USMC

USMC

PCN 147 000008 00

MCTP 6-10A

(Formerly MCRP 6-11D)

U.S. Marine Corps

Sustaining the Transformation

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Washington, D.C. 20350-3000

CHANGE 1 to MCTP 6-10A

Sustaining the Transformation

1. This publication has been edited to ensure gender 

all applicable and appropriate terms, except those ter

by higher authority. No other content has been affec

2. File this transmittal sheet in the front of this publi

Reviewed and approved this date.

BY DIRECTION OF THE 

COMMANDANT OF THE MARINE CORPS

ROBERT S. WALSH

Lieutenant General, U.S. Marine Corps

Deputy Commandant for Combat Development and 

Publication Control Numbers:

Publication: 147 000008 00

Change: 147 000008 01
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ERRATUM 

to 

MCRP 6-11D 

SUSTAINING THE TRANSFORMATI

1. Change all instances of MCRP 6-11D, Sustaining 

Transformation, to MCTP 6-10A, Sustaining the Tra

2. Change PCN 144 000075 00 to PCN 147 000008 

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Headquarters United States Marine Corp

Washington, D.C. 20350-3000

6 O

FOREWORD

Since our 31st Commandant, General Charles C. 

published Marine Corps Reference Publication 6-11

the Transformation, in 1999, the Marine Corps has c

proud tradition of making Marines, winning battles, 

quality citizens to society. Like all previous generati

today are equally as committed to our time-honor

honor, courage, and commitment. Marines of the 21

among the finest we have ever forged; it is every Ma

sustain that rich legacy. America trusts its Corps of 

must always strive to preserve that trust. 

The Marine transformation is forever ingrained in ou

recruit training to Officer Candidates School and th

rest of our lives. The transformation to becoming 

often the defining moment in a person’s life. All M

possess a clear understanding that our Eagle, Globe 

is much more than an emblem, rather that earn

“Marine” carries a life-long responsibility to defend 

care for our fellow Marine, and to keep our honor cl

This publication is focused on one of our key leadersh

know your Marines and look out for their welfare. It 

ion to Marine Corps Warfighting Publication 6

Marines, and provides more detail to leaders about 
process. It is a leadership tool that provides sound exa

methods for success. Sustaining a Marine through th

requires engaged leadership. I encourage you to use this 

as a starting point for discussions amongst peers, subord

seniors. Your dialogue and application will improve the 

all Marines and our institution. 

Sustaining our transformation is not a new concept; it ha

for over 230 years. The saying, “Once a Marine, Always 

holds true because our transformations have been str

throughout our lives. We witness the health of our trad

legacy in the proud smile of a new private graduating b

or in the hearty handshake and greeting of two seasoned 

The Marine Corps family is alive and well, as is our rich 

remain, Semper Fidelis...

Semper Fidelis,

JAMES F. AMOS

General, U.S. Marine Corps

Commandant of the Marine Corps

Publication Control Number: 144 000075 00

DISTRIBUTION STATEMENT A: Approved for publ

distribution is unlimited.
Chapter 1. The Difference

Training Day 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

Training Day 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

Training Day 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

Training Day 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

Graduation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

3 Months Later . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

Chapter 2. Defining and Understanding Transfor

Transformation Impacts . . . . . . . . . . . . . . . . . . . . . . 

Transformation Erosion . . . . . . . . . . . . . . . . . . . . . . 

Marines Today. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

Chapter 3. Phase I: Recruitment

Chapter 4. Phase II: Recruit Training

Chapter 5. Phase III: Cohesion

Understanding the Larger Mission . . . . . . . . . . . . . . 

Forming Esprit de Corps. . . . . . . . . . . . . . . . . . . . . . 

Understanding Dimensions of Cohesion. . . . . . . . . . 

Individual Morale . . . . . . . . . . . . . . . . . . . . . . . . . 

Confidence in the Unit’s Combat Capability . . . . 

Confidence in Unit Leaders . . . . . . . . . . . . . . . . . 
iv

Vertical Cohesion . . . . . . . . . . . . . . . . . . . . . . . . . . . 

Mutual Support of Horizontal and 

Vertical Cohesion . . . . . . . . . . . . . . . . . . . . . . . . . 

Chapter 6. Phase IV: Sustainment

Command Involvement . . . . . . . . . . . . . . . . . . . . . . . . . 

For the New Marine . . . . . . . . . . . . . . . . . . . . . . . . . 

For All Marines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

The Marine Corps Family . . . . . . . . . . . . . . . . . . . . . . . 

Chapter 7. Phase V: Citizenship

Chapter 8. Critical Factors Affecting Sustainment

Obstacle Reduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

Strong Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

Be Technically and Tactically Proficient . . . . . . . . . 

Know Yourself and Seek Self-Improvement. . . . . . . 

Know Your Marines and Look 

Out for Their Welfare . . . . . . . . . . . . . . . . . . . . . . 

 Keep Your Marines Informed. . . . . . . . . . . . . . . . . . 

 Set the Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . 

 Ensure Assigned Tasks are Understood,

Supervised, and Accomplished. . . . . . . . . . . . . . . 

 Train Your Marines as a Team . . . . . . . . . . . . . . . . . 

 Make Sound and Timely Decisions . . . . . . . . . . . . . 
Your Subordinates . . . . . . . . . . . . . . . . . . . . . . 

Employ Your Command in Accordance

with its Capabilities . . . . . . . . . . . . . . . . . . . . . 

Seek Responsibility and Take Responsibility 

for Your Actions . . . . . . . . . . . . . . . . . . . . . . . . 

 Interacting with Schools . . . . . . . . . . . . . . . . . . . 

 Attending Unit-Level Corporal Courses . . . . . . . 

 Encouraging Professional Military Education. . . 

 Briefing New Joins . . . . . . . . . . . . . . . . . . . . . . . 

 Maintaining Bachelor Enlisted Quarters . . . . . . . 

 Providing Mentors . . . . . . . . . . . . . . . . . . . . . . . . 

 Educating Leaders . . . . . . . . . . . . . . . . . . . . . . . . 

Glossary

References
vi

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Chapter 1

The Difference

Private James Smith only saw his brother Private T

twice while they were first in the Marine Corps—

chow hall during grass week at boot camp, and then 

ing graduation. However, both Marines did well d

training and were proud of themselves and of eac

pride was evident in their eyes and in the eyes of 

Mr. and Mrs. Smith, at graduation. The Smiths f

boys looked and acted much older. After a short pe

and some much-deserved rest, the Smith boys retur

ing at the School of Infantry (SOI). During this 

were in separate platoons. They saw one another occ

only late in the day or on weekends. 
1-2

At a platoon meeting at the beginning of offense week

leaders informed the privates of their future duty statio

was going to 1st Battalion, X Marines. Since most of t

was going to the same battalion, the squad leader told th

bit about their unit and where it was located. Private Ja

found out that 1/X was located at Camp X-Ray. He als

that Marines from his new unit would link up with the

the week. These Marines would observe training and do 

tial counseling. That afternoon, the Smith boys cro

during offense “round robin” training. Tommy was told 

go to 2/X, which was located on the other coast. Both w

pointed that they were headed for opposite ends of th

but they had known they would be separated sooner or 

shook hands, wished each other luck on the 10K hike 

then headed back to their squads.

