MCRP 6-liD

Sustaining the Transformation

U.S. Marine Corps

PCN 144 000075 00

DISTRIBUTION STATEMENT A: Approved for public release; distribution is unlimited.
DEPARTMENT OF THE NAVY

Headquarters United States Marine Corps

Washington, D.C. 20380-1775

28 June 1999

FOREWORD

Our Corps does two things for America: we make Marines

and we win our nation's battles. Our ability to successfully

accomplish the latter, of course, depends upon how well we

do the former. We make Marines through a process called

transformation. During this process, we change young

men's and women's lives forever by imbuing them with our

nation's highest ideals. Since the birth of our Corps,

Marines have been forged in the crucible of our entry-level

training, whether it be recruit training or Officer Candidates

School. Through the years we have refined and strengthened this process in pursuit of increasingly higher standards.

Those who earn the title "Marine" have been polished and

honed by attentive mentoring and the application of our

time-proven leadership traits and principles. Transformation

does not end at the conclusion of entry-level training; it continues throughout a Marine's service—whether that service

ends after a single enlistment or lasts 30 years. Marines

maintain standards that are consistent with our core values

of honor, courage, and commitment, and they are held

accountable for maintaining the legacy of valor established

by the sacrifices of those Marines who preceded them. As

Marines leave our active ranks, they carry our timeless
values with them back to their civilian communities, and

our nation is stronger for it. This transformation, as timeless

as the Corps itself, is our legacy to America.

Our Corps' survival depends upon the transformation.

Young Marines enter our Corps today with as much spirit

and enthusiasm as ever in our proud history. They carry

within their hearts the burning embers of zeal and devotion

that were lit during their first meeting with a Marine (active,

reserve, retired, or former) or during their first interview

with a Marine recruiter or officer selection officer. This

spirit builds during recruit training or at the Officer Candidates School, and it continues to grow during Marine combat training, infantry skills training, The Basic School, and

military occupational specialty training. Cohesion is carefully fostered during each of these entry-level training experiences.

Sometimes, this burning flame of enthusiasm reaches its

crescendo immediately following the entry-level training

pipeline, only to dim during a Marine's service with his or

her first unit. Sustaining the transformation process ensures

that the flame of enthusiasm does not wane, and it allows

the Corps to capitalize on our most precious asset—the individual Marine.

Our warfighting capability depends upon a lasting transformation. Every Marine must possess the intellect, skill, and

solid moral foundation to fight in the increasingly chaotic

battlespace of the 21st century. The operational environment of tomorrow—characterized by rapidly changing
threats across the spectrum of conflict, often in the course of

a single day and within the space of three contiguous city

blocks—will require our Marines to make correct decisions

while under extreme duress and without their leaders

present. The "three-block war" will challenge the decisiveness of our small-unit leaders, our "strategic corporals," in

ways we may not yet fully appreciate. These small-unit

leaders will play an essential role in ensuring the Corps succeeds in this chaotic environment. A successful and sustained transformation will ensure they are up to the task.

In order for the transformation to be successful, every

Marine must take ownership of the process—it is every

Marine's responsibility. It is an ongoing, dynamic process

that begins with a Marine's first contact with a recruiter and

continues throughout a Marine's life. Every Marine must

understand: what the transformation is, the benefits that can

be derived from it (for the individual Marine, for the unit,

for the Corps, and, ultimately, for our nation), his or her

place in it, and the multitude of ways he or she can effect the

transformation.

Marine Corps Reference Publication (MCRP) 6-1 1D, Sustaining the Transformation, is designed to aid Marine leaders at all levels in their efforts to sustain the transformation

process. It describes the phases of the transformation so that

we can better understand the process, alerts us to obstacles

that can impede the process, guides us in overcoming those

obstacles, and provides us with examples of success. By

using this publication, Marine leaders ensure that the efforts

of our recruiters, drill instructors, troop handlers, and squad
and section leaders are sustained, and that we provide a

command climate in which all Marines can succeed.

I challenge every leader in the Corps to make both a personal and a unit commitment to sustaining the transformation. Success in our ultimate mission—victory on the

battlefield—depends upon our commitment. Our Corps and

our nation deserve nothing less.

DISTRIBUTION: 144 000075 00
Table of Contents

Chapter 1. The Difference

Training Day 10 3

Training Day 15 4

Training Day 19 5

Training Day 27 7

Graduation 8

3 Months Later 11

Chapter 2. Understanding the Transformation

Why the Transformation 18

Transformation: Phase I 20

Transformation: Phase II 21

Transformation: Phase III 23

Transformation: Phase IV 25

Transformation: Phase V 26

Chapter 3. Cohesion

Dimensions of Cohesion 31

Individual Morale 32

Confidence in the Unit's Combat Capability 32

Confidence in Unit Leaders 33

Horizontal Cohesion 34

Vertical Cohesion 35

Mutual Support of Horizontal and Vertical Cohesion 36

V
Chapter 4. Obstacles and Obstacle Reduction

Section I. Obstacles

Critical Factors Affecting Sustainment 41

Quadrant Model 43

Reality-Based Unit Obstacles 44

Perception-Based Unit Obstacles 46

Reality-Based Systemic Obstacles 47

Perception-Based Systemic Obstacles 48

Section II. Obstacle Reduction

Accepting Constraints and Reality 50

Maintaining a Leadership Role 50

Understanding Leadership Principles 52

Interacting with Schools 53

Attending Unit-Level Corporal Courses 53

Encouraging Professional Military Education 54

Briefing New Joins 54

Maintaining Bachelor Enlisted Quarters 55

Providing Mentors 55

Educating Leaders 55

Drawing on External Resources 56

Utilizing the World Wide Web 56

Chapter 5. Universal Methods for Sustaining

the Transformation

Command Involvement 59

Graduation and/or Unit Reception 61

In-Briefs 63

One-Month Recognition 63

Battle Anniversary 63

Unit Events 64

vi
Unit Training and Exercises 65

Six-Month Recognition 65

Family Day 66

Deployment 66

Chapter 6. Endstate

Definitions 73

Notes 79

VII

Chapter 1

The Difference

"Wefew, we happy few, we band of brothers. . . —Shakespeare

"The young American responds quickly and readily to the

exhibition of qualities of leadership on the part of his

officers. Some of these qualities are industry, energy,

initiative, determination, enthusiasm, firmness, kindness,

justness, self-control, unselfishness, honor, and courage. "2

—General John A. Lejeune

Sustaining the Transformation 3

Private James Smith only saw his brother Private Tommy

Smith twice while they were first in the Marine Corps—

once in the chow hail during grass week at boot camp, and

then again following graduation. However, both Marines

did well during recruit training and were proud of themselves and of each other. This pride was evident in their

eyes and in the eyes of their parents, Mr. and Mrs. Smith, at

graduation. The Smiths' felt both their boys looked and

acted much older. After a short period of leave and some

much-deserved rest, the Smith boys returned for training at

the School of Infantry (SO!). During this training, they were

in separate platoons. They saw one another occasionally,

but only late in the day or on weekends.

Training Day 10

At a platoon meeting at the beginning of offense week, the

squad leaders informed the privates of their future duty stations. James was going to 1st Battalion, X Marines. Since

most of the platoon was going to the same battalion, the

squad leader told them a little bit about their unit and where

it was located. Private James Smith found out that 1/X was

located at Camp X-Ray. He also was told that Marines from

his new unit would link up with them later in the week.

These Marines would observe training and do some initial

counseling. That afternoon, the Smith boys crossed paths

during offense "round robin" training. Tommy was told he

would go to 21X, which was located on the other coast. Both

were disappointed that they were headed for opposite ends

of the country, but they had known they would be separated
4 MCRP 6-lID

sooner or later. They shook hands, wished each other luck

on the 10K hike that night, then headed back to their squads.

Training Day 15

On the first day of military operations on urbanized terrain

(MOUT) training, James was watching closely as his squad

leader, Sergeant Brown, demonstrated window-entering

techniques to the squad. When the squad broke into teams to

practice the techniques demonstrated, James noticed several

other Marines watching the platoon training. From a distance, they appeared to be a lieutenant, a staff sergeant, and

several noncommissioned officers (NCO5). They were talking to the squad leaders and appeared to be asking a lot of

questions.

Later that night, during the security patrols, Private James

Smith noticed one of these Marines, a corporal, travelling

with his squad. He took notice of the NCO, but did not have

time to pay much attention. Private Smith had been picked

to be the patrol leader, and his focus was to move the patrol

along its designated route. The patrol did well in the linear

danger area they encountered. The other squad members

obviously had listened to their squad instruction that week

because they executed their short and long security patrols

without errors. It was dark by the time the patrol was safely

inside friendly lines and their squad leader critiqued Private

Smith and his patrol.
Sustaining the Transformation 5

Immediately following the brief, the squad broke up to refill

canteens and eat chow. A figure approached Private James

Smith in the dark. "Private Smith," the Marine said as he

extended his hand. "My name is Corporal Wilson. I will be

your squad leader in A Co, 1/IX. Good job on your patrol

tonight. Sergeant Brown has told me a lot of good things

about you. You are going to make a good addition to the

squad. Go grab some chow and water. We will have some

time to talk later this week. Maybe I can answer any questions you have about the unit. Again, good job, and I will

see you tomorrow." Private Smith replied, "Good evening,

corporal," but nothing more. He was happy about what had

just taken place. The next day, James ran into his brother on

his way to the MOUT fundamentals class. He told him what

had happened the night before. He asked if his brother had

seen or met his squad leader. Tommy looked disappointed

and answered, "No, not yet."

Training Day 19

After MOUT live-fire rehearsals, James was called off to

the side by Sergeant Brown. The sergeant told him to report

to Corporal Wilson, who was sitting a hundred meters away

on a meal, ready to eat (MRE) box looking through some

folders. James hurried over and reported to the corporal.

