the world’s inhabitants will be crowded
into coastal cities—cities generally lacking the infrastructure required to support their
burgeoning populations. Under these conditions, long simmering ethnic, nationalist, and
economic tensions will explode and increase the potential of crises requiring U.S. intervention.
Compounding the challenges posed by this growing global instability will be the emergence of
an increasingly complex and lethal battlefield. The widespread availability of sophisticated
weapons and equipment will “level the playing field” and negate our traditional technological
superiority. The lines separating the levels of war, and distinguishing combatant from “non-
combatant,” will blur, and adversaries, confounded by our “conventional” superiority, will resort
to asymmetrical means to redress the imbalance. Further complicating the situation will be the
ubiquitous media whose presence will mean that all future conflicts will be acted out before an
international audience.

Modern crisis responses are exceedingly complex endeavors. In Bosnia, Haiti, and Somalia the
unique challenges of military operations other-than-war (MOOTW) were combined with the
disparate challenges of mid-intensity conflict. The Corps has described such amorphous
conflicts as—the three block war —contingencies in which Marines may be confronted by the
entire spectrum of tactical challenges in the span of a few hours and within the space of three
contiguous city blocks. The tragic experience of U.S. forces in Somalia during Operation
Restore Hope illustrates well the volatile nature of these contemporary operations. Author Mark
Bowden’s superb account of “The Battle of Mogadishu,” Blackhawk Down, is a riveting,
cautionary tale and grim reminder of the unpredictability of so-called operations other-than-war.
It is essential reading for all Marines.
The inescapable lesson of Somalia and of other recent operations, whether humanitarian
assistance, peace-keeping, or traditional warfighting, is that their outcome may hinge on
decisions made by small unit leaders, and by actions taken at the lowest level. The Corps is, by
design, a relatively young force. Success or failure will rest, increasingly, with the rifleman and
with his ability to make the right decision at the right time at the point of contact. As with
Corporal Hernandez at CP Charlie, today’s Marines will often operate far “from the flagpole”
without the direct supervision of senior leadership. And, like Corporal Hernandez, they will be
asked to deal with a bewildering array of challenges and threats. In order to succeed under such
demanding conditions they will require unwavering maturity, judgment, and strength of
character. Most importantly, these missions will require them to confidently make well-reasoned
and independent decisions under extreme stress—decisions that will likely be subject to the
harsh scrutiny of both the media and the court of public opinion. In many cases, the individual
Marine will be the most conspicuous symbol of American foreign policy and will potentially
influence not only the immediate tactical situation, but the operational and strategic levels as
well. His actions, therefore, will directly impact the outcome of the larger operation; and he will
become, as the title of this article suggests—the Strategic Corporal.
The Strategic Corporal
Regrettably, the end of the Cold War heralded not the hoped for era of peace, but rather, a
troubling age characterized by global disorder, pervasive crisis, and the constant threat of chaos.
Since 1990, the Marine Corps has responded to crises at a rate equal to three times that of the
Cold War—on average, once every five weeks. On any given day, up to 29,000 Marines are
forward deployed around the world. In far-flung places like Kenya, Indonesia, and Albania, they
have stood face-to-face with the perplexing and hostile challenges of the chaotic post Cold War
world for which the "rules" have not yet been written. The three block war is not simply a
fanciful metaphor for future conflicts—it is a reality. Like Corporal Hernandez, today's Marines
have already encountered its great challenges and they have been asked to exercise an
exceptional degree of maturity, restraint, and judgment.