TRAINING DAY 15

On the first day of military operations on urbanized ter

ing, James was watching closely as his squad leader

Brown, demonstrated window-entering techniques to 

When the squad broke into teams to practice the 

demonstrated, James noticed several other Marines wa

platoon training. From a distance, they appeared to be a 

a staff sergeant, and several noncommissioned officer
lot of questions. 

Later that night, during the security patrols, Private 

noticed one of these Marines, a corporal, travelling w

He took notice of the NCO, but did not have time 

attention. Private Smith had been picked to be the 

and his focus was to move the patrol along its desi

The patrol did well in the linear danger area they enc

other squad members obviously had listened to 

instruction that week because they executed their s

security patrols without errors. It was dark by the ti

was safely inside friendly lines and their squad lea

Private Smith and his patrol. 

Immediately following the brief, the squad broke up 

teens and eat chow. A figure approached Private Ja

the dark. “Private Smith,” the Marine said as he 

hand. “My name is Corporal Wilson. I will be your 

in A Co, 1/X. Good job on your patrol tonight. Ser

has told me a lot of good things about you. You are g

a good addition to the squad. Go grab some chow a

will have some time to talk later this week. Maybe 

any questions you have about the unit. Again, good j

see you tomorrow.” Private Smith replied, “Good ev

ral,” but nothing more. He was happy about what h

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

military operations on urbanized terrain fundamen

told him what had happened the night before. He 
1-4

pointed and answered, “No, not yet.” 

TRAINING DAY 19

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

Sergeant Brown. The sergeant told him to report to 

Wilson, who was sitting a hundred meters away on 

[meal, ready to eat] box looking through some fold

hurried over and reported to the corporal. Corporal W

Private James Smith spoke for some time. They 

James’ family, his training, his performance at SO

physical fitness. Corporal Wilson seemed interested t

had a brother in the same class. Corporal Wilson leafe

the pages of the training folder that James had seen 

Wilson use to track his test scores and training data. 

After he closed the folder, Corporal Wilson began to 

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

battalion with such a rich legacy. He told Private Smith 

talion’s accomplishments during World War I, of the 

amphibious landings it had made in World War II, and h

the line in Korea. In Vietnam, the battalion distingui

again in several battles and produced numerous Meda

recipients)—three of which had been awarded to Mar

same company that James would soon join. Corporal W

explained, in detail, how the company was organized an
told about the upcoming months of squad and plat

followed by two company field operations before 

Corporal Wilson told James that he should be able to 

the holidays, but that he would have to keep an ey

roster. Following the holidays, the battalion wou

combined arms exercise in February and deploy th

summer to Okinawa, Japan. Private James Smith w

happy to hear about the overseas tour because one o

he joined the Corps was to travel to foreign countrie

Once Corporal Wilson was finished, James had mor

than he could remember. Corporal Wilson saw the 

look in his eyes and said, “Don’t worry, there isn’t 

tomorrow. I’ll see you again at graduation and help 

tled into the company area. By the way, if your folk

to graduation, they are more than welcome to com

battalion area afterwards. We’ll be passing out maps 

emony. They can head over to the battalion chow 

chow where they can meet with the battalion comm

sergeant major. Any questions for me?” 

James could not think of any questions that the co

already answered. He shook his head and said, “N

Corporal Wilson said, “All right then, pay attention 

fire ambush patrols next week. One more thing, th

sending over a truck the morning of graduation to h

trash. So don’t throw any of your gear away just bec

fit in your sea bag. Put it on the truck and we’ll get 

company barracks.” 
1-6

to the future. Although the training had been tough a

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

couldn’t wait to join his new unit. 

TRAINING DAY 27

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

ers met again. Private Tommy Smith still had little infor

his new unit. The only thing he knew was that a gunner

from his unit would be out to talk to them. 

On Friday, the gunnery sergeant spoke to Tommy 

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

the unit’s history and schedule. When he was done, To

dismissed, and the gunny then spoke to seven of the Ma

were headed to Company F. Tommy was slated for Com

GRADUATION

The day that both brothers had been looking forward 

long had finally arrived: graduation day. Their parents 

elled a long way to see their sons’ graduation and to 

well as they moved on to yet another adventure. 
customs. Officers and staff NCOs were dressed in th

uniforms. James noticed the same officer and staff N

seen in the field, Corporal Wilson, and several othe

sitting up front. When the guest of honor was intro

swore he had heard the lieutenant colonel’s name be

heard the announcer say that the lieutenant colonel 

manding officer of 1/X, his unit. James thought the l

onel had a hard, tough facial expression and gray

caused him to look older than his dad. But the lieut

looked like he was in good shape. His comman

praised the Marines for the hard work that had brou

far, and he congratulated them on their accomplishm

comed those new Marines who were coming to his b

he went over some of the battles and victories Cor

had discussed with James during their meeting. Afte

the commanding officer invited the families to lunch 

ion area and told them the graduates would join the

the afternoon. 

Upon conclusion of the ceremony, the Smith brothers 

rated and quickly made their way over to their folk

time was spent slapping backs and posing for pho

knew they needed to grab their bags and move out. M

he had a map to James’ battalion area and would m

lunch. Mr. Smith turned to Tommy and asked where 

With a look of disappointment, Tommy answered tha

ting on a bus in a half an hour that would take him do

port for a flight to his new battalion located on the oth

Smith brothers realized this would be the last time th

each other for some time and said their goodbyes. 
1-8

side was from 1/X and could be used for their gear. Ja

his bags on the truck and made his way to the bus wher

Wilson was standing. Corporal Wilson saw Private Ja

walking up. “Hey, Smith, congratulations,” Wilson said

have all of your gear on that vehicle?” “Yes, Corpor

answered. “OK, climb aboard,” Corporal Wilson said. 

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

the other side of the parking lot. Tommy had his head d

climbed aboard the bus bound for the airport. 

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

pointed out several ranges, training areas, and hike ro

the way. When they arrived at the barracks, several Ma

waiting for the buses. Corporal Wilson took the si

assigned to his squad and led them to their rooms after t

up their gear from the truck. James’ name and the na

roommates were already on the door when they arriv

linen was folded neatly on their racks along with a fold

“Information Packet 1/X.”

Corporal Wilson said they had an hour to unpack and 

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

the chow hall to see their families. After the corporal l
routes and schedules; and information about the gym

ber shops, the chow hall, and other facilities.