Corporal Wilson and Private James Smith spoke for some

time. They discussed James' family, his training, his performance at SOl, and his physical fitness. Corporal Wilson

seemed interested that James had a brother in the same

class. Corporal Wilson leafed through the pages of the
6 MCRP 6-lID

training folder that James had seen Sergeant Wilson use to

track his test scores and training data.

After he closed the folder, Corporal Wilson began to tell

James about 1/X. He told the young private that he was

lucky to join a battalion with such a rich legacy. He told Private Smith of the battalion's accomplishments during

World War I, of the numerous amphibious landings they

had made in World War II, and how they held the line in

Korea. In Vietnam, the battalion distinguished itself again

in several battles and produced numerous Medal of Honor

winners, three of which had been awarded to Marines in the

same company that James would soon join. Corporal Wilson then explained, in detail, how the company was organized and gave an overview of the company's senior

leadership. James was then told about the upcoming months

of squad and platoon training, followed by two company

field operations before the holidays. Corporal Wilson told

James that he should be able to get home for the holidays,

but that he would have to keep an eye on the duty roster.

Following the holidays, the battalion would conduct a combined-arms exercise in February and deploy that following

summer to Okinawa, Japan. Private James Smith was

extremely happy to hear about the overseas tour because

one of the reasons he joined the Corps was to travel to foreign countries.

Once Corporal Wilson was finished, James had more information than he could remember. Corporal Wilson saw the

overwhelmed look in his eyes and said, "Don't worry, there

isn't a test on this tomorrow. I'll see you again at graduation
Sustaining the Transformation 7

and help you get settled into the company area. By the way,

if your folks are coming to graduation, they are more than

welcome to come over to the battalion area afterwards.

We'll be passing out maps after the ceremony. They can

head over to the battalion chow hall for noon chow where

they can meet with the battalion commander and the sergeant major. Any questions for me?"

James could not think of any questions that the corporal

hadn't already answered. He shook his head and said, "No,

corporal." Corporal Wilson said, "All right then, pay attention at your live-fire ambush patrols next week. One more

thing, the battalion is sending over a truck the morning of

graduation to help with your trash. So don't throw any of

your gear away just because it won't fit in your sea bag. Put

it on the truck and we'll get it over to the company barracks."

James went back to training feeling good and looking forward to the future. Although the training had been tough

and almost 4 months long, he could see a light at the end of

the tunnel and couldn't wait to join his new unit.

Training Day 27

At the water bull, halfway through the 20K hike, the Smith

brothers met again. Private Tommy Smith still had little

information on his new unit. The only thing he knew was

that a gunnery sergeant from his unit would be out to talk to

them.
8 MCRP 6-lID

On Friday, the gunnery sergeant spoke to Tommy and about

25 other Marines en masse who were headed to 2/X. He

went over the unit's history and schedule. When he was

done, Tommy was dismissed, and the gunny then spoke to

seven of the Marines who were headed to Company F.

Tommy was slated for Company G.

Graduation

The day that both brothers had been looking forward to for

so long had finally arrived—graduation day. Their parents

had travelled a long way to see their sons' graduation and to

wish them well as they moved on to yet another adventure.

The graduation ceremony was full of music and Marine

Corps customs. Officers and staff NCOs were dressed in

their Service C uniforms. James noticed the same officer

and staff NCOs he had seen in the field, Corporal Wilson,

and several other NCOs were sitting up front. When the

guest of honor was introduced, James swore he had heard

the lieutenant colonel's name before. He then heard the

announcer say that the lieutenant colonel was the commanding officer of 1IX, his unit. James thought the lieutenant

colonel had a hard, tough facial expression and graying hair

that caused him to look older than his dad. But the lieutenant colonel looked like he was in good shape. His commanding officer praised the Marines for the hard work that

had brought them this far, and he congratulated them on

their accomplishments. He welcomed those new Marines

who were coming to his battalion, and he went over some of

the battles and victories Corporal Wilson had discussed
Sustaining the Transformation 9

with James during their meeting. After the speech, the commanding officer invited the families to lunch in the battalion

area and told them the graduates would join their families in

the afternoon.

Upon conclusion of the ceremony, the Smith brothers were

exhilarated and quickly made their way over to their folks.

After some time was spent slapping backs and posing for

photos, the boys knew they needed to grab their bags and

move out. Mr. Smith said he had a map to James' battalion

area and would meet him after lunch. Mr. Smith turned to

Tommy and asked where he would be. With a look of disappointment, Tommy answered that he was getting on a bus in

a half an hour that would take him down to the airport for a

flight to his new battalion located on the other coast. The

Smith brothers realized this would be the last time they

would see each other for some time and said their goodbyes.

James went to his barracks. His roommates told him the

truck outside was from l/X and could be used for their gear.

James threw his bags on the truck and made his way to the

bus where Corporal Wilson was standing. Corporal Wilson

saw Private James Smith walking up. "Hey, Smith, congratulations," Wilson said, "Do you have all of your gear on

that vehicle?" "Yes, corporal," James answered. "OK, climb

aboard," Corporal Wilson said.

As James sat down, he saw his brother getting on another

bus on the other side of the parking lot. Tommy had his

head down as he climbed aboard the bus bound for the airport.
10 MCRP 6-lID

It was a short ride for James to his battalion area. Corporal

Wilson pointed out several ranges, training areas, and hike

routes along the way. When they arrived at the barracks,

several Marines were waiting for the buses. Corporal Wilson took the six Marines assigned to his squad and led them

to their rooms after they picked up their gear from the truck.

James' name and the names of his roommates were already

on the door when they arrived. Clean linen was folded

neatly on their racks along with a folder labeled "Information Packet 1/X."

Corporal Wilson said they had an hour to unpack and make

their racks. In an hour, he would meet them out front and

take them to the chow hall to see their families. After the

corporal left, James opened the information packet. It contained a base map; bus routes and schedules; and information about the gym, banks, barber shops, the chow hail, and

other facilities.

An hour later, Corporal Wilson appeared outside. He

formed up his squad and marched them about a quarter mile

to a large parade deck. On it were several large tents with

tables containing food and refreshments. Surrounding the

parade deck were various tactical vehicles mounted with

weapons systems. Several Marines were dressed in utilities

with full field gear, and they had weapons ranging from the

M-16 to an 81mm mortar to a .50 caliber machine gun. Corporal Wilson pointed out the battalion headquarters and

chow hail. He said their families would be finished with

chow shortly and would meet with them on the parade deck.

He told the Marines they had 2 hours before evening
Sustaining the Transformation 11

formation to look at the static displays, tour the battalion

area, and show their families their barracks. Once Corporal

Wilson dismissed the Marines, James found his parents at

one of the demonstration sites. His father told him that the

battalion commander spoke again at lunch, along with the

sergeant major and the chaplain. Private James Smith spent

the next 2 hours with his parents looking at the weapons

demonstrations and touring the headquarters and barracks.

That evening, James said goodbye to his parents, and he

made his way to evening formation.

3 Months Later

Private First Class James Smith was promoted this morning.

His entire squad congratulated him immediately following

the company formation. During that same formation, Corporal Wilson received his sergeant chevrons. Private First

Class Smith was excited and could not wait to tell his

brother Tommy and his parents about his accomplishment.

James hadn't heard from his brother for some time. Tommy

used to call often, but he never sounded happy. Since

Tommy never had much to talk about, James would fill the

conversation with stories about Sergeant Wilson, his platoon, and the Marines in his squad. When James asked

Tommy what was wrong, Tommy would only reply that

James was lucky.

James called to tell his brother about his promotion. Tommy

didn't react well to the news. James asked Tommy when
12 MCRP 6-lID

he'd be promoted to private first class. Tommy said he

didn't know, that he had gotten into some trouble about a

month ago and he wasn't sure what would happen. James

tried, but he couldn't get Tommy to tell him what happened.

Tommy would only say that he had made some bad choices

since joining his unit, that he had made friends with some of

the wrong people, and he had paid the price. Tommy told

James that he was upset with what he had done and that he

wanted to turn himself around and be the type of Marine

they always dreamed of becoming. When James hung up,

he felt bad about their conversation and he was concerned

for his brother.

James then called his folks to pass on his good news. They

were excited to hear about James' promotion. They told

James about the letter they had received from his platoon

commander stating what a fine job he was doing and his

upcoming promotion. His parents said it had been some

time since Tommy had called home, and they were starting

to worry. They asked if James had heard from Tommy

lately. James assured them that Tommy was okay and that

they had recently spoken.

James hung up from talking to his parents. He felt a little

down because he was worried about his brother, and he

wondered what could have happened to him and how he

could have gotten into trouble. Both of them had wanted to

be Marines since they were kids and couldn't wait for the

day they could wear the eagle, globe, and anchor. Now,

only 3 months after arriving at his unit, Tommy wasn't

hacking it. Although Private First Class Smith was bothered
Sustaining the Transformation 13

by the news of his brother, he had little time to waste. Sergeant Wilson had assigned him to teach a class on crossing

linear danger areas during the squad patrolling exercise the

next day. James was excited about the opportunity to teach

his fellow squad members and proud that Sergeant Wilson

had picked him to do it. He turned to his desk and the stack

of class handouts and field manuals. He would spend the

evening reviewing his handouts and creating a class outline

that would make Sergeant Wilson proud.

(reverse blank)

Chapter 2

Understanding the

Transformation

"I expect Marines to epitomize that which is good about

our nation and to person/ji the ideals upon which it was

founded. I do not intend for 'honor, courage, and commitment' to be just words; I expect them to frame the way that

we live and act as Marines.

"

—General C. C. KrUIak

"The human heart is the starting point in all matters pertaining to war.

"

—Frederick the Great

"These men are in the formative period of their lives, and

officers owe it to them, their parents, and to the nation,

that when discharged from the services they should be far

better men physically, mentally, morally than when they

were enlisted

"

—John A. Lejeune

Sustaining the Transformation 17

Honor, courage, commitment—these are our core values.