Marines, of course, have always shone most brightly when the stakes were highest. The NCOs
that led the bloody assaults on the German machine-gun positions at Belleau Wood intuitively
understood the importance of their role. The Marines of 2d Battalion, 28th Marines, who scaled
the fireswept heights of Mount Suribachi needed no one to emphasize the necessity of initiative.
The Marines of the Chosin Reservoir, of Hue City, and of countless other battles through the
years did not wait to be reminded of their individual responsibilities. They behaved as Marines
always have, and as we expect today's Marines and those of the future to behave—with courage,
with aggressiveness, and with resolve. The future battlefields on which Marines fight will be
increasingly hostile, lethal, and chaotic. Our success will hinge, as it always has, on the
leadership of our junior Marines. We must ensure that they are prepared to lead.
How do we prepare Marines for the complex, high-stakes, asymmetrical battlefield of the three
block war? How do we develop junior leaders prepared to deal decisively with the sort of real
world challenges confronting Corporal Hernandez? The first step of the process is unchanged.
Bold, capable, and intelligent men and women of character are drawn to the Corps, and are recast
in the crucible of recruit training, where time honored methods instill deep within them the
Corps' enduring ethos. Honor, courage, and commitment becomes more than mere words. Those
precious virtues, in fact, become the defining aspect of each Marine. This emphasis on character
remains the bedrock upon which everything else is built. The active sustainment of character in
every Marine is a fundamental institutional competency—and for good reason. As often as not,
the really tough issues confronting Marines will be moral quandaries, and they must have the
wherewithal to handle them appropriately. While a visceral appreciation for our core values is
essential, it alone will not ensure an individual's success in battle or in the myriad potential
contingencies short of combat. Much, much more is required to fully prepare a Marine for the
rigor of tomorrow's battlefield.
An institutional commitment to lifelong professional development is the second step on the road
to building the Strategic Corporal. The realignment of the Recruit Training and Marine Combat
Training programs of instruction reveal our reinvigorated focus on individual training. Those
programs remain the most important steps in the methodical process of developing capable
Marines. Our Formal Schools, unit training and education programs, and individual efforts at
professional education build on the solid foundation laid at recruit training and sustain the
growth of technical and tactical proficiency and mental and physical toughness. The common
thread uniting all training activities is an emphasis on the growth of integrity, courage, initiative,
decisiveness, mental agility, and personal accountability. These qualities and attributes are
fundamental and must be aggressively cultivated within all Marines from the first day of their
enlistment to the last.

Leadership, of course, remains the hard currency of the Corps, and its development and
sustainment is the third and final step in the creation of the Strategic Corporal. For two hundred
and twenty-three years, on battlefields strewn across the globe, Marines have set the highest
standard of combat leadership. We are inspired by their example and confident that today's
Marines and those of tomorrow will rise to the same great heights. The clear lesson of our past is
that success in combat, and in the barracks for that matter, rests with our most junior leaders.
Over the years, however, a perception has grown that the authority of our NCOs has been
eroded. Some believe that we have slowly stripped from them the latitude, the discretion, and the
authority necessary to do their job. That perception must be stamped out. The remaining vestiges
of the “zero defects mentality” must be exchanged for an environment in which all Marines are
afforded the "freedom to fail" and with it, the opportunity to succeed. Micro-management must
become a thing of the past and supervision—that double-edged sword—must be complemented
by proactive mentoring. Most importantly, we must aggressively empower our NCOs, hold them
strictly accountable for their actions, and allow the leadership potential within each of them to
flourish. This philosophy, reflected in a recent Navy Times interview as "Power Down," is
central to our efforts to sustain the transformation that begins with the first meeting with a
Marine recruiter. Every opportunity must be seized to contribute to the growth of character and
leadership within every Marine. We must remember that simple fact, and also remember that
leaders are judged, ultimately, by the quality of the leadership reflected in their subordinates.
We must also remember that the Strategic Corporal will be, above all else ... a leader of
Marines.

Tactical Operations, Continued
Instructions Place yourself in Cpl Hernandez’ position and, based upon the article, use
your decision making skills to answer the following questions. Write your
answers to the questions in the spaces provided.
Item 1 What do you know about the situation? Consider the following:
• Will assistance arrive; if so, when?

• Does the crash of the helo affect your mission?
• What will happen if hostile actions occur?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Item 2 What do you not know about the situation? Consider the following:
• The warring faction’s intentions.