An hour later, Corporal Wilson appeared outside. H

his squad and marched them about a quarter mi

parade deck. On it were several large tents with tabl

food and refreshments. Surrounding the parade deck 

tactical vehicles mounted with weapon systems. Sev

were dressed in utilities with full field gear and they 

that included the M-16, an 81-mm mortar, and 

machine gun. Corporal Wilson pointed out the ba

quarters and chow hall. He said their families woul

with chow shortly and would meet with them on the 

He told the Marines they had 2 hours before evening 

look at the static displays, tour the battalion area, an

families their barracks. Once Corporal Wilson d

Marines, James found his parents at one of the d

sites. His father told him that the battalion comm

again at lunch, along with the sergeant major and 

Private James Smith spent the next 2 hours with his 

ing at the weapon demonstrations and touring the 

and barracks. That evening, James said goodbye t

and he made his way to evening formation. 
1-10

Private First Class James Smith was promoted this mo

entire squad congratulated him immediately following 

pany formation. During that same formation, Corpor

received his sergeant chevrons. Private First Class S

excited and could not wait to tell his brother Tommy a

ents about his accomplishment. 

James hadn’t heard from his brother for some time. To

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

had much to talk about, James would fill the convers

stories about Sergeant Wilson, his platoon, and the Mar

squad. When James asked Tommy what was wron

would only reply that James was lucky. 

James called to tell his brother about his promotion. Tom

react well to the news. James asked Tommy when he

moted to private first class. Tommy said he didn’t know, 

gotten into some trouble about a month ago and he w

what would happen. James tried, but he couldn’t get Tom

him what happened. Tommy would only say that he 

some bad choices since joining his unit, that he had ma

with some of the wrong people, and he had paid the pric

told James that he was upset with what he had done a

wanted to turn himself around and be the type of M

always dreamed of becoming. When James hung up, h

about their conversation and he was concerned for his br
excited to hear about James’ promotion. They told 

the letter they had received from his platoon comm

what a fine job he was doing and his upcoming pr

parents said it had been some time since Tommy had 

and they were starting to worry. They asked if Jam

from Tommy lately. James assured them that Tomm

and that they had recently spoken. 

James hung up from talking to his parents. He felt 

because he was worried about his brother, and he w

could have happened to him and how he could hav

trouble. Both of them had wanted to be Marines sin

kids and couldn’t wait for the day they could we

Globe, and Anchor. Now, only 3 months after arrivin

Tommy wasn’t hacking it. Although Private First 

was bothered by the news of his brother, he had 

waste. Sergeant Wilson had assigned him to teac

crossing linear danger areas during the squad patro

the next day. James was excited about the opportunit

fellow squad members and proud that Sergeant 

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

handouts and field manuals. He would spend 

reviewing his handouts and creating a class outlin

make Sergeant Wilson proud. 
1-12

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Chapter 2

Defining 

and Understandin

Transformation

Transformation, as Marines define it, is the ongo

process that begins with the prospective Marine’s 

with the Marine recruiter and continues through 

entire life. It has five distinct phases: recruitment, re

cohesion, sustainment, and citizenship. These pha

but linked—are detailed in the chapters of this pu

ensure transformation remains a lasting and positiv

throughout every Marine’s life. 

The transformation process—going from civilian lif

and one day returning to civilian life changed as a M

ficult to codify because it takes on a personal and 

spective for each Marine. There are different re

Americans raise their right hand to take the oath a

Marine Corps: many are motivated by a deep sense 
2-2

some are looking to better themselves as a foundation 

and much different career. 

Reasons for leaving our active ranks are just as divers

sonal. Most Marines leave by their own choice, hav

honorably at the end of their first term. Some must 

active ranks for various other reasons, while others rem

ranks for decades to become the senior leadership, gu

developing younger generations of Marines. These r

joining, staying, or leaving the ranks can often fl

change as a Marine experiences different units, c

responsibilities, and personal life-changing events. Wh

not allow in any phase of transformation are Marines 

they are disillusioned, disheartened, or forgotten. “Prou

the title” and “to keep our honor clean” must resonate p

in all who have worn the Eagle, Globe, and Anchor. 

Despite the personal differences for joining or stay

Marine Corps, there is a common spirit that bonds ea

together in deep emotional fellowship—from the tim

the title until we are buried—regardless of what Mari

tion we lived in and how long we served. That earned 

is at the heart of why we say, “Once a Marine, always 

Our mutual admiration and respect for each other is th

tation of shared, positive transformation processes. T

such thing as an “ex-Marine” or “former Marine.” We 

active duty, reserve, or veteran Marines. 
It is important to recognize that the success of each 

transformation phase positively impacts not only th

also fellow Marines. Successful transformation rea

the ranks to the Marine’s family and into the commun

Marine lives. Marines thriving in each positive phas

mation help enable success in their personal lives. I

tested success of transformation that is the esse

Marines are, what we stand for, and how we interact 

sional and personal lives. Transformation is the coll

our Marine family passing from generation to ge

binds us together and renews us. The legacy of the M

is ultimately judged by the entire transformation exp

Marines and that legacy influences the next generati

cans that will join our ranks to start the cycle all over 

The bond of Marine fellowship is tested continually 

Marine and tested in each phase of the transformati

ity of those phases is a pact between the individua

the Marine Corps. The strength of transformation f

phase in a Marine’s experience can be greatly enhan

Marines or become a negative experience that ca

Marine and/or the Marine’s family feeling alienat

disillusioned, breaking the transformation bond for t

Marine’s life. All Marines must be proactive in order 

other’s transformation strong. At the first sign of a s

formation in a Marine, we owe it to each other to tak

corrective, and tangible actions to help that Marine
2-4

ership nurtures and develops the total Marine. 

TRANSFORMATION EROSION

There are specific areas that can quickly erode a positiv

mation in any Marine wearing the uniform. Those area

covered or left alone, will quickly affect the m

effectiveness of the Marine and his/her unit, and possib

stain on our respected heritage. Those areas are—

 Lack of good order and discipline in garrison or when 

 Lack of physical fitness.

 Poor personal appearance.

 Lack of accountability.

Other areas that often result in very serious consequenc

ernization, sexual harassment, sexual assault, hazing

stance abuse. 

Most problems Marines have can be traced back to a b

of leadership and discipline. All Marines have a respon

immediately take action to correct these transformation 

if detected. They must not be tolerated in any Mari

Marine’s leadership. Although these transformation pro

not addressed in detail in this publication, this public

foundational starting point for Marines or their leaders 
unit, base, or station as well as on the Internet that 

for all Marines. 