They are values that ALL MARINES must inculcate and

demonstrate in their every action. These values are our

ethos. Weave this ethos through the very fabric of your

being, and you earn the right to wear the title of United

States Marine.

As a Corps, we provide two critical services for our nation:

we make Marines and we win battles. Unless we "make

Marines" correctly, we jeopardize our ability to "win battles" and, thus, our very existence. The Marines we make

today will need this ethos of core values to win the battles of

tomorrow. We must ensure that every Marine has been

armed with the courage to confront tomorrow's confusing,

chaotic battlespace. We must "issue" every Marine a true

compass of personal honor and the commitment to forego

interests of self for the interests of their comrades, their

Corps, and their country.

On tomorrow's battlefield, Marines will be challenged to

operate in an environment of peace, crisis, and war within a

very short period of time. We have already experienced this

on a small scale in Mogadishu, Somalia, with Marines providing humanitarian assistance on one block, dealing with a

civil disturbance on the next, and on yet another block fully

engaging in armed combat. This "three-block war" phenomenon promises to be commonplace in future conflicts.

Tomorrow's battlefield will be technologically supercharged, ill-defined, and compounded by the confusion of

the "three-block war' s" characteristics. It will require rapid,

more complex decisionmaking at lower levels and place
18 MCRP 6-lID

greater stress on the individual Marine than ever before.

Today, we are making the Marines of tomorrow, who will

face the future battlefield and win; we are transforming our

young Americans into Marines.

Why the Transformation

The first reason for the transformation was that we saw a

change in the operating environment in which our Marines

would be employed and we needed to prepare our young

Marines for future battles. Decentralized operations,

advanced technology, increasing weapons lethality, asymmetric threats, the mixing of combatants and noncombatants, and urban combat will be the way we fight vice the

exception in the 21St century. To succeed in a changing

operating environment, our Marines must be good decisionmakers. They must be trained to the highest standard. They

must be self-confident. They must have absolute faith in the

members of their unit. This is why we have instituted the

Marine Corps Values Program for all Marines, and why we

have enhanced the way we transform America's sons and

daughters into United States Marines. We must ensure that

our newest Marines fully understand and appreciate what

the Marine Corps represents and that, by becoming members of the world's fighting elite, they uphold the sacred

trust we have with our great nation and with each other. The

transformation is designed specifically to contribute to the

making of this kind of Marine.

The second reason for the transformation was derived from

subtle changes in the norms and expectations of America's
Sustaining the Transformation 19

youth. The term generation X, often associated with a negative connotation, is the generation from which we will

recruit the Marines who will be our future. Therefore, we

must understand how this generation views the world and

what motivates them. In 1994, we hired a team of psychologists to tell us about generation X. From them, we learned

that young people today are looking for standards; they

want to be held accountable. For the most part they don't

mind following, but they can lead, and they want to lead.

Most want to be part of something bigger than themselves.

They want to be something special. Most believe in God.

Many don't fully recognize it as such, but they want to have

faith in something greater than themselves. These wants

cause them to join gangs, fraternities, clubs, and other

causes. These are also the same attributes and attitudes that

offer the Marine Corps a tremendous opportunity. Generation X does not want to be babied. These young Americans

are looking for a real challenge. They desperately want to be

part of a winning team; they crave the stature associated

with being one of the best. From them will come the

Marines of the future—the warriors of the 21st century. The

transformation gives them exactly what they want, and it

also give us what we need.

However, transformation is not just a new block of instruction. It is not a new event introduced at recruit training.

Transformation is an ongoing, dynamic process. It is a

process that begins with an individual's first contact with a

Marine recruiter and continues throughout a Marine's life.

Transformation has five phases: recruitment, recruit training, cohesion, sustainment, and citizenship.
20 MCRP 6-lID

Transformation: Phase I

"I heartily wish we could raise men as fast as you

equip ships. "6

Lord St. Vincent

The first phase of the transformation process begins with

our recruiters. They carefully screen the young people who

come to our door seeking admittance. Those who have solid

character, good moral standards, and personal values are

those we embrace and validate, and we reinforce the values

they hold. Those with undamaged characters, but who are

among our society's many "empty vessels," we fill with the

ideals and values they so desperately need and seek. We

evaluate each candidate based on the whole person and

decide on acceptance or rejection through an analysis of risk

versus potential.

During recruitment, we make it clear who they are joining

and what it is they are expected to become. The Marine

recruiter is their mentor and launches their transformation.

The recruiter introduces poolees to the concept of total fitness—body, mind, and spirit—in our improved delayedentry program. Poolees are better prepared when they reach

recruit training because they receive their first introduction

to our core values, enhanced physical conditioning, knowledge of our history and traditions, and study guides that

facilitate their transformation.
Sustaining the Transformation 21

Transformation: Phase II

"We must remember that one man is much the same

as another, and that he is best who is trained in the

severest school.

"

Thucydides

The second phase of transformation takes place during

recruit training. During this phase, we prepare all

Marines—male and female, those destined for combat arms,

and those destined for combat service or combat service

support—to fight on the nonlinear, chaotic battlefield of the

future.

During the second phase, the drill instructor becomes the

next person to transform the life of the young Marine. The

drill instructor is still the backbone of the recruit training

process, and he serves as a role model as recruits accelerate

in their transformation. The drill instructor's role during the

first 10 weeks of recruit training is unchanged, but in October of 1996, recruit training was lengthened to 12 weeks to

accommodate an event we call the Crucible. While the

event itself is new to recruit training, the concept of a crucible is not. FMFM 1-0, Leading Marines (to be reissued as

MCWP 6-11), reminds us that "all Marines pass through the

crucible of our entry level training. In that harsh and uncompromising forge, their steel is tempered to withstand the

stresses of future challenges even more severe and testing."8

This is the common bond of all Marines, shared by the

Marines of tomorrow and the Marines of yesteryear.
22 MCRP 6-lID

During recruit training, the Crucible is the defining moment

for a young Marine. It will not be the hardest challenge

Marines face in their entire lives but, for most, the Crucible

will be the first time they reach the limits of their mental,

physical, and emotional endurance. They will know that

they are capable of much more than they previously

believed They will know that they can exceed their own

personal limitations through teamwork, perseverance, and

courage. The Crucible, once experienced, will be a personal

touchstone and will demonstrate for each and every recruit

and candidate the limitless nature of what they can achieve

individually and, more importantly, what they can accomplish when they work as a team.

The Crucible consists of 54 hours of intense, physicallydemanding training, under conditions of sleep and food deprivation. During this time, recruits will be forged in the

furnace of shared hardship and tough training that is the

time-tried and battle-proven trademark of Marine recruit

training. There will be night forced marches, a tough night

infiltration movement, a combat resupply event, a casualty

evacuation drill, and combat field firing. Any recruit who

quits will not bear the title Marine.

Recruits will encounter unique obstacles, each bearing the

name of a heroic Marine from our illustrious history, that

can only be negotiated with teamwork. Once each obstacle

is overcome, the drill instructor mentors the recruits, critiques their efforts, and retells the story of the individual for

whom the obstacle was named, bringing to light how that

individual exemplified our core values.
Sustaining the Transformation 23

The Crucible is tough, but it is simply a visible manifestation of our values, our ethos. If we don't provide the right

instruction and mind-set, the Crucible becomes just another

rope and log obstacle course. Its true intent, which is teamwork, over and over again, teamwork and commitment to

one's fellow Marine, is lost. It is the drill instructor's

responsibility to be the pivotal role model, leader, and mentor of these young Marines, to show them how to function

as a team, and to teach them to persevere.

The drill instructor's job is not over when his recruits complete the Crucible. The 12th week is known as transition

week. It is literally the time when our newest members have

the opportunity—and the responsibility—to increase their

knowledge and confidence so that they are fully prepared

for what lies ahead.

Much of the transformation process occurs during recruit

training. But recruit training is only the second of five

phases in the process.

Transformation: Phase III

"Consider your corps as your family; your commander as your father; your comrade as your

brother; your inferior as a young relative. Then all

will be happy and friendly and easy. Don 't think of

yourself think of your comrades; they will think of

you. Perish yourself but save your comrades.

"

General Mikhail Ivanovich Dragomirov
24 MCRP 6-lID

The third phase of the transformation process is the

strengthening of the cohesion that was born during recruit

training, the cohesion that binds Marines together. We

define cohesion as the intense bonding of Marines, strengthened over time, resulting in absolute trust, subordination of

self, an intuitive understanding of the collective actions of

the unit, and appreciation for the importance of teamwork.

To foster cohesion, we strive to form close-knit teams early,

at the skill-producing schools. We try to keep these teams of

Marines together through their first enlistment. By forming

teams early, keeping the teams together, and assigning the

teams to a unit, we enhance unit cohesion. This cohesion

increases fighting power, provides positive peer pressure,

and reinforces our core values as the team's collective sense

of honor becomes dominant over self-interest. The teams

train together, garrison together, deploy together, and fight

together. We endeavor to send Marines together to units at

the lowest level possible, and to keep them together as long

as possible. However, this is not an easy task for our manpower managers, and we do not expect a 100 percent success rate. Many Marines will have to be assigned alone.

Leaders receiving these Marines must ensure that they are

properly sponsored, received, and coalesced into their units.

However, cohesion cannot simply be among peers. Of equal

importance is the manner in which individual Marines and

their teams identify with their units. The cohesion of a

larger unit is the result of several teams of Marines joining

for a common mission. All leaders must make unit cohesion

one of their highest priorities and principal objectives. The

more we reinforce the cohesion of our units, the stronger
Sustaining the Transformation 25

our units will be and the easier it will be to reinforce individual core values through positive peer pressure, mentoring, and leadership.