• The medical condition of the helo crew.
• As a leader, how will your actions affect the situation?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Item 3 What would you do in this situation? Consider the following:
• What could happen if your Marines left their checkpoint to assist the helo
crew?
• What could happen if your Marines retaliate against the crowd?
• What could happen if you made no decision?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Conclusion And what of Corporal Hernandez? While his predicament is certainly

challenging, it is not implausible. What did he do? First, he quickly
reviewed what he knew. He was certain that Lieutenant Franklin and 2d
Squad would arrive within a matter of minutes. He knew that the crash site
was located within the adjacent RMNF unit's sector and that it manned
checkpoints astride Nedeed's route to the downed helo. He knew that any
exchange of gunfire with Mubasa's gunmen would likely lead to civilian
casualties and jeopardize the success of the humanitarian mission. Second, he
considered what he did not know. He was uncertain of either Nedeed’s or
Mubasa’s intentions, or of the feasibility of a rescue attempt. Based on these
considerations and myriad other tangible and intangible factors, he completed
a rapid assessment of the situation—and acted. Corporal Sley was directed to
maintain his position atop the building and continue to monitor Nedeed's
progress and the status of the casualties. Hernandez then switched
frequencies and contacted the Marine liaison with the adjacent RMNF unit
and learned that they had already dispatched medical personnel to the helo
crash site, but were unaware of Nedeed’s movement and would now because
of Hernandez’s warning reinforce the appropriate checkpoints. By the time
that transmission was completed, Lieutenant Franklin had arrived with the
additional squad. With them came a neighborhood leader who had previously
acted as an interpreter and mediator. Mubasa’s men, apparently
uncomfortable with the shift in odds, began to slowly withdraw. The
mediator, a recognizable and respected figure in the community, was handed
a bullhorn and addressed the crowd. Within minutes the situation was
diffused: Mubasa's men had departed, the crowd was calmed, and RMNF
personnel had reached the crash site. For a few tense minutes though, the fate
of both 1st Squad and the overall mission had hung in the balance and on the
actions of a young Marine leader. As would be expected, our Strategic
Corporal—firmly grounded in our ethos, thoroughly schooled and trained,
outfitted with the finest equipment obtainable, infinitely agile, and above all
else, a leader in the tradition of the Marines of old ... made the right decision.
Considerations How does the conclusion in the article relate to the decisions you made?
Would you be prepared to act if you were in this type of decision?
Are you equipped to make the right decision?

LEADING MARINES
APPENDICES VALIDATION
Student Validation:
I have completed MCI 0037, Leading Marines. I have discussed each scenario and the decision
making process with my mentor and unit leader, and I am prepared to take the final proctored
exam.
Name: Rank: Signature

Date:
Mentor Validation:
I have discussed MCI 0037, Leading Marines with the above named Marine, and believe he/she
is thoroughly prepared to take the final proctored exam.

Date:
Unit Leader:
I have discussed MCI 0037, Leading Marines with the above named Marine, and believe he/she
is thoroughly prepared to take the final proctored exam.

Date:
MCI Course 0037 Appendices Validation

MCI Course 0037 Appendices Validation

LEADING MARINES
REVIEW LESSON EXAMINATION
Review Lesson
Introduction The purpose of the review lesson examination is to prepare you for your final
examination. We recommend that you try to complete your review lesson
examination without referring to the text, but for those items (questions) you
are unsure of, restudy the text. When you finish your review lesson and are
satisfied with your responses, check your responses against the answers
provided at the end of this review lesson examination
Directions Select the ONE answer that BEST completes the statement or that answers
the item. For multiple choice items, circle your response. For matching
items, place the letter of your response in the space provided.
Item 1 Which three sources influence our values?
a. Church, teachers, and peers

b. Parents, peers, and television
c. Peers, television, and church
d. Parents, teachers, and peers
Item 2 Which value category includes four classes?
a. Economic
b. Political
c. Religious
d. Social
Item 3 A commitment to an admirable set of values, and the courage to manifest

those values in one’s life, no matter the cost in terms of personal success or
popularity describes the relationship between character and
a. ethics.
b. leadership.
c. conflict.
d. values.
MCI Course 0037 R-1 Review Lesson Examination