An individual Marine’s actions can have a profound

negative impact on our legacy due to the “connecte

live in. Instant media and the Internet are not a good 

young Marines if they do not have a good foundati

can seriously embarrass, endanger, or cause difficu

himself/herself and the Marine Corps; for example, 

on blogs, Web pages, or in the social media can br

the Marine or to our Corps. Though sometimes no

cause the Marine Corps embarrassment or endan

thoughtless comments or photos have given away tro

future operations, and sensitive information, or brou

on our Corps. Some of these social media post

Marines and the Marine Corps appear reckless and 

or, at the least, call into question our strong core val

courage, and commitment. Marines must self-censo

presence, and they are expected to conduct thems

would in person and in uniform. 

We must continue to do everything possible to reta

and admiration for the United States Marine Corps b

Americans and by our Marine family. The follow

identify engaged leadership actions to help ensure 

formation in all five phases for Marines. It is not m

inclusive, but is a foundational reference for furthe

and detailed actions. Our Marines have always bee

no matter the challenge, that is no different when t
2-6

coupled with the intangible aspects of Marine Corps l

mentorship to be successful. Marines must rely on e

their oath, their experience, and their own conscien

guide their actions about what is right for the Corps. 

MARINES TODAY

Honor, courage, and commitment are values that Al

must inculcate and demonstrate in their every action

ensure that every Marine has been armed with the c

confront the confusing, chaotic battlespace of the 21

We must continue to “issue” every Marine a true comp

sonal honor and the commitment to forego interests 

the interests of their comrades, their Corps, and their C

Marines today are challenged to operate in the comple

ments of peace, crisis, and war, all within a very shor

time or simultaneously during the same operation. Thi

to be commonplace in future conflicts. Today’s ba

increasingly technologically super-charged, often i

and compounded by the confusion of modern warfare 

istics. In addition, Marines have taken on greater respo

in humanitarian and security cooperation missions tha

be ill-defined and chaotic. Today’s operations requ

more complex decisionmaking at lower levels and p
tive, and resilient. 

Because of the complex operating environments, we 

pare our young Marines for future battles. Dealing w

ized operations, advanced technology, increased weap

asymmetric threats, mixed combatants and noncom

urban combat is the operating norm so far in the 21

succeed in a changing operating environment, our Ma

good decisionmakers, highly trained, and self-con

must have absolute faith in the members of their unit, 

must have faith in them. We must ensure that our ne

fully understand and appreciate what the Marine Cor

and, by becoming members of the world’s fightin

uphold the sacred trust we have with our great Na

each other. 

Transformation is an ongoing, dynamic process tha

an individual’s first contact with a Marine recruiter a

throughout a Marine’s life. We must ensure that, as M

and life changes their circumstances, the Marine Co

them find the tools they need to transition back to 

and faithful citizen. For about 70 percent of our C

phases of transformation will be completed withi

enlistment of four years. We are a young Service 

commissioned officers play a huge role in guiding 

Marines—now more than ever.
2-8

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

and at our formal entry-level schools. It is only a found

which the Marine Corps and each individual Marine m

an effort to build. There are four pillars built on this 

upon which the transformation rests: education, NCO 

ment, ownership and acceptance, and establishment an

nance of standards.

We must continue to educate the Corps about the tran

process. Leaders of Marines must understand the pr

developed their Marines. Armed with this knowledge, t

ers will understand the benefits gained through the tran

process and the true capabilities of their Marines.

Significant to sustaining the transformation is selectin

Marines to be NCOs, and continuing to train them to 

values and warfighting ethos of our Corps. Marine Co

are the primary leaders of our first term Marines and m

late the high standards of what small unit effective 

requires. We put a great deal of trust in our NCOs and 

sometimes operate without direct higher guidance. Th

influence a young Marine who may be deciding wheth

in our Marine Corps for a career. More importantly the 

Marine looks to the NCO ranks as mentors. 

Regardless of rank, every NCO, staff NCO, and officer 

sonally accept the mission to sustain the transformat

Marines in their charge and those Marines they 

throughout their daily routine. Every Marine must tak

ownership of the transformation and commit to it as a w
Chapter 3

Phase I: Recruitme

The first phase of the transformation process beg

potential Marines meeting with our recruiters. Re

fully screen young people who come to our door se

tance. Those with solid character, good moral st

personal values are those we embrace and validate

the values they hold. Those with undamaged charac

are among our society’s many “empty vessels,” we 

ideals and values they so desperately need and seek

each candidate based on the whole person and dec

tance or rejection through an analysis of risk versus 

Meanwhile, candidates are evaluating the Marine C

what they perceive the Marine Corps to be and t

experiences. Hence, the individual and the Marine C

each other at this first phase of transformation to 

understands what is to be gained and expected, what 

ing, and what they are expected to become. The Ma

is a mentor and launches a recruit’s transformation. 

recruits, also known as poolees, are better prepare
3-2

to our core values, enhanced physical conditioning, kno

our history and traditions, and study guides that faci

transition from phase I to phase II of transformation.

A well led pool is a healthy pool. A healthy pool can su

and contribute to success in the same manner as a Ma

unit. It increases the success of the recruits at the depo

in turn, facilitates and enhances the quality of Marines 

the operating forces.

Entry into the pool is an invitation to a seat at the tab

poolee. The way we treat the poolee is the first step of 

formation. It is designed to put individuals who have 

the Marine Corps in a structured environment that 

monthly, weekly and, sometimes, daily contact w

recruiters and fellow poolees in preparation for basic t

builds camaraderie.

A well-led pool requires weekly and monthly activitie

to ensure success—mental, physical, spiritual, and 

basic training. The activities may include weekly phy

ing, individual mentorship sessions with recruiters, c

drill practice, and Marine Corps knowledge developm

these activities are used to increase the preparedness 

dence of the poolees who reach recruit training. A poo

healthy pool that focuses on preparation for success 

training feels taken care of by the Marine recruiter and 

a bond formed with fellow poolees; fellow future Marin
ple, upon first entering the pool, a poolee finds h

struggling to complete the initial strength test: a m

that gauges if a poolee is physically fit enough to 

training. After spending 5 months of continually w

the recruiter to strengthen his/her upper body and in

stamina, the poolee was ready. The poolee felt like 

lot more prepared for recruit training and felt supp

recruiter. The poolee’s confidence had sky-rock

poolee felt that he/she could now do things he/she ne

she could do. The poolee discovered he/she could p

herself a lot further than he/she thought possible wi

the recruiter. That poolee will never forget the recr

of the encouragement and personal time the recruite

ing strengthen not only his/her body but also his/her 

The relationship between a recruiter and the pool 

when the poolee ships to recruit training. A r

believes in sustaining the transformation and makin

Corps stronger through each and every Marine will 

with the poolees throughout their recruit training, c

successes and encouraging them through their setb

and phone calls.