Transformation: Phase IV

"Neither money nor machines can serve as a substitute for our fighting men. We cannot buy justice or

freedom. We cannot manufacture them. And wanting

them, we have got to be willing to fight for them—

without any selfish thoughts of our own personal

convenience. This is what we must ask, first of ourselves and then of our children. "10

General David M. Shoup

The fourth phase of transformation is sustainment Sustainment is continuous, and it will span all we do as Marines

throughout our service. Our professional military education

schools are designed to educate our leaders—our officers,

staff NCOs, and NCOs—in "whole Marine" character

development. Leaders in the operating forces and in the supporting establishment accomplish their missions in ways

that support and reinforce our core values and foster team

building. Leaders will manifest our core values and mentor

their subordinates. We will live our ethos through a shared

responsibility for all Marines that lasts until the day a

Marine hangs up the uniform for the last time. . . and even

longer.
26 MCRP 6-lID

Transformation: Phase V

"It's a funny thing, but, as years go by, I think you

appreciate more and more what a great thing it was

to be a US. Marine. I certainly can 't say that I was

happy every minute I was on active duly. . . People

will tell me what a shame it was I had to go back in

the service the second time, but now I'm kinda glad I

did. . . Besides, I am a US. Marine and I'll be one

tillldie. "i

Ted Williams (Hall of Fame baseball

player and Marine Corps fighter

pilot during World War II in Korea)

The fifth phase of transformation is citizenship. Beyond

preparing young Marines to win in combat, what truly distinguishes our legacy to our nation are the citizens we produce—citizens transformed by their Marine experience and

enriched by their internalization of our ethos, ideals, and

values. As Marines, they have learned a nobler way of life,

they are able to draw from their experiences, and they are

prepared to be leaders within the Corps and within their

communities and businesses. During the making of a

Marine, our nation's most tangible benefit comes to fruition

during the fifth phase, and that is citizenship. We produce

citizens with our core values—the highest ideals in the

American character—and place them in an environment

where they are held accountable for those values. As Lieutenant General Victor H. Krulak wrote in his book, First to

Fight, Marines "are masters of a form of unfailing alchemy

which converts unoriented youths into proud, self-reliant
Sustaining the Transformation 27

stable citizens—citizens into whose hands the nation's

affairs may safely be entrusted."12

Although our Corps has its share of heroic figures, in the

minds of the American people our fame is collective—not

individual. Ask the average American to name a famous

soldier or sailor, and he will quickly respond with such

names as Robert E. Lee, John Paul Jones, Douglas MacArthur, or George Patton. Ask them to name a famous

Marine, and they will most likely draw a blank. Yet, to

them, the word "Marine" is synonymous with honor, courage, and commitment—our core values. They expect them

to rise above self-interest, and they expect them to lead.

Their expectations of former Marines are the same as those

they place on active and reserve Marines. When we "make

Marines," we make Marines for life, we provide our nation

with a legacy of productive citizens, transformed by their

experiences while on active duty and enriched by their

internalization of our ethos, ideals, and' values.

Nearly 70 percent of all Marines are first-term enlistees.

While a few will remain and provide our critical NCO and

staff NCO leadership, most have other aspirations—yet

unfulfilled dreams—and they will depart the active ranks

upon completion of 4 years of faithful service. Approximately 20,000 Marines leave the Corps each year. Nonetheless, they will always be United States Marines. They

earned that title during the Crucible and have lived up to

those responsibilities ever since. The responsibility of being
28 MCRP 6-I ID

a Marine does not end when they leave our active ranks. In

many respects, it only just begins. While they are no longer

under the watchful eye of their company first sergeant and

no longer subject to the Uniform Code of Military Justice,

fellow Americans continue to judge our Marines, both past

and present, by their actions and by the quality of their character for the rest of their lives.

When Marines depart the Corps, they will be in the ideal

position to demonstrate that Marines reflect the values that

Americans cherish most and hold in the highest regard—the

values upon which this nation was founded, and which now

guide us as we shoulder the responsibility of a world superpower. Be it a 4-year enlistment or a 35-year career, we all

must sooner or later become former Marines. But we have

every reason to take great pride in our service. We have

done something that few Americans today ever consider

doing—we have sacrificed our personal comfort and liberties for the health and needs of the nation. In return, we

were imbued with time-tested values of honor, courage, and

commitment that provide the foundation for personal success in any endeavor. These values serve as a moral compass as we return to school or join the workforce, and these

values will make us leaders in our universities, workplaces,

and communities.
Chapter 3

Cohesion

"Pride exists only among people who know each other

well, who have esprit de corps, and company spirit. There

is a necessity for an organization that renders unity possible by creating the real individuality of the company. "13

—Ardant du Picq

"My first wish would be that my Military family, and the

whole Army, should consider themselves as a band of

brothers, willing and ready to die for each other. "14

—General George Washington

Sustaining the Transformation 31

Cohesion is the intense bonding of Marines, strengthened

over time, that results in absolute trust. It is characterized by

the subordination of self and an intuitive understanding of

the collective actions of the unit and of the importance of

teamwork, resulting in increased combat power. Cohesion

is achieved by fostering positive peer pressure and reinforcing our core values to the point that our core values become

dominant over self-interest.

A good example of this esprit is when the individual Marine

risks his life to aid a fellow Marine or to accomplish the

mission at hand. An example from our past includes the

cohesion that bound Presley O'Bannon and his few Marines

together during their march across 600 miles of scorching

desert to stand triumphant at the shores of Derna. Another

example is that of a trapped Marine division that bravely

fought its way across the frozen wastes of Korea, through

six communist divisions, to the sea. Cohesion provides

Marines with supportive relationships that buffer stress and

increases their ability to. accomplish the mission or task.

Strong unit cohesion results in increased combat power and

the achievement of greater successes.

Dimensions of Cohesion

There are five dimensions of cohesion: individual morale,

confidence in the unit's combat capability, confidence in

unit leaders, horizontal cohesion, and vertical cohesion. In

combination, these dimensions dramatically affect the capabilities of a unit.
32 MCRP 6-lID

Historically, the Corps has fostered individual morale, confidence in the unit's combat capability, and confidence in

unit leaders. We understand the benefits attained through

developing and maintaining high morale, and we have

always stressed the technical and tactical proficiency of

every Marine. Equally, our Corps has always emphasized

the importance of developing solid, trustworthy leaders.

Our reputation is built on the emphasis our forebearers put

on these three dimensions of cohesion. The remaining two

dimensions, horizontal and vertical cohesion, are also of

equal importance to combat readiness, and this chapter

focuses on these two dimensions of cohesion.

Individual Morale

As leaders, we must know our Marines and look out for

their welfare. Leaders who understand that "morale, only

morale, individual morale as a foundation under training

and discipline, will bring victory"15 are more likely to keep

morale high among individual Marines. A high state of

morale, in turn, enhances unit cohesion and combat effectiveness.

Confidence in the Unit's Combat Capability

Marines' confidence in their unit's combat capability is

gained through unit training. The longer Marines serve and

train together in a unit, the more effective they become and

the more confident they are in their unit's capabilities. They

know what their unit can do because they have worked
Sustaining the Transformation 33

together before. Keeping Marines together through unit

cohesion is a combat multiplier. Rarely are baffles lost by

those who maintain confidence in their unit and in their fellow Marines. Success in baffle can be directly attributed to a

unit's overall confidence in its level of performance. Of

course, the opposite also holds true; lack of cohesion, lack

of confidence, and poor performance preordain a unit's failure. "If the history of military organizations proves anything, it is that those units that are told they are second-class

will almost inevitably prove that they are second-class."16

Confidence in Unit Leaders

Confidence in unit leaders' abilities is earned as Marines

spend time in the company of their seniors and learn to trust

them. Leaders must earn the respect of their Marines, and

doing so takes time. As Marines develop confidence, based

on their prior achievements, in their units' ability to accomplish their assigned missions, they also develop confidence

in their leaders as they work and train together. Major General John A. Lejeune believed that—

The relation between officers and men should in no

sense be that of superior and inferior nor that of master and servant, but rather that of teacher and scholar.

In fact, it should partake of the nature of the relation

between father and son, to the extent that officers,

especially commanding officers, are responsible for

the physical, mental, and moral welfare, as well as

the discipline and military training of the young men

under their command.17
34 MCRP 6-lID

Horizontal Cohesion

Why is horizontal cohesion important? Is it as important on

the asymmetrical battlefield of today as it was in the islandhopping campaigns of World War II? The answer is yes!

Horizontal cohesion, also known as peer bonding, takes

place among peers. It is the building of a sense of trust and

familiarity between individuals of the same rank or position.

Sense of mission; teamwork; personnel stability; technical

and tactical proficiency; trust, respect, and friendship are

some elements that contribute to peer bonding.

An example of horizontal cohesion is the relationship

between members of a fire team. Over time, each member

develops a sense of trust in the other. This trust is born of

several elements. The first is a common sense of mission,

the act of placing personal goals aside to pursue the goals of

the entire team. Other elements include teamwork and personnel stability. Teamwork is the result of mutual support

provided by each member of the team. Teamwork is further

enhanced by personnel stability, which promotes familiar

and effective working relationships. Perhaps most important

is the development of tactical and technical proficiency that

continues to support and reinforce the trust and respect

between the team members. When our young Marines are

thrust deep into the chaotic battlespace, often operating in

small teams, their will to fight and ultimately succeed will

hinge upon their ability to fight as an effective, cohesive

team.
Sustaining the Transformation 35

Vertical Cohesion

Vertical cohesion is not new to our Corps; this dimension of

cohesion involves the vertical relationship between subordinate and senior. Vertical cohesion is what draws peer

groups into a cohesive unit, such as a battalion or squadron.

It is, in part, the building of a mutual sense of trust and

respect among individuals of different rank or position.

Additionally, vertical cohesion is the sense of belonging

that the squad or section maintains relative to its role in the

battalion or squadron. Some characteristics of vertical cohesion include unit pride and history, leaders' concern for the

Marines, leaders' example, trust and respect for leaders, and

shared discomfort and danger.