Review Lesson, Continued
Item 4 The benchmark for leadership is also known as
a. institutions.
b. beliefs.
c. values.
d. traits.
Item 5 When a Marine’s personal values and attitudes differ from those of their
leader or the Marine Corps to such an extent that it affects their performance
or duty, it is an example of a(n) _________________ conflict.
a. individual
b. leadership
c. value
d. counseling
Item 6 Which is an example of a value conflict?
a. A young Marine decides the use of illegal drugs is more important to him
than his duty as a Marine not to use or tolerate the use of illegal drugs.
b. A Marine takes the advice of his leader and passes it on to his peers.
c. A Marine decides that he is going to tell his superiors the names of the
individuals that vandalized the barracks laundry room.
d. A Marine’s personal values and attitudes are the same as those of their
leader or the Marine Corps.
Item 7 Providing a common set of values for acceptable behavior on or off duty and
a foundation to build strong teams are both reasons why Marine Corps
_______________ are important.
a. ethics
b. core values
c. leadership traits
d. leadership principles

Item 8 Scenario: One day, after noon chow, you decide to go back to your barracks
room for a quick nap. As you proceed to your room you notice your
roommate standing on the catwalk with a suspected drug dealer from the city.
Upon entering your room you notice a distinct smell in the air. A few
minutes later your roommate enters the room, and you ask him about the
smell? He replies, “Mind your business or there’s going to be trouble.” You
replay the events over and over in your head and decide to inform your chain
of command. Which one of the core values is demonstrated?
a. Honor
b. Courage
c. Integrity
d. Commitment
Item 9 Mental and physical stamina that is measured by your ability to withstand
pain, fatigue, stress, and hardship describes which leadership trait?
a. Tact
b. Enthusiasm
c. Endurance
d. Judgment
Item 10 Being aware of things that need to be done and then doing them without being
told is a suggestion for improvement for which leadership trait?
a. Initiative
b. Dependability
c. Decisiveness
d. Unselfishness
Item 11 Working to improve your weaknesses and using your strengths describes
which leadership principle?
a. Make sound and timely decisions.

b. Be technically and tactically proficient
c. Know yourself and seek self-improvement.
d. Seek responsibility and take responsibility for your actions.

Item 12 Seeking a well rounded military education by attending service schools; daily
independent reading and research; taking correspondence courses from the
Marine Corps Institute or other correspondence schools and colleges,
attending college, and seeking off-duty education are suggestions for
development of which leadership principle?
a. Set the example.

b. Be technically and tactically proficient.
c. Know yourself and seek self-improvement.
d. Ensure the task is understood, supervised, and accomplished.
Item 13 Which statement best describes the Code of Ethics?
a. Conforming to ethical or moral standards.

b. A set of standards or value system by which free, human actions are
ultimately determined as right or wrong, good or evil.
c. Credit or reputation for behavior that is becoming or worthy.
d. Rules of conduct generally recognized in respect to a particular class of
human actions such as medical ethics or legal ethics.
Item 14 An internal sense of fair play and obligation to do the things the right way,
even though the right way may be a bit tougher describes?
a. Relationship between ethics and conduct

b. Relationship between law and ethics
c. Standards of excellence
d. Obligation to society
Item 15 Laws are humanity’s attempt to interpret the ethics of a(n) _______________
describes the relationship between law and ethics.
a. organization
b. certain group
c. individual
d. society

Item 16 Scenario: Last year for Christmas, LCpl Tate decided to go home with his
fiancé to celebrate the holiday and meet her parents. While growing up, LCpl
Tate’s mother always allowed him and his siblings to open one gift from
under the tree on Christmas Eve. He decided to give his fiancé one of the
gifts he had purchased for her on Christmas Eve. As he presented her with
the gift, she quickly escorted him out of the house and said her family does
not believe in Christmas, therefore, she does not exchange gifts. Which term
describes the behavior of LCpl Tate’s girlfriend?
a. Legal
b. Norm
c. Ethical
d. Values
Item 17 Scenario: Pvt Corley missed a previously scheduled annual dental

examination. When LCpl Goodfred (Pvt Corley’s mentor) received the no
show roster, he confronted Pvt Corley about missing the appointment. Pvt
Corley said he was afraid of the dentist and did not want to go. LCpl
Goodfred informed Pvt Corley that any scheduled medical or dental
appointments are his appointed place of duty unless excused. He ordered Pvt
Corley to make another appointment, and stated that if it would make him feel
better, he would accompany him on his next dental appointment. Which
ethical standard did LCpl Goodfred apply?
a. Informed subordinates of the standards, enforced the standards, and issued

clear orders
b. Enforced the standards, issued clear orders, and used the chain of
command
c. Used the chain of command, punish unethical behavior, and reward
ethical behavior
d. Issued clear orders, reward ethical behavior, use the chain of command