A recruiter has accomplished the mission when

Marines still remember, and even reach out to, the r

facing the end of the first term with re-enlistment on 
3-4

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Chapter 4

Phase II: Recruit Trai

The second phase of transformation takes place d

training. During this phase, we prepare all Marine

female, those destined for combat arms, and those 

combat service or combat service support—to fight o

ear, chaotic battlefield. During the second phase, the d

becomes the central person to transform the young 

The drill instructor is the backbone of the recruit train

role model as recruits are immersed into Marine Corp

values. The drill instructor embodies the epitome o

physical strength, mental strength, spirit, and chara

drill instructor’s responsibility to be the pivotal role m

and mentor of these young men and women; to show 

function as a team; and to teach them to persevere.

Recruit training is a 12-week transformation—a rite 

culminating in the Crucible, a 54-hour continuous te

physically-demanding training under conditions of s

deprivation. During recruit training, the Crucible is 

moment for the recruit. It will not be the harde
4-2

be the first time they reach the limits of their mental

and emotional endurance. 

They will know that they are capable of much more tha

viously believed. They will know that they can exceed 

ical and mental limitations through teamwork, perseve

courage. Once experienced, the Crucible becomes a 

touchstone that demonstrates the limitless nature of wh

achieve individually and, more importantly, what 

accomplish when they are part of the Marine Corps tea

The drill instructor’s job is not over when his/her rec

plete the Crucible. Week 12 is known as transition w

recruits have the opportunity and the responsibility t

their knowledge and confidence. Much of the transform

cess is built during recruit training, but it is only the be

a lifetime of being a Marine. 
Chapter 5

Phase III: Cohesio

The third phase of the transformation process 

strengthening what was born during recruit trainin

sion that binds Marines together. In this phase, Mar

the operating forces make their first impressions o

joined Marines. Setting a tone that ensures our 

know they are genuinely welcomed, properly care

quickly indoctrinated into their unit is what this phas

We define cohesion as the intense bonding of M

strengthened over time, resulting in absolute trust, 

of self, understanding of the collective actions of 

appreciation for the importance of teamwork. 

UNDERSTANDING THE LARGER MISSION

Unit cohesion increases fighting power, provides 

pressure, and reinforces our core values as the team
5-2

train together, garrison together, deploy together, 

together. A leader who receives a new Marine must ens

or she is properly sponsored and coalesced into the u

sion cannot simply be among peers: of equal importa

manner in which individual Marines identify with thei

leaders must make unit cohesion one of their highes

and principal objectives.

Marine leadership, at all levels, must strive to ensure th

Marines know how they fit in to the “big picture” of th

of the unit. In general, people seem to work with great

asm when they understand why their work is importan

it accomplishes the end goals.

FORMING ESPRIT DE CORPS

The more we reinforce the cohesion of our units and 

an esprit de corps—a common spirit of comradeship, en

and devotion—the stronger our units will be and the ea

be to reinforce Marine Corps individual core values thr

tive peer pressure, mentoring, and leadership.

A good example of this esprit de corps is when an 

Marine risks his/her life to aid a fellow Marine or to a

the mission at hand. An example from our past include

sion that bound Presley O’Bannon and his few Marine
triumphant at the shores of Derna. Another exampl

trapped Marine division that bravely fought its way 

Korea, through six communist divisions, to the sea. T

further evidenced in the more recent conflicts of the 

Battles in places, such as Fallujah, Ramadi, and H

ince are replete with extraordinary heroism of units u

and challenging combat. Cohesion provides Marines 

ive relationships that buffer stress and increase th

accomplish the mission or task. Strong unit cohes

increased combat power and the achievement of great

UNDERSTANDING DIMENSIONS OF COHES

There are five dimensions of cohesion—individual m

dence in the unit’s combat capability, confidence in 

horizontal cohesion, and vertical cohesion. In comb

dimensions dramatically affect the capabilities of a u

Individual Morale

Leaders must know their Marines and look out for the

Sir William Slim reinforced to the officers of the 10th 

try Division, “individual morale as a foundation unde

discipline, will bring victory.” (Dictionary of Milita

Quotations) Marine leaders who understand these sim
5-4

state of individual morale, in turn, enhances unit coh

combat effectiveness.

Confidence in the Unit’s Combat Capability

Marines’ confidence in their unit’s combat capability 

through unit training. The longer Marines serve and tra

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

they are in their unit’s capabilities. They know what the

do because they have worked together before. Keepin

together through unit cohesion is a combat multiplier. 

battles lost by those who maintain confidence in their u

their fellow Marines. Success in battle can be directly 

to a unit’s overall confidence in its level of perform

course, the opposite also holds true: lack of cohesion, la

fidence, and poor performance preordain a unit’s failur

adier General J. B. Hittle asserted, “If the history o

organizations proves anything, it is that those units th

they are second-class will almost inevitably prove tha

second-class.” (Dictionary of Military and Naval Quota

Confidence in Unit Leaders

Confidence in unit leaders’ abilities is earned as Mar

time in the company of their seniors and learn to t

Leaders must earn the respect of their Marines, and 

takes time. As Marines develop confidence in their un

to accomplish their assigned missions based on t

achievements, they also develop confidence in their 
believed that—

The relation between officers and men should in 

be that of superior and inferior nor that of maste

vant, but rather that of teacher and scholar. In fac

partake of the nature of the relation between fathe

to the extent that officers, especially commandin

are responsible for the physical, mental, and mor

as well as the discipline and military training of 

men under their command. (Dictionary of Mi

Naval Quotations)

Horizontal Cohesion 

Horizontal cohesion is as important on the asymm

field of today as it was in the island-hopping campai

War II. Horizontal cohesion, also known as peer b

place among peers. It is the building of a sense of tru

iarity among individuals of the same rank or posit

mission, teamwork, personnel stability, technical and 

ficiency, trust, respect, and friendship are some elem

tribute to peer bonding.

An example of horizontal cohesion is the relation

members of a fire team. Over time, each membe

sense of trust in the other. This trust is born of seve

The first is a common sense of mission, the act of 

sonal goals aside to pursue the goals of the entire tea

ments include teamwork and personnel stability. Tea

result of mutual support provided by each member 
5-6

motes familiar and effective working relationships. Per

important is the development of tactical and technical p

that continues to support and reinforce the trust an

among the team members. When Marines are thrust de

chaotic battlespace, often operating in small teams, th

fight and ultimately succeed will hinge upon their abil

as an effective, cohesive team. 

Vertical Cohesion

Vertical cohesion is not new to our Corps; this dimensio

sion involves the relationship between subordinate a

Vertical cohesion is what draws peer groups into a coh

such as a battalion or squadron. It is, in part, the bui

mutual sense of trust and respect among individuals o

rank or position. Additionally, vertical cohesion is th

belonging that the squad or section maintains relative to 

the battalion or squadron. 