An example of vertical cohesion is when many squads and

sections come together to form a cohesive company. Each

of these subordinate units plays a different role in the company; however, vertical cohesion draws them together in

purpose and mutual support. This sense of unity has several

elements. The first is a common sense of unit pride and history—pride not only in themselves as a unit, but also pride

in those who have gone before them. The organizational

memory of their past achievements drives the unit to still

greater heights. Another element that contributes to vertical

cohesion is the quality of leadership and the command climate in the unit. Vertical cohesion is stronger in units with

effective, well-trained subordinate leaders. Leaders that

show concern for their Marines and lead by example will
36 MCRP 6-lID

earn the trust and respect of their subordinates. Another element of vertical cohesion includes shared discomfort and

danger which can occur during shared training.

A historical example of vertical cohesion is the Scottish

Rifles at the Battle of Neuve Chapelle, in March of 1915.

Nine hundred men marched into battle; a scant 150 returned

with only one surviving officer. Despite their casualties, the

unit never faltered; they survived and endured because they

were part of a family called a regiment. Their sense of

worth, sense of individual honor, and their very being were

bound up in the ethos of the Scottish Rifles. Individually,

their lives were less important to them than the honor of

their regiment. In the end, their sacrifice was not in vain.

The British achieved both tactical and strategic victories

during the battle. The Scots captured a salient that had been

held by the Germans; a tactical victory. Their courage under

fire so impressed the French that relations between the British Army and the French were much improved thereafter.

Additionally, the tenacity of the Scots forced the Germans

to commit their reserves to the battle, which relieved beleaguered French positions. Thus, the sacrifices of the Scottish

Rifles also had profound strategic implications.

Mutual Support of Horizontal and Vertical

Cohesion

Since the birth of our Corps, Marine units have evidenced

horizontal and vertical cohesion to varying degrees and with

varying success. However, it is vitally important that these
Sustaining the Transformation 37

two qualities be developed in combination with each other.

Just as the strength of combined arms comes from the combined effects of two or more different arms that mutually

support one another, the strength of horizontal and vertical

cohesion derives from the combined effects and mutual support they provide each other.

Blending vertical cohesion and horizontal cohesion ensures

a strong, universal sense of bonding and teamwork among

various types of units. If vertical and horizontal cohesion

are mutually supported, all these units will be composed of

Marines who trust and respect each other. Each type of bond

reinforces the other. A cohesive battalion that is comprised

of cohesive companies which place the goals and interests

of the battalion or company above those of their squad and!

or section is an example of the blending of both vertical and

horizontal cohesion.

The figure on page 38 depicts that to truly sustain the transformation, we must combine both the vertical cohesion axis

and horizontal cohesion axis to achieve our goal of combat

readiness. A unit capable of combining vertical and horizontal cohesion is far stronger than a unit which is strong in

only a single axis.
38 MCRP 6-lID
Chapter 4

Obstacles and

Obstacle Reduction

"Natural hazards, however formidable, are inherently less

dangerous and less uncertain than fighting hazards. All

conditions are more calculable, all obstacles more surmountable, than those of human resistance. By reasoned

calculation and preparation they can be overcome almost

to timetable. While Napoleon was able to cross the Alps in

1800 'according to plan', the little fort of Bard could

interfere seriously with the movement of his army as to

endanger his whole plan. "18

—Captain Sir Basil Liddell Hart

"Four brave men who do not know each other will not

dare to attack a lion. Four less brave, but knowing each

other well, sure of their reliability and consequently of

mutual aid, will attack resolutely. There is the science of

the organization of armies in a nutshelL "19

—Colonel Ardant du Picq

Sustaining the Transformation 41

Obstacles to sustainment vary from unit to unit and, therefore, are difficult to defme for the entire Corps. Generally,

an obstacle is anything that detracts from a unit's ability to

establish a productive environment for its Marines. To provide a productive environment, a command must commit

itself to identifying its obstacles and determining how they

can be overcome.

Section I. Obstacles

Critical Factors Affecting Sustainment

Once Marines arrive at their new units, they begin a critical

period wherein several opportunities exist for reinforcement

or disillusionment. These opportunities will influence their

decisions at a number of decision points and they will ask

themselves, "Do I want to be part of this organization?"

Their response will be one of two paths: they will either

become "self-sustaining," headed toward successftil enlistments and aiding others in sustainment, or they will become

"at-risk," headed for first-term, non-expiration of active

service (EAS) attrition. The figure on page 42 illustrates

how each of the individual decision points can be opportunities to create either a "self-sustaining" Marine or an "atrisk" Marine.
42 MCRP 6-lID

Check-In

Have Marines been assigned and

met their mentors during their first

exposure to the fleet? Is the mentor a positive influence and representative of the unit's values and

culture? Have Marines become

"check-in orphans," victims of consolidated administrative sections,

with little guidance and leadership?

SOl Squad Leader

Is the squad leader a solid mentor

or an obvious deviation from the

polished NCO or staff NCO that

Marines sought to emulate in boot

camp?

MOS School

Is cohesion maintained in MOS

schools? Have the schools embraced values training as a continuation of the transformation?

Billeting

Are Marines given adequate billeting and welcomed aboard? Have

Marines been given any available

empty barracks space? How does

the unit receive Marines who

arrive after normal duty hours?

First NCO in Charge (NCOIC)

Does the NCOIC make a good

impression on the new Marines

and take care of them? Does the

NCOIC know how to establish

goals and uphold standards? Are

Marines made to feel as though

they are part of the larger team, so

they sense the necessary vertical

cohesion? Are the standards the

Marines are taught in boot camp

universally enforced?

Initial Chain of Command

Does a positive chain of command

exist? Does the climate support

the establishment of goals and

uphold standards for the individual and the unit? Is routine counseling and leadership training

conducted? Does a strong sense

of unit pride and history exist?
Sustaining the Transformation 43

Quadrant Model

The quadrant model categorizes the obstacles that individuals or units encounter in sustaining the transformation. The

model uses two methods.

In the first method, obstacles are categorized as either reality-based or perception-based. Reality-based obstacles must

be overcome through policy changes or changes in command directives. Perception-based obstacles can typically

be overcome through education to correct misinformation

or prejudice.

In the second method, obstacles are categorized as either

unit-generated or as being systemic to our Corps. Obstacles

encountered by a specific unit can be corrected through

good leadership at the local level. Obstacles systemic to our

Corps must be addressed by both Headquarters, Marine

Corps and by local commanders.

Categorizing obstacles in this way places them into four

separate quadrants, as illustrated in the following figure.

REALITY

Unit Reality Systemic Reality

UNIT 4 SYSTEMIC

Unit Perception Systemic Perception

PERCEPTION
44 MCRP 6-lID

Reality-Based Unit Obstacles

Reality-based unit obstacles are the result of internal friction encountered by and attributed to individual units. These

obstacles may not be widespread throughout the Corps, but,

nonetheless, they are significant to the units that encounter

them. Often these obstacles are unit-imposed and can be

overcome through good leadership. The following text identifies some reality-based unit obstacles; although these

examples are not inclusive, they are the most common.

Insufficient Leadership Training. Some units become

overwhelmed by inspector general (IG) inspections,

the Marine Corps Combat Readiness Evaluation System (MCCRES), field supply and maintenance analysis office (FSMAO) visits, and maintenance-related

reviews. If they focus on these issues alone, they lose

sight of the value of leadership training. Although

leadership training is time-intensive, we must ensure

adequate training for both current and future NCOs,

staff NCOs, and junior officers.

• Insufficient Contact. Commands often fail to monitor

the progress of Marines assigned to temporary duty

away from their command. Frequently, these Marines

return to their units feeling isolated from their Marine

family. • Identification with Peers Vice Unit. When there is a

breakdown of vertical cohesion, Marines only identify with their peers and not with their units. Marines

in a group are loyal only to those Marines within the

immediate group.
Sustaining the Transformation 45

• Individual Impact on Unit Success. Some Marines

fail to make the connection between group objectives

and command mission. Failing to understand the

impact they have on the operation of the unit causes

them to disassociate from the unit. • Leadership Turnover. Some leadership billets experience a high degree of turnover, which degrades the

leaders' ability to foster effective working relationships and loyalties. Essential leadership principles

such as "knowing your Marines" take time to achieve. • Marine Corps Standards. As Marines witness deviations from, and a lack of adherence to, required standards, their opinions of both the command and the

standards suffer. Lowering or overlooking standards

affects the sustainment process by reducing Marines'

expectations of the Corps and reducing their sense of

accomplishment. • Operational Tempo. Commands focus time and effort

on training for upcoming deployments, exercises, and

operations. This focus can override efforts to develop

subordinate Marines as leaders. Due to time constraints, missions are often assigned to the most experienced Marines so "it is done right the first time."

This assignment policy does not empower our junior

Marines to take responsibility, to make errors, and to

learn from them. Developing junior leadership is a

fundamental factor in sustaining the transformation.

• Insufficient Challenges. Many Marines joined the

Corps, in part, to be challenged to the fullest extent of

their capabilities. They received challenges throughout their recruit training and their follow-on schools.
46 MCRP 6-lID

Disillusionment occurs if their units have low individual and unit expectations.

Ineffective Mentors. Marines emulate the role models

within their unit. Without a proper mentor, a Marine

may choose a negative role model and become an "atrisk" Marine. Commanders must focus on training

newly joined Marines, ensuring solid leadership,

imparting productive mentoring, and providing positive examples.

Insufficient Discipline. Discipline is degraded when

commands relax standards, whether traditional customs or published regulations. Marines must recognize that they are all responsible for and capable of

enforcing good discipline.

Perception-Based Unit Obstacles

Perception-based unit obstacles are the result of unit-held

perceptions. They evolve from locally-held prejudices and

lack of education. Educating our Corps on the transformation process will diminish the misconceptions of the transformation and diminish unit perception problems. These

misconceptions can include—

• Labeling. The labeling of Marines as "cohesion"

Marines or "crucible" Marines adds to the perception

of differences among Marines. These perceptions or

prejudices, often negative, do not account for individual abilities, and they negatively affect how Marines

are accepted into a unit. This labeling is similar to the

labeling that occurred during the introduction of
Sustaining the Transformation 47

maneuver warfare, where Marines were labeled as

either "maneuverists" or "attritionists." This resulted

in animosity and reduced the initial effectiveness of

the concept of maneuver warfare.