Item 18 Determining the way we act, the manner in which we relate to others and the
way we think about and interpret events happening around us describes which
term?
a. Stereotypes
b. Socialization
c. Multifaceted
d. Effects of culture
Item 19 When we start judging other cultures by our own set of standards to define the
world around us is the beginning of the cycle of
a. conflict.
b. prejudice.
c. stereotyping.
d. misunderstanding.
Item 20 In which step of managing cultural differences do you determine ways those
differences can be turned into strengths that will enable you to solve problems
in a unique and creative manner?
a. Step 1
b. Step 2
c. Step 3
d. Step 4
Item 21 LCpl Hare will be working embassy duty in Somalia. What can he do to
prepare for the host country’s culture?
a. Adapt a name common in that country.

b. Make friends with people from the country.
c. Convert to the country’s primary religion.
d. Know the history, culture, customs, and traditions.

Item 22 Scenario: LCpl Hayes is stationed in New York City and uses the public bus
system for transportation. While TDY in London, England, he decides to use
the public bus system. Once the bus arrives, he rushes to get ahead of
everyone else to get a seat. He is blocked and looks back and sees everyone
is lined up to enter the bus. He is surprised. In New York City, people are
not as orderly to enter on the public bus. He then proceeds to the back of the
line. Which adaptation stage is LCpl Hayes currently in?
a. Initial confrontation
b. Adjustment crisis
c. Honeymoon
d. Recovery
Item 23 What does a commander in the Armed Forces lawfully exercises over
subordinates by virtue of rank or assignment?
a. Legality
b. Control
c. Authority
d. Lawfulness
Item 24 The authority and responsibility for effectively using available resources and
for planning the employment of organizing, directing, coordinating, and
controlling military forces for the accomplishment of assigned missions are
all part of the
a. unit’s mission.
b. commander’s role.
c. mission statement.
d. unit’s statement.

Item 25 Scenario: MSgt Fran is the SNCOIC of the base disbursing office. He
received a Red Cross notification that his mother was in a car accident and in
critical condition at the local hospital back in his home town. MSgt Fran
wants to request emergency leave to be by his mother’s side. Who is the first
individual in the MSgt Fran’s chain of command to view his request for
leave?
a. Sergeant major
b. Officer in charge
c. Noncommissioned officer
d. Staff noncommissioned officer
Item 26 Which combatant command is responsible for Homeland Defense?
a. Pacific
b. European
c. Northern
d. Southern
Item 27 Which branch of service has the function to organize, train, and equip forces
for the conduct of prompt and sustained combat operations on land?
a. Army
b. Navy
c. Air Force
d. Marine Corps
Item 28 Which element of the MAGTF provides the command and control necessary
for the effective planning and execution of all military operations, and is
normally a permanent headquarters?
a. Command
b. Combat ground
c. Aviation combat
d. Combat service support

Item 29 Capable of missions across the range of military operations, including

amphibious assault and sustained operations ashore, operating either
independently or as part of a joint warfighting team describes which
organization below?
a. MEB
b. MEF
c. MEU
d. MAGTF
Item 30 What is one of the three primary missions of the Department of Homeland
Security?
a. Prevent damage of personal property.

b. Enhance information sharing with our partners.
c. Prevent terrorist attacks within the United States.
d. Conduct joint operations across all organizational elements.
Item 31 Which strategic goal of the Department of Homeland Security states, “value
our most important resource, our people?”
a. Service
b. Response
c. Recovery
d. Organizational excellence
Item 32 Defend the nation as one of the five U.S. armed services. Enhance regional
stability in support of the National Security Strategy; utilizing the Coast
Guard’s unique and relevant maritime capabilities describes which of the five
fundamental roles of the Coast Guard?
a. Mobility
b. Maritime safety
c. Maritime security
d. National defense