An example of vertical cohesion is when many squad

tions come together to form a cohesive company. Eac

subordinate units plays a different role in the company

vertical cohesion draws them together in purpose and m

port. This sense of unity has several elements:

 A common sense of unit pride and history—not onl

selves as a unit, but also in those who have gone be

The organizational memory of their past achievem

the unit to still greater heights. 
tical cohesion is stronger in units with effective

leaders. Leaders who show concern for their Mar

by example will earn the trust and respect of their 

 Shared discomfort and danger, which can occur d

training. 

Mutual Support of Horizontal and Vertical Cohe

Since the birth of our Corps, Marine units have expe

zontal and vertical cohesion to varying degrees and 

success. However, it is vital that these two qualities 

in combination with each other. Just as the strength 

arms comes from the combined effects of two or m

arms that mutually support one another, the strength 

and vertical cohesion comes from the combined 

mutual support they provide each other.

Blending vertical and horizontal cohesion ensures a 

versal sense of bonding and teamwork among var

units. If vertical and horizontal cohesion are mutual

all these units will be composed of Marines who tru

each other. Each type of bond reinforces the othe

battalion that comprises cohesive companies that pl

and interests of the battalion or company above t

squad and/or section is an example of both vertical a

cohesion. A unit capable of combining vertical an

cohesion is far stronger than a unit that is strong onl
5-8

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Chapter 6

Phase IV: Sustainm

The fourth phase of transformation is sustainment. S

continuous and is part of everything the Marine Co

professional military education schools are designe

our leaders—our officers, staff NCOs, and NCOs

Marine” character development. Leaders in the ope

and in the supporting establishment accomplish the

ways that support and reinforce our core values an

building. Leaders will manifest our core values and 

subordinates, living the Marine Corps ethos throu

responsibility for all Marines that lasts even after a 

longer in uniform. The principles of inclusion, rec

family and community outreach apply to sustainin

transformation regardless of rank.
6-2

There are many ways to sustain the transformation, but 

involve command participation and interest in each M

following subparagraphs offer ideas that have been use

fully within Marine Corps units. 

For the New Marine

The sooner a unit can establish contact with incomin

the better. 

At School. If possible, contact should be made at the 

military occupational specialty (MOS) school. Units c

their Marines who are undergoing MOS school training 

lowing ways: 

 Interaction with MOS schools. The receiving unit c

with the MOS school to send unit leaders to observ

meet their new Marines, and provide unit information

 Command liaison. If squad leader interaction is not p

every unit, a command liaison will suffice. The liaiso

new Marines reporting to the unit with such informa

schedules and billeting information.

 Unit history brief. The unit history brief provides ne

with vertical cohesion at the earliest stages. A sens

develops as these young Marines realize they are bec

of a rich, valiant legacy. Unit commanders should tak

to recognize the anniversary of a significant event o
plete with recognition of battles won, accolade

sacrifices made, can also increase vertical cohesio

 Schedule/deployment brief. Many young Marin

ward to their deployment overseas. Unit sc

deployment briefs are motivators for Marines a

them in mentally preparing for the future.

At Graduation/Unit Reception. Command involv

SOI or MOS school graduation can be very bene

leaders participate in the ceremony, graduation 

opportunity to initiate vertical cohesion with their 

following subparagraphs discuss other ways to us

and receptions to foster vertical cohesion. These sh

cuted expeditiously to ensure a seamless transition i

Unit Reception. If possible, after graduation, the new 

their gear, should be transported to the unit area by t

The new squad leaders who have participated in 

these Marines can guide them through the check-in p

arrival at their new unit, the new Marines should be 

the unit by the Commanding Officer or Sergeant M

Marines and their families can participate in a com

sored meal at the chow hall. Families may tour the 

billeting. Some units conduct static displays of va

systems and equipment to educate the families

Marines will also be guided through their administrat

tical in-processing in an efficient manner. This is a te

will require support from the entire unit.
6-4

sition of Marines into their new units and provide answ

many questions that result from relocating to a new env

The packet also should include information on the uni

traditions, and future deployment schedules. 

Hometown News Releases. Hometown news release

developing vertical cohesion. At a minimum, a new

should address the Marine by name and rank, ident

unit, and identify his/her accomplishments. For exam

John Smith, having completed 4 months of intense tra

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

proud Marine Corps history. PFC John Smith will be a 

addition to this proud unit.”

Command Letter to Families. Many families will not 

attend the graduation or unit reception. A command let

the best way to ensure that all families are contacted. 

should welcome the extended family and ensure them 

family member will be cared for. 

Assignment of a Mentor or a Sponsor. Upon arrival 

Marines must be assigned a mentor who can assim

into the unit. The mentor can enhance both vertical an

tal cohesion. 

In-Briefs. Many units will receive small numbers of i

and cannot conduct a detailed unit reception. In this 

must establish in-briefs that are conducted at regular 

order to reach new Marines shortly after entering the u
the command should recognize their contribution to 

recognition increases Marines’ vertical cohesion to 

command. Units can do this by giving awards to the 

ing Marines, such as a meritorious mast or a nonstand

cific award. Examples of nonstandard unit awards 

coins or T-shirts. This is another opportunity to sen

letter home in order to reinforce the positive behavio

the new Marines during that crucial first month period

Six-Month Recognition. The 6-month recognition 

1-month recognition; however, this is the last ti

Marines will be identified or addressed individually 

ner. After 6 months, they should have participated 

and operations and shared hardships and other exp

the unit. A 6-month recognition can include events 

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

the following recognitions: 

 Meritorious promotion. A meritorious promotion 

nity to recognize those new Marines who have e

their arrival.

 Command logbook. During this ceremony, a batt

should be on hand. This book would have inscribe

names of all the Marines who have belonged to 

Each new Marine having honorably served with 

least 6-months would sign the book. 
6-6

leader. That fact should be understood by the Marine a

as such by his/her own leadership.

For All Marines

While special attention should be paid to new Marine

them feel welcome and accustomed to their new lives a

it is important to remember that most Marines, regardle

will be “new” to a place every few years as they mov

permanent change of station cycles. There should be a

welcome all Marines joining the new place. This i

responsibility of the commander to foster an enviro

inclusion and recognition. 

Unit Events. The following are examples of events un

regularly to maintain positive morale and build cohesio

 Field meets. Unit sporting events are time-proven m

develop both horizontal and vertical cohesion.

 Unit special orders. Mentioning a unique and import

bution of a Marine or a unit of Marines at a unit form

vides visible recognition of the accomplishment on 

unit’s mission. Unit special orders are read at format

unit’s commanding officer, executive officer, adjuta

geant major. 

 Marine Corps Birthday Ball. Because the Marine C

day Ball is rich with tradition, it is a perfect opportun
ball is an affordable and enjoyable event filled wi

tory, and tradition.