"Broken" Marines. Many of our junior Marines are

"broken" due to dysfunctional societal values. Our

recruiting processes are specifically geared to ensure

this is not the case. However, many of our young

Marines are "empty vessels" who seek guidance and

values from our Corps. While this appears to be an

obstacle, it is actually an opportunity. • Cohesion Team Perceptions. The perception is that, if

one Marine within a cohesion team is substandard,

then the group will take on these negative attributes

as well. • Counseling. Counseling more often results from negative behavior than from continuous performance

appraisal. Commands must recognize the utility of

counseling for situations other than promotions, pro!

con marking, or nonjudicial punishment (NJP).

Reality-Based Systemic Obstacles

Reality-based systemic obstacles are prevalent throughout

the Marine Corps and are caused by factors outside the control of small units. Additionally, these obstacles are not due

to misconceptions or misunderstandings; they are based on
48 MCRP 6-lID

fact. The following are examples of common, reality-based

systemic obstacles:

• Mundane, Repetitive Daily Routines. Marines often

feel overwhelmed when facing months of performing

the same duty in the same manner. Repetition of duty

causes a lack of job satisfaction.

• Separate Billeting That Degrades Unit Cohesion.

Commands still have difficulties ensuring their

Marines are billeted together. Dorm-style rooms are

sometimes filled on a space-available basis, with little

regard for parent command or unit integrity.

Perception-Based Systemic Obstacles

Perception-based systemic obstacles are prevalent throughout the Marine Corps. They are caused by Corps-wide misconceptions or misunderstandings. These misconceptions

can include, but are not limited to, the following examples:

• Promotions. Cutting scores affect promotions, not

just time in service. Marines perceive that promotions

will be granted unless a Marine has been the subject

of disciplinary action. These perceptions are reinforced when the only Marines who do not receive

their commander's recommendations for promotion

are those with habitual conduct problems. • The Crucible. Throughout entry-level training, recruits are told that the Crucible will be the toughest

event that they will endure. But this event is a stepping stone to the many other difficult challenges they
Sustaining the Transformation 49

will face in their lives. Recruits should not be told that

the Crucible is the most difficult challenge they will

face. They should be told that it is the most strenuous

challenge they will be required to meet up to that

point in their Marine Corps experience, and that it

will prepare them to meet future, even more difficult

challenges that they will encounter upon joining their

operational units.

Nonjudicial Punishment. Marines fail to recognize or

use methods other than NJP as valid forms of discipline. NJP is not the only form of discipline available

to subordinate commanders. NCOs can use counseling or proper corrective action to rectify problems.

Section II. Obstacle Reduction

The commander is responsible for creating a climate that

allows junior leaders to effectively apply Marine Corps

leadership principles. As Marines enter their unit for the

first time, they closely observe the unit, and they quickly

assess the actions and practices of their leaders and their

peers. Experience has taught us that if a Marine feels there

are too many obstacles to allow him to integrate into the

unit, he will fail. Thus it is incumbent upon us to reduce

these obstacles and foster esprit de corps. The following

paragraphs discuss some obstacle reduction methods.
50 MCRP 6-lID

Accepting Constraints and Reality

Marines take pride in being able to meet challenges and

achieve success. Success is founded on a leader's ability to

identify an obstacle, recognize and accept the constraints,

and fmd a workable solution. Accepting the constraints is a

key factor. All units encounter the reality of operational

tempo and manpower shortfalls. Limits of time, money,

manpower, and other external influences will always exist.

Accepting these realities as constraints, instead of obstacles,

enables a leader to focus on the actual obstacle at hand.

Once obstacles are properly identified, a command can

begin to identify means to overcome them. For example,

commands that view manpower shortages as an obstacle

must focus their efforts on filling vacancies rather than trying to more effectively use the Marines they have on hand.

Maintaining a Leadership Role

Marine Corps history is replete with examples of Marines

who have overcome great odds to achieve success. These

success stories have a common feature: initiative and ingenuity exercised by leaders at all levels. Our ability to overcome obstacles to sustaining the transformation depends on

leaders who can use leadership principles to reduce obstacles.

Our junior leaders determine the obstacles that a command

focuses on. Our small-unit leaders conduct the tasks, complete the missions, and ensure unit effectiveness for the
Sustaining the Transformation 51

command. Their influence and impact on their subordinates' growth as future leaders determine a unit's success in

sustaining the transformation. Our small-unit leaders, the

"strategic corporals" of tomorrow, should be the Corps' primary focus to ensure success, both on and off the battlefield. To develop and employ effective junior leaders and

small-unit leaders, our efforts must go beyond only training

to attain tactical and technical proficiency. We must also

focus on the leadership traits of our leaders:

• Dependability. The certainty of proper performance

of duty.

• Bearing. Creating a favorable impression in carriage,

appearance, and personal conduct at all times. • Courage. The mental quality that recognizes fear of

danger or criticism, but enables a man to proceed in

the face of it with calmness and firmness. • Decisiveness. Ability to make decisions promptly and

to announce them in a clear, forceful manner.

• Endurance. The mental and physical stamina measured by the ability to withstand pain, fatigue, stress,

and hardship.

• Enthusiasm. The display of sincere interest and exuberance in the performance of duty.

• Initiative. Taking action in the absence of orders. • Integrity. Uprightness of character and soundness of

moral principles. Integrity includes the qualities of

truthfulness and honesty. • Judgment. The ability to weigh facts and possible

solutions on which to base sound decisions.
52 MCRP 6-lID

Justice. Giving reward and punishment according to

merits of the case in question. The ability to administer a system of rewards and punishments impartially

and consistently.

Knowledge. The range of one's information, including professional knowledge and an understanding of

your Marines.

Tact. The ability to deal with others without creating

offense.

• Unselfishness. Avoidance of providing for one's own

comfort and personal advancement at the expense of

others.

• Loyalty. The quality of faithfulness to country; the

Corps; the unit; and to one's seniors, subordinates,

and peers.

Understanding Leadership Principles

As is written in Ecciesiastes, "There is no new thing under

the sun."20 With leadership as a focus, we can begin to

examine how we can better prepare our young Marines to

overcome obstacles. To sustain the transformation and create effective units, we must rely on a command's ability to

emphasize and reinforce the tried-and-true principles of

leadership:

• Know yourself and seek self-improvement. • Be technically and tactically proficient. • Develop a sense of responsibility among your subordinates.
Sustaining the TransTormatlon 53

• Make sound and timely decisions. • Set the example. • Know your Marines and look out for their welfare.

• Keep your Marines informed. • Seek responsibility.

• Take responsibility for your actions.

• Ensure assigned tasks are understood, supervised, and

accomplished. • Train your Marines as a team.

• Employ your command in accordance with its capabilities.

Everyone in the Corps either knows or remembers some of

these principles, but many do not consistently and universally apply them. Obstacles to sustainment are obstacles to

the application of our leadership principles.

Interacting with Schools

The benefits of interaction between commands and schools

cannot be understated. Any effort commands can make

toward easing the transition from schools to units will better

prepare Marines to meet upcoming challenges.

Attending Unit-Level Corporal Courses

Upon promotion to corporal, some Marines understand their

new grade and responsibilities by their observations of the
54 MCRP 6-lID

corporals with whom they have served. Commands have an

opportunity and responsibility to develop NCOs as leaders

to ensure they are prepared to take on leadership challenges.

Many units have implemented a 2-day corporal's course

conducted by the command's staff NCOs. Though the

course can be tailored to the unit's requirements, guidance

in such areas as professional relations with subordinates, the

NCO's role in sustaining the transformation, counseling,

core values, mentoring, and applying leadership principles

provide a sound starting point. This course must emphasize

to newly promoted corporals that promotion to their new

grade not only places them in charge of those in their unit,

but also in charge of all Marines of lesser grade.

Encouraging Professional Military

Education

Enlisted professional military education is another tool provided by the Corps to develop Marine leaders. While not

mandatory for promotion, the long-term benefits of formal

education for Marines and their unit outweigh the shortterm loss of the individual.

Briefing New Joins

A new join briefing is an opportunity for the command to

welcome aboard its new Marines and to provide some

insight into the unit itself. Understanding the origin of unit

traditions and history can initiate a sense of belonging and

unit pride. This briefing should also ensure that Marines
Sustaining the Transformation 55

have a clear understanding of their new chain of command

and how subordinate units fit within senior units.

Maintaining Bachelor Enlisted Quarters

The Commandant's bachelor enlisted quarters campaign

plan is dedicated to providing Marines with living conditions that allow them to continue to develop as Marines.

Marines' quarters should also foster unit integrity.

Providing Mentors

A Marine's attitudes, ethics, and traits frequently conform

to those displayed by the role models provided by their unit.

Commanders must ensure that the unit provides positive,

quality mentors. Mentors should be assigned to Marines as

they check-in.

Educating Leaders

Recent changes to recruit training and the SOl have led to

many misconceptions, one being that training is not as good

or as tough as it used to be. These misconceptions cause

negative attitudes and lowered expectations.

To dispel these misconceptions, former drill instructors and

recruiters in the command can provide current and accurate

information. Accurate information enables Marines to recognize that while the training has changed and new terms
56 MCRP 6-lID

are used, our entry-level training has the same focus—we

still make Marines.

Drawing on External Resources

Sharing our successes in overcoming obstacles allows leaders to draw on the experience of others who have succeeded

in overcoming the same obstacles and to tailor their solutions accordingly. We must provide a forum in which leaders can share their solutions.

Utilizing the World Wide Web

The Marine Corps home page (www.usmc.mil) provides an

accessible location for storing and retrieving information.