Item 33 Which term is defined as a small number of people with complementary skills
who are equally committed to a common purpose, goal, and working
approach for which they hold themselves mutually accountable?
a. Group
b. Team
c. Panel
d. Crew
Item 34 During which stage of team development do team members feel dependent on
the team leader for direction?
a. Forming
b. Storming
c. Norming
d. Performing
Item 35 Which of the following list a few of the characteristics of performing team
members?
a. Highly task-oriented, intensely loyal to the team, and self identity

b. Interdependent, individually creative, high morale, and self identity
c. Accepting of disagreements, intensely loyal to the team, and self identity
d. Accepting of disagreements and highly people- and task-oriented
Item 36 Scenario: During a group discussion, young Marines asked GySgt Paul what
type of leadership style does he prefer. He replied he likes to present a
decision and invite questions and comments. GySgt Paul also stated his style
allowed subordinates to know the why and what that went into the decision-
making process. What leadership style does GySgt Paul prefer?
a. Participating
b. Delegating
c. Selling
d. Telling

Item 37 Scenario: GySgt Alexander was placed in charge of next month’s battalion
party, which was 3 weeks away. Though he had plenty of time to prepare for
the event, he decided to get started right away to give himself ample time to
tackle any problems that might occur between now and the date of the party.
Which decision-making process is applied by GySgt Alexander?
a. Political
b. Intuitive
c. Analytical
d. Stressful
Item 38 In which step of BAMCIS, do you make sure the orders are understood and
followed?
a. Supervise.
b. Begin the planning.
c. Complete the planning.
d. Arrange for reconnaissance.
Item 39 Scan the environment and gather information from it, describes which
element of the OODA Loop process?
a. Observation
b. Orientation
c. Decision
d. Action
Item 40 Scenario: LCpl Brack used his cell phone when he saw someone thrown in
the trunk of a car. Which element of the OODA Loop did he perform?
a. Observation
b. Orientation
c. Decision
d. Action

Item 41 Which characteristic of a mentee is described as taking action based on career

goals, suggestions of a mentor, job requirements, and educational
opportunities?
a. Accepting
b. Respectful
c. Willing
d. Active
Item 42 What are the three roles of a mentee?
a. Indicator, teacher, and student

b. Trainee, indicator, and student
c. Student, teacher, and trainee
d. Teacher, trainee, and student
Item 43 To have a responsibility to your fellow Marines, best describes the
a. team system.
b. buddy system.
c. team concept.
d. buddy concept.
Item 44 Which are three desirable characteristics of a successful mentor?
a. Feared, patient, and respected

b. Respected, effective teacher, and feared
c. Supportive, achiever, and good motivator
d. Good motivator, under achiever, and genuine concern

Item 45 Helping the mentee to understand how to navigate and understand the inner
workings of the organization describes which role of a mentor?
a. Guide
b. Sponsor
c. Counselor
d. Role model
Item 46 Scenario: Shortly after being assigned as the mentor to PFC Mickel, LCpl
Moore noticed her performance was not where it was suppose to be. After
conversing with PFC Mickel, LCpl Moore learned she was having trouble
adjusting to the new unit. She also was not sure if she would be a good fit for
the newly assigned office. LCpl Moore decided he needed to keep her
focused on developing job skills to improve her performance, self-respect,
and a sense of self-worth. Which mentoring role has LCpl Moore assumed
towards PFC Mickel?
a. Sponsor
b. Advisor
c. Motivator
d. Role model
Item 47 The ability to understand the emotional makeup of other people describes
which mentoring skills?
a. Feedback
b. Empathy
c. Listening
d. Questioning techniques

Item 48 Which policy establishes policy, format, and guidelines of the Marine Corps
Mentoring Program (MCMP)?
a. NAVMC DIR 1500.58

b. Marine Corps Order 1500.58
c. The Commandant’s White Letter
d. Marine Corps Reference Publication 6-11B
Item 49 Marking the items that need improving and those that do not is implemented
in step 3 of a self-assessment. Which step would you find the assessment
item needing assistance in the NAVMC DIR 1500.58 and review the content
for that item?
a. Step 1
b. Step 2
c. Step 4
d. Step 5
Item 50 Conduct follow-up sessions is stage 3 of the mentoring process. Which stage
would you conduct the first mentoring session?
a. Stage 1
b. Stage 2
c. Stage 4
d. Stage 5