 Marine’s birthday. Recognition of a Marine’

another way to reinforce vertical cohesion at t

level. The acknowledgement of this significant d

example of the leadership principle “know your M

 Unit defining moment. Units should pick other 

they were stressed and tested as an entire unit. F

challenge, while the unit still shares a sense of acc

is an opportune time for a commander to praise his

 Personal correspondence. Commanders should pe

to Marines to recognize significant accomplishm

stones in their Marines’ careers. Congratulations o

of sympathy are particularly important.

 Unit symbol, mascot, logo, or motto. Many un

symbol, mascot, logo, or motto to give Marine

belonging. These symbols make Marines feel 

part of a larger and unique entity. This enables 

tify with the unit and aids in developing both h

vertical cohesion. 

Unit Training and Exercises. Unit training and 

often the best ways to develop horizontal cohesion

tion, close living quarters, and shared hardship of th

often bring Marines and units together. Once again

and exercises should be either initiated or followed 

mand letter home and a hometown news release.
6-8

The Marine Corps is a family. The intense bond we share 

other makes us all brothers and sisters. These bonds 

become as strong between Marines as blood siblings. 

times look to our Marine Corps mentors much like a par

never want to let our fellow Marines down. Our heritag

with examples of Marines who sacrificed themselves s

could save the lives of their fellow Marines. No matter 

Marine has a loving family back home or no family at 

will always have the support and bond of the Marine Cor

Since we are a larger Marine Corps family, we must 

Marine’s family—however it is defined—informed, 

and supported. Informed Marine families have greate

when their Marines deploy, which allows the Marine 

trate on the mission because his/her family understand

her job requires. An involved family is an educated f

has a clear understanding of what the Marine Corps as

and their loved one in the Marine Corps. A suppor

knows that there are Marines and professionals to whom 

turn when they need help. 

Family readiness has been an important aspect of sust

transformation for some time and has grown significa

last decade. Marine leaders need to have an intimate u

ing of family readiness and the programs available to u

lies, and married and single Marines. Get your Marine

families involved and be innovative in ways that su

Marine Corps family. 
Chapter 7

Phase V: Citizensh

The fifth phase of transformation is citizenship. Be

ing a Marine Corps that will win in combat, what 

guishes our legacy to our nation are the citizens w

citizens transformed by their Marine Corps exp

enriched by their internalization of our ethos, ideals

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

to draw from their experiences, and they are prepare

ers within the Corps and within their communities. 

most tangible benefit comes to fruition during this p

formation. We produce citizens with our core values

ideals in the American character—and place them i

ment where they are held accountable for those valu

As Lieutenant General Victor H. Krulak wrote in h

to Fight, Marines “are masters of a form of unfai

which converts unoriented youths into proud, self-

citizens—citizens into whose hands the nation’s 

safely be entrusted.” Although our Corps has its sh

figures, in the minds of the American people our fa

tive, not individual. Ask the average American to na
7-2

as John Paul Jones, Douglas MacArthur, or George P

them to name a famous Marine, and they will most lik

blank. Yet, to them, the word “Marine” is synonymous w

courage, and commitment: our core values. They expe

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

tations of veteran Marines are the same as those they 

active and reserve Marines. When we “make Marines,” 

Marines for life. We provide our Nation with a legacy of 

citizens, transformed by their experiences while on activ

enriched by their internalization of our ethos, ideals, and 

Nearly 70 percent of all active duty Marines are first-t

ees who leave active duty at completion of their first te

a few will remain and provide our critical NCO and 

leadership, most have other aspirations—yet 

dreams—and they will depart upon completion of 4 

faithful service. Though thousands of Marines leave 

each year, they will always be United States Mari

earned that title at the end of recruit training and 

expected to live up to those responsibilities ever since. 

The responsibility of being a Marine does not end up

active ranks. In many respects, it only just begins. W

men and women are no longer under the watchful ey

Marine superiors and no longer subject to the Uniform 

Military Justice, they continue to be judged by fellow A

on their actions and the quality of their character for 

their lives. This judgment extends not only to a Marine

but also to how he or she represents themselves onl
opinion, but Marines should consider how such o

appear to others and whether those statements are ap

When Marines depart the Corps, they will be in the 

to demonstrate that Marines reflect the values th

cherish most and hold in the highest regard—the 

which this nation was founded and which guide us a

the responsibility of a world power. Be it a 4-year en

35-year career, we all must sooner or later take off 

but we have every reason to take great pride in ou

have done something that few Americans today e

doing—we have sacrificed our personal comfort an

the health and needs of the Nation. In return, we 

with time-tested values of honor, courage, and com

provide the foundation for personal success in a

These values serve as a moral compass as we retu

education or to join the workforce, and these values 

leaders in our universities, workplaces, and commun

Marines leaving active duty are our ambassadors a

woven throughout the fabric of America. If the Mari

done its job and the Marine has embraced it complet

formation of a Marine will remain central in defini

life. The success of the full transformation experien

through such experiences as reunions, various Mari

ternal organizations, and the heartfelt and mutuall

semper fidelis. We all are tremendously proud: w

vehicles with Marine Corps stickers; wear the eag

anchor; pause wherever we are on 10 November to 
7-4

share our sea stories and history with others. Eventu

enthusiasm reaches the eyes and ears of a young perso

about becoming a Marine, making the cycle of tran

both complete and starting anew. 

A positive transformation cycle will help us live up to t

sibility of returning better citizens to the Nation. By in

values that we have always held true, we develop Ma

are capable of being solid and contributing citizens. 
Chapter 8

Critical Factors 

Affecting Sustainme

Once Marines arrive at their units, they begin a c

wherein several opportunities exist for reinforceme

sionment. These opportunities will influence their d

number of decision points, such as their impressions 

in process, their squad leader, the MOS school, b

NCO in charge, and the chain of command. They m

selves, “Do I want to be part of this organization?” T

will be one of two paths: they will either become 

ing,” headed toward successful enlistments and aid

sustainment, or they will become “at-risk,” headed f

nonexpiration of active service attrition. 
8-2

The commander is responsible for creating a climate t

junior leaders to effectively apply Marine Corps leade

ciples. As Marines enter their unit for the first time, th

observe the unit and they quickly assess the actions an

of their leaders and their peers. Experience has taught 

Marine feels there are too many obstacles to allow h

integrate into the unit, he/she will fail. We must red

obstacles and foster esprit de corps. 

Marines take pride in being able to meet challenges an

success. Success is founded on a leader’s ability to i

obstacle, recognize and accept the constraints, and fin

able solution. Accepting the constraints is a key factor

encounter the reality of operational tempo and person

falls; limits of time, money, personnel, and other exte

ences will always exist. Accepting these realities as c

instead of obstacles, enables a leader to focus on the ac

cle at hand. Once obstacles are properly identified, a 

can begin to identify means to overcome them. 