The site includes copies of ALMARS and speeches by the

Commandant. Users can provide input and exchange ideas

concerning sustaining the transformation.
Chapter 5

Universal Methods for

Sustaining the

Transformation

"The best tactical results [are obtained] from those dispositions and methods which link the power of one man to

that of another. Men who feel strange with their unit, having been carelessly received by it, and indifferently handled, will rarely, f ever, fight strongly and courageously.

But f treated with common decency and respect, they will

perform like men. "21

—Brigadier General S. L. A. Marshall

Sustaining the Transformation 59

There are thousands of ways to sustain the transformation.

Many of the methods discussed in this publication are being

used in the operating forces with great success. The following figure highlights some of the opportunities leaders can

use to sustain the transformation. This chapter discusses

these opportunities, but they by no means can be applied to

every unit. Instead, they should serve as a reminder to leaders and be implemented wherever practicable.

• Deployment • Family Day

• 6-month Recognition

• Unit Training and Exercises

• Unit Events

• Battle Anniversary

• 1-month Recognition

• In-Briefs

• Graduation and Unit Reception

• Command Involvement

Command Involvement

ALMAR 454/96 states that the unit cohesion process "provides an opportunity for small unit leaders to be matched to

their teams and provide leadership mentoring at the earliest

possible opportunity."22 The Commandant further states, "I

expect small unit leaders to contact their teams of Marines

before they graduate from SOI."23 With that guidance, the
60 MCRP 6-lID

sooner a unit can establish contact with incoming Marines

the better. If possible, contact should be made at the SOl or

the MOS school. As highlighted by Private John Smith's

experience in chapter 1, "The Difference," a little effort can

go a long way in ensuring a smooth transition for a new

Marine. For example, one battalion commander phrased his

commander's intent for welcoming a group of Marines after

graduation from SO! as, "NCOs will participate in ITB

training in order to facilitate unit cohesion, complete squad

leaders' notebooks, determine any personal problems, and

begin the transition to the battalion with an emphasis on battalion history, traditions, and combat SOPs."

The following paragraphs identify ways units can include

their Marines who are undergoing MOS school training.

• Interaction with MOS Schools. The receiving unit

coordinates with the MOS school to send squad leaders to observe training, meet their new Marines, and

provide unit information.

• Command Liaison. If squad leader interaction is not

possible for every unit, a command liaison will suffice. The liaison provides new Marines reporting to

the unit with the unit's history, schedules, billeting,

etc. • Unit History Brief. The unit history brief provides

new Marines with vertical cohesion at the earliest

stages. A sense of pride develops as these young

Marines realize they are becoming part of a rich, valiant legacy.
Sustaining the Transformation 61

• Schedule andlor Deployment Brief. Many young

Marines look forward to their deployment overseas.

Unit schedules and deployment briefs are motivators

for Marines and also assist them in mentally preparing for the future.

Graduation and/or Unit Reception

Command involvement at the SOl or MOS school graduation can also be beneficial. If unit leaders participate in the

ceremony, graduation becomes an opportunity to initiate

vertical cohesion with their Marines. The following paragraphs discuss other ways to use graduation and receptions

to foster vertical cohesion. These should be executed expeditiously to ensure a seamless transition into the unit.

• Unit Reception. If possible, after graduation, the new

Marines, and their gear, should be transported to the

unit area by their new unit. The new squad leaders

who have participated in training with these Marines

can guide them through the check-in process. Upon

arrival at their new unit, the new Marines should be

welcomed to the unit by the commanding officer or

sergeant major. The new Marines and their families

can participate in a command-sponsored meal at the

chow hail. Families may tour the unit area and billeting. Some units conduct static displays of various

weapon systems and equipment to educate the families. These new Marines will also be guided through

their administrative and logistical in-processing in an
62 MCRP 6-lID

efficient manner. This is a team effort that will

require support from the entire unit.

• Unit Information Packet. Unit information packets

ease the transition of Marines into their new units and

provide answers to the many questions that result

from relocating to a new environment. The packet

also should include information on the unit's history,

traditions, and future deployment schedules. • Hometown News Releases. Hometown news releases

assist in developing vertical cohesion. At a minimum,

a news release should address the Marine by name

and rank, identify his unit, and identify his accomplishments. For example, "PFC John Smith, having

completed 4 months of intense training, has earned

the privilege of joining 1 /X, a highly decorated unit

with a proud Marine Corps history. PFC John Smith

will be a welcome addition to this proud unit."

• Command Letter to Families. Many families will not

be able to attend the graduation or unit reception. A

command letter may be the best way to ensure that all

families are contacted. This letter should welcome the

extended family and ensure them that their family

member will be cared for. • Assignment of a Mentor or a Sponsor. Upon arrival to

a unit, Marines must be assigned a mentor who can

assimilate them into the unit. The mentor can enhance

both vertical and horizontal cohesion.
Sustaining the Transformation 63

In-Briefs

Many units will receive small numbers of individuals and

therefore cannot conduct a detailed unit reception. In this

case, units must establish in-briefs that are conducted at regular periods in order to reach new Marines shortly after

entering the unit.

One-Month Recognition

One month after Marines arrive at a unit, the command

should recognize their contribution to the unit. This recognition increases Marines' vertical cohesion to the unit and

command. Units can do this by giving awards to the most

deserving Marines, such as a meritorious mast or a nonstandard, unit-specific award. Examples of nonstandard unit

awards might be unit coins or T-shirts. This is another

opportunity to send a command letter home in order to reinforce the positive behavior exhibited by the new Marines

during that crucial first month period.

Battle Anniversary

Unit commanders should take the time to recognize the

anniversary of a significant event or battle in which the unit

participated. A good unit history program, complete with

recognition of battles won, accolades earned, and sacrifices

made, can also increase vertical cohesion.
64 MCRP 6-lID

Unit Events

Sports Tournament andlor Field Day. Unit sporting

events are time-proven methods that develop both

horizontal and vertical cohesion. • Unit Special Orders. Mentioning a unique and important contribution of a Marine or a unit of Marines at a

unit formation provides visible recognition of the

accomplishment on behalf of a unit's mission. Unit

special orders are read at formations by the unit's

commanding officer, executive officer, adjutant, or

sergeant maj or. • Marine Corps Birthday Ball. Because the Marine

Corps Birthday Ball is rich with tradition, it is a perfect opportunity to build vertical cohesion. Commanders must ensure that the birthday ball is an

affordable and enjoyable event filled with honor, history, and tradition.

• Marine's Birthday. Recognition of a Marine's birthday is another way to reinforce vertical cohesion at

the small-unit level. The acknowledgement of this

significant day is another example of the leadership

principle "know your Marines."

• Unit Defining Moment. The Crucible provides the

first defining moment in a Marine's career. Units

should pick other events when they were stressed and

tested as an entire unit. Following this challenge,

while the unit still shares a sense of accomplishment,

is an opportune time for a commander to praise his

Marines.
Sustaining the Transtormatuon 65

• Personal Correspondence. Commanders should pen a

short note to Marines to recognize significant accomplishments or milestones in their Marines' careers.

Congratulations or expressions of sympathy are particularly important.

• Unit Symbol, Mascot, Logo, or Motto. Many units

use a unit symbol, mascot, logo, or motto to give

Marines a sense of belonging. These symbols make

Marines feel like they are part of a larger and unique

entity. This enables them to identify with the unit and

aids in developing both horizontal and vertical cohesion.

Unit Training and Exercises

Unit training and exercises are often the best ways to

develop horizontal cohesion. The interaction, close living

quarters, and shared hardship of these exercises often bring

Marines and units together. Once again, unit training and

exercises should be either initiated or followed up by a command letter home and a hometown news release.

Six-Month Recognition

The 6-month recognition is similar to 1-month recognition;

however, this is the last time that new Marines will be identified or addressed individually in this manner. After

6 months, they should have participated in exercises and

operations and shared hardships and other experiences with

the unit. A 6-month recognition can include events used
66 MCRP 6-lID

during the 1-month recognition. It can also include, but is

not limited to, the following recognitions:

Meritorious Promotion. A meritorious promotion is

an opportunity to recognize those new Marines who

have excelled since their arrival. • Command Logbook. During this ceremony, a battalion logbook should be on hand. This book would

have inscribed the names of all the Marines who have

belonged to that battalion. Each new Marine having

honorably served with the unit for at least 6-months

would sign the book.

Family Day

Nearly 50 percent of the active duty force is married. A

family day serves as a fun-filled event for spouses and families as well as an informational brief. The command could

use this opportunity to educate and prepare families for

upcoming deployments.

Deployment

Deployment is what all the hard work has been for. A command letter and hometown news release are once again

appropriate for this event.
Chapter 6

Endstate

"A spirit of comradeship and brotherhood in arms came

into being in the training camps and on the battlefields.

This spirit is too fine a thing to be allowed to die. It must

be fostered and kept alive and made the moving force in all

Marine organizations. "24

—Major General John A. Lejeune

Sustaining the Transformation 69

According to ALMAR 454/96, the transformation will produce "Marines fully prepared to fight on the 'mission depth'

battlefield of the future and whose day-to-day performance

reflects the high standard of the Marine Corps and the ideals

of the nation it serves."25 It will ultimately improve the

effectiveness and efficiency of our Corps. Marine units,

whether operating in a foreign land or at our home bases,

are tasked with many and varied daily missions. In addition

to these daily missions, they are regularly tasked to respond

to situations requiring flexibility and adaptability. The ability of the unit to respond to these situations effectively is

directly related to the abilities of the leaders and individual

Marines in a unit and the unit's ability to work as a team.

The more cohesive the unit and the more capable the individual Marines, the more flexible, adaptive, and successful

will be the Corps.

Transformation will help us live up to the responsibility of

returning better citizens to the nation. By instilling the values that we have always held true, we develop Marines who

are capable of being solid and contributing citizens.