Answers The table below lists the answers to the review lesson examination item. If
you have questions about these items, refer to the reference page.
Item Number Answer Reference

1 d 1-5
2 d 1-7
3 d 1-8
4 c 1-8
5 c 1-10
6 a 1-10
7 b 1-16
8 a 1-17
9 c 1-31
10 a 1-33
11 c 1-45
12 b 1-46
13 d 1-63
14 a 1-65
15 d 1-65
16 b 1-64
17 a 1-69
18 d 1-81
19 b 1-82
20 d 1-86
21 d 1-86
22 a 1-87
23 c 2-4
24 b 2-4
25 b 2-7
26 c 2-15
27 a 2-20
28 a 2-21
29 b 2-23
30 c 2-33
31 d 2-33

Answers,
continued
Item Number Answer Reference

32 d 2-35
33 b 3-5
34 a 3-6
35 d 3-8
36 c 3-12
37 c 3-13
38 a 3-17
39 a 3-24
40 d 3-24
41 d 4-6
42 b 4-7
43 b 4-8
44 c 4-10
45 a 4-13
46 c 4-14
47 b 4-20
48 b 4-26
49 c 4-28
50 b 4-33

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MCI 0037

MARINE CORPS INSTITUTE

Subj: LEADING MARINES (MCI 0037)

4. Recommendations. Comments and recommendations on the contents of the course are

Student Information .......................................................................................................... iii

Study Guide ...................................................................................................................... v

Study Unit 1 Developing Leaders ...................................................................... 1-1

Lesson 1 Understanding Values................................................................... 1-3

Study Unit 2 The Military Organization ............................................................ 2-1

Lesson 1 The Command............................................................................... 2-3

Study Unit 3 Leadership Tools........................................................................... 3-1

Lesson 1 Team Building .............................................................................. 3-3

Study Unit 4 The Mentoring Process ................................................................. 4-1

Lesson 1 Fundamentals of Mentoring.......................................................... 4-3

Appendix A ....................................................................................................... A-1

Review Lesson .................................................................................................................. R-1

MCI Course 0037 i

MCI Course 0037 ii

Number and MCI 0037

Review Agency Marine Corps Education Command

ACE Not applicable to civilian training/education

MCI Course 0037 iii

MCI Course 0037 iv

Congratulations Congratulations on your enrollment in a distance education course from the

• YOU SEEK TO IMPROVE YOURSELF. You are enrolled to improve

• YOU HAVE THE INITIATIVE TO ACT. By acting on your own, you

• YOU ACCEPT CHALLENGES. You have self-confidence and believe

• YOU ARE ABLE TO SET AND ACCOMPLISH PRACTICAL

Continued on next page

MCI Course 0037 v

Continued on next page

MCI Course 0037 vi

• CHALLENGE YOURSELF. Try to recall the entire learning sequence

• USE UNUSED MINUTES. Use your spare moments to review. Read

• APPLY WHAT YOU HAVE LEARNED. It is always best to use the

• USE THE “SHAKEDOWN CRUISE” TECHNIQUE. Ask another

• MAKE REVIEWS FUN AND BENEFICIAL. Reviews are good habits

Continued on next page

MCI Course 0037 vii

Graduating! As a graduate of this distance education course and as a dedicated Marine,

MCI Course 0037 viii

In This Study This study unit contains the following lessons:

Lesson See Page

MCI 0037 1-1 Study Unit 1

MCI 0037 1-2 Study Unit 1

Learning On completion of this lesson, you will be able to

• Match categories of values to their descriptions.

• Identify the relationship between character and values.

• Identify the relationship between values and leadership.

• Identify the meaning of a value conflict.

• Given a situation, determine if a value conflict exists.

• Marine Corps Reference Publication (MCRP) 6-11B w/ch 1.

Continued on next page

MCI 0037 1-3 Study Unit 1, Lesson 1

In This Lesson The following topics are in this lesson:

Topic See Page

MCI 0037 1-4 Study Unit 1, Lesson 1

Our attitudes are strongly influenced by our experiences in society. These

Continued on next page

MCI 0037 1-5 Study Unit 1, Lesson 1