The foundation for the transformation was laid in recruiters'

offices all across America, in the squad bays of our recruit

depots, and at our formal, entry-level schools. As depicted

in the figure on page 70, it is only a foundation, one upon

which the Marine Corps must build. There are four pillars

built on this foundation, four pillars upon which the transformation rests. These four pillars are education, NCO

development, ownership and acceptance, and establishment

and maintenance of standards.
70 MCRP 6-lID

We must continue to educate the Corps about the transformation process. Leaders of Marines must understand the

process that developed their Marines. Armed with this

knowledge, these leaders will understand the benefits

gained through the transformation process and the true

capabilities of their Marines.

Our NCOs are the key to sustaining the transformation. We

must ensure we select the best to be NCOs and continue to

train them to sustain the values and warfighting ethos of our

Corps.

Every NCO, staff NCO, and officer must personally accept

the mission to sustain the transformation of the Marines in

their charge and those Marines they encounter throughout
Sustaining the Transformation 71

their daily routine. Every Marine must take personal ownership of the transformation.

As Marines, we will always strive to be the best, and we

must continue to set the bar high in order to challenge our

young men and women. Our young Marines expect to be

held to the same high standards that they learned about in

the recruiters' offices and that we established during recruit

training; and they deserve nothing less.

These four pillars are crucial to the transformation and must

remain strong for years to come. Maintaining the strength of

each pillar is the responsibility of every Marine. On these

pillars rests the weight of the future of our Marine Corps.

(reverse blank)

Definitions

cohesion—The intense bonding of Marines, strengthened

over time, resulting in absolute trust. It is characterized by

subordination of self and an intuitive understanding of the

collective actions of the unit and of the importance of teamwork, resulting in increased combat power. Cohesion is

achieved by fostering positive peer pressure and reinforcing

our core values to the point that our Corps values become

dominant over self-interest. It is comprised of team integrity

and synchronization. Unit cohesion is part of the transformation process that will guarantee the Corps a rich legacy:

Marines fuily prepared to fight on the three-block war of the

future and whose day-to-day performance reflects the high

standard of the Marine Corps and the ideals of the nation it

serves.

cohesion team—Marines of the same MOS grouped

together at boot camp with the intention of keeping them

together through their first enlistment. In ALMAR 454/96,

commanders are directed to assign these teams of Marines

to the smallest unit possible, optimally to the same squad. If

assignment to the same squad is not possible, then assignment should be made to the same platoon or company.

Crucible—The Crucible is an event designed to help

Marines prepare for battles through the inculcation of confidence, core values, and esprit de corps. The Crucible is the

centerpiece of the recruit training phase of the transformation. It is a 3-day training event that has been added to the
74 MCRP 6-lID

end of basic recruit training. It is designed specifically to

make Marines better warriors. The events focus on two

areas—shared hardship and teamwork.

horizontal cohesion—The horizontal bonding (also known

as peer bonding) that takes place among peers. It is the

building of a sense of trust and familiarity among individuals of the same rank or position. Some elements that contribute to horizontal bonding include sense of mission,

technical and tactical proficiency, lack of personnel turbulence, teamwork, trust, respect, and friendship.

Marine Corps Values Program—The coordinated, integrated effort to enhance the transformation of a recruit into

a Marine through a rigorous education in, and reaffirmation

of, Marine Corps values. Its goal is to produce Marines who

are warriors of integrity and character as well as exemplary

citizens and who will act honorably and intelligently, in

every situation and at every level of responsibility. There

are three phases to the Marine Corps Values Program:

a. Phase I. Initial Entry-Level Training—Every

Marine, enlisted and officer, is instructed in Marine

Corps values during entry-level training. The preponderance of the training occurs at the Marine Corps

recruit depots for enlisted Marines and at Officer Candidates School and The Basic School for officers.

b. Phase II. Reinforcement Education—The lessons of

entry-level training are reinforced in Marine combat

training at the School of Infantry for all enlisted

Marines. Reinforcement training is also presented in
Sustaining the Transformation 75

MOS schools for both enlisted Marines and officers.

Core values education continues at every professional

school that a Marine attends, from the Sergeant's

Course through the Marine Corps War College. Additionally, gatherings of Marine leaders, such as the General Officers Symposium, Commanders' Courses, and

Sergeants Major/Master Gunnery Sergeant Symposium,

include discussions concerning values.

c. Phase III. Sustainment Education—Sustainment

education not only involves formal presentations of

course material, but also encompasses awareness of the

importance that practicing core values has in each

Marine's day-to-day life. Marines should be able to see

core values demonstrated in the daily course of events

by leaders at all levels, from squad to force commander.

Honor, courage, and commitment must be a way of life

in garrison and in the field, on and off duty.

sustainment—The fourth and most critical phase of both

the transformation and the Marine Corps Values Program.

Sustainment is the responsibility of unit leaders to maintain

and build upon the values and warrior spirit built by formal

schools and entry-level training.

synchronization—The process of aligning unit deployment

schedules and the assignment of teams in order to allow the

teams to remain in their assigned unit for the duration of

their first enlistment. Synchronization works within the

known constraints of the usable contract length of a firstterm Marine and the dates of deployment to match the
76 MCRP 6-I ID

available personnel resources to the deployment in a manner that:

• Fulfills forward presence requirements. • Fits deployments into the 42-month personnel cycle

of a Marine.

• Enables structured progressive training with units

being fully staffed 8-16 months prior to deployments.

team integrity—The forming of teams early in the entrylevel pipeline, keeping the teams together, and then assigning the Marines, as a team, to a unit. The intent is that these

teams will train together, garrison together, deploy together,

and fight together and that commanders should take all

steps necessary to ensure that Marines remain in their original units for as long as possible. Team integrity provides a

means for ensuring that small groups of Marines move

together from the Crucible through the MOS-producing

schools and to operational units with their Marine ethos

intact.

transformation—Transformation is the ongoing, dynamic

process that begins with the prospective Marine's first contact with the Marine recruiter and continues through the

Marine's entire life. It has five phases:

Phase I. Recruiting

Phase II. Recruit Training

Phase III. Cohesion

Phase IV. Sustainment

Phase V. Citizenship
Sustaining the Transformation 77

vertical cohesion—This dimension of cohesion involves

the relationship between subordinate and senior. It draws

peer groups into a cohesive unit. This is, in part, the building of a mutual sense of trust and respect among individuals

of different rank or position. More than this, however, it is

the sense of belonging that the squad or section maintains

for its role in the battalion or squadron. Some characteristics

of vertical cohesion that contribute to military effectiveness

are unit tradition and history, leaders' concern for the men,

leaders' examples, trust and respect for leaders, and sharing

of adversity and danger.

(reverse blank)

Notes

1. William Shakespeare, quoted in Robert Debs Heinl, Jr.,

Colonel, USMC, Retired, Dictionary of Military and Naval

Quotations (Annapolis, MD: United States Naval Institute, 1966)

p. 106.

2. General John A. Lejeune, quoted in Heinl, p. 172.

3. General C. C. Krulak, Commandant's Planning Guidance (Washington, D.C.: Headquarters, United States Marine

Corps, 1995) p. 23.

4. Frederick the Great, quoted in MCRP 6-I1B (with

change 1), Marine Corps Values: A User's Guide for Discussion

Leaders (Washington, D.C.: Headquarters, United States Marine

Corps, 1998) p. 21-25.

5. General John A. Lejeune, quoted in MCRP 6-1 1B, p.

20-1.

6. Lord St. Vincent, letter to Lord Keith, 5 April 1803,

p. 268.

7. Thucydides, History of the Peloponnesian Wars, quoted

in Heini, p. 328.

8. FMFM 1-0, Leading Marines (Washington, D.C.:

Headquarters, United States Marine Corps, 1995) p. 31.

9. General Mikhail Ivanovich Dragomirov, Notes for Soldiers, quoted in Heini, p. 106.
80 Sustaining the Transformation

10. Extract from a speech given by General David M.

Shoup, USMC, to the Defense Orientation Conferences Association (Washington, D.C., 28 September 1961).

11. Ted Williams, quoted in General C. C. Krulak, "The

Former Marine: Transformation Phase 4B," Marines (October

1998) p. 2.

12. Ibid., quoting Lieutenant General Victor H. Krulak,

First to Fight: An Inside View of the US. Marine Corps (Annapolis, MD: Naval Institute Press, 1984).

13. Ardant du Picq, Battle Studies, quoted in Robert A. Fitton, ed., Leadership: Quotations from the Military Tradition

(Boulder, CO: Westview Press, 1990) p. 41.

14. General George Washington, 21 October 1798, letter to

Henry Knox, quoted in Peter G. Tsouras, Warriors' Words: A

Quotation Book: From Sesostris III to Schwarzkopf 1871 BC to

AD 1991 (London: Cassell Arms and Armour Press, 1992) p. 82.

15. Sir William Slim, to the officers, 10th Indian Infantry

Division, quoted in Hem!, p. 197.

16. Brigadier General J. D. little, USMC, in The National

Guardsman, quoted in Hem!, p. 197.

17. John A. Lejeune, Marine Corps Manual, quoted in

Heinl, p. 172.

18. Captain Sir Basil Liddell Hart, Strategy, quoted in

Tsouras, pp. 291—292.

19. Colonel Ardant du Picq, Battle Studies, quoted in

MCRP 6-1 1B, p. 2 1-30.
MCRP 6-lID 81

20. Ecclesiastes 1:9, quoted in MCRP 6-1 1B, p. 21-63.

21. Brigadier General S. L. A. Marshall, The Armed Forces

Officer, quoted in Tsouras, p. 81.

22. U.S. Department of Defense, Department of the Navy,

ALMAR 454/96, Unit Cohesion—Commandant's intent, by

General C. C. Krulak, Commandant of the Marine Corps, U.S.

Marine Corps (Washington, D.C.: 1996).

23. Ibid.

24. Major General John A. Lejeune, Marine Corps Manual,

quoted in MCRP 6-JIB, p. 20-1.

25. ALMAR4S4/96.

(reverse blank)

*U.S. GOVERNMT P1NTING OPPICE: 1999 . fl2.35flJ94374