STRONG LEADERSHIP 

Marine Corps history is replete with examples of Ma

have overcome great odds to achieve success. These su

ries have a common feature: initiative and ingenuity ex

leaders at all levels. Our ability to overcome obstacles to 
principles to reduce obstacles.

Our junior leaders determine the obstacles on which 

focuses. Our small-unit leaders conduct the tasks, 

missions, and ensure unit effectiveness for the com

influence and impact on their subordinates’ growth a

ers determine a unit’s success in sustaining the tra

Our small-unit leaders, the “strategic corporals,” s

Corps’ primary focus to ensure success both on and 

field. To develop and employ effective junior leade

unit leaders, our efforts must go beyond training to 

and technical proficiency. As leaders, we must a

imparting leadership traits—often remembered as 

BUCKLE—to our Marines:

 Justice. Giving reward and punishment accordin

the case in question. It is also the ability to adm

tem of rewards and punishments impartially and 

 Judgment. The ability to weigh facts and possible 

which to base sound decisions.

 Dependability. The certainty of proper performan

 Initiative. Taking action in the absence of orders.

 Decisiveness. Ability to make decisions prom

announce them in a clear, forceful manner.

 Tact. The ability to deal with others without creat

 Integrity. Uprightness of character and soundn

principles. Integrity includes the qualities of tru

honesty.
8-4

the performance of duty.

 Bearing. Creating a favorable impression in carriag

ance, and personal conduct at all times.

 Unselfishness. Avoidance of providing for one’s ow

and personal advancement at the expense of others.

 Courage. The mental quality that recognizes fear of 

criticism, but enables a Marine to proceed in the fac

calmness and firmness.

 Knowledge. The range of one’s information, includi

sional knowledge and an understanding of your Mar

 Loyalty. The quality of faithfulness to a Marine’

Corps, unit, seniors, subordinates, and peers.

 Endurance. The mental and physical stamina measu

ability to withstand pain, fatigue, stress, and hardshi

With leadership as a focus, we can begin to examin

can better prepare our young Marines to overcome ob

discussed in the following subparagraphs, to sustain 

formation and create effective units, we must rely o

mand’s ability to emphasize and reinforce the tried 

principles of leadership. 

Be Technically and Tactically Proficient 

A technically and tactically proficient Marine knows h

thoroughly and possesses a wide field of knowledge. B

can lead, you must be able to do the job. Tactical and 
training. To develop this leadership principle of b

cally and tactically proficient— 

 Know what is expected of you then expend tim

on becoming proficient at those things. 

 Form an attitude early on of seeking to learn mor

essary.

 Observe and study the actions of capable leaders

 Spend time with those people who are recogniz

cally and tactically proficient at those things. 

 Prepare yourself for the job of the leader at the 

rank. 

 Seek feedback from superiors, peers, and subordi

Know Yourself and Seek Self-Improvement

This principle of leadership should be developed by th

ership traits. Evaluate yourself by using the leaders

determine your strengths and weaknesses. You can i

self in many ways. To develop the techniques of this p

 Make an honest evaluation of yourself to de

strong and weak personal qualities. 

 Seek the honest opinions of your friends or super

 Learn by studying the causes for the success an

others. 

 Develop a genuine interest in people. 
8-6

 Have a definite plan to achieve your goals.

Know Your Marines and Look Out for Their Welfar

This is one of the most important of the leadership pr

leader must make a conscientious effort to observe M

how they react to different situations. A Marine who 

and lacks self-confidence should never be put in a situ

requires an important decision. This knowledge will e

as the leader to determine when close supervision is re

put this principle in to practice successfully you should

 Put your Marines welfare before your own. 

 Be approachable. 

 Encourage individual development. 

 Know your unit’s mental attitude; keep in touch 

unit members think. 

 Ensure fair and equal distribution of rewards. 

 Provide sufficient recreational time and insist on par

Keep Your Marines Informed

Marines by nature are inquisitive. To promote effic

morale, a leader should inform the Marines in his/her 

happenings and give reasons why things are to be do

accomplished only if time and security permits. Infor

Marines of the situation makes them feel that they ar
better. The key to giving out information is to be 

Marines have enough information to do their job int

to inspire their initiative, enthusiasm, loyalty, and 

Techniques to apply this principle include the follow

 Explain why tasks must be done and the plan to 

task whenever possible. 

 Be alert to detect the spread of rumors. Stop rumo

ing them with the truth. 

 Build morale and esprit de corps by publicizing 

concerning successes of your unit. 

 Keep your unit informed about current legislati

lations affecting their pay, promotion, privileg

benefits.

Set the Example

A leader who shows professional competence, 

integrity sets high personal standards for himself/h

he/she can rightfully demand it from others. Your 

attitude, physical fitness, and personal example are 

daily for the Marines and Sailors in your unit. Rem

Marines and Sailors reflect your image! Techniqu

the example are to— 

 Show your subordinates that you are willing to 

things you ask them to do. 

 Maintain an optimistic outlook. 
8-8

criticism. 

 Avoid showing favoritism to any subordinate. 

 Delegate authority and avoid over supervision in 

develop leadership among subordinates. 

 Teach leadership by example.

Ensure Assigned Tasks are 

Understood, Supervised, and Accomplished

Leaders must give clear, concise orders that cannot be 

stood, and then closely supervise to ensure that these 

properly executed. Before you can expect your Marin

form, they must know what is expected of them. 

important part of this principle is the accomplishment o

sion. In order to develop this principle— 

 Issue every order as if it were your own. 

 Use the established chain of command. 

 Encourage subordinates to ask questions concerning 

in your orders or directives they do not understand. 

 Question subordinates to determine if there is any 

misunderstanding in regard to the task to be accomp

 Supervise the execution of your orders. 

 Exercise care and thought in supervision; over s

will hurt initiative and create resentment, while und

sion will not get the job done. 
Teamwork is the key to successful operations and 

from the smallest unit to the entire Marine Corps. As 

must insist on teamwork from your Marines. Tra

operate as a team. Be sure that each Marine knows 

tion and responsibilities within the team framework

the techniques of this principle—

 Stay sharp by continuously studying and training

 Encourage unit participation in recreational 

events. 

 Do not publicly blame an individual for the team

praise just an individual for the team’s success. 

 Ensure that training is meaningful, and that th

clear to all members of the command. 

 Train your team based on realistic conditions. 

 Insist that every person understands the function

members of the team and the function of the te

the unit.

Make Sound and Timely Decisions

The leader must be able to rapidly estimate a situatio

sound decision based on that estimation. Hesitation o

to make a decision leads subordinates to lose confid

abilities as a leader. Loss of confidence in turn crea
8-10

include the following: 

 Develop a logical and orderly thought process by 

objective estimates of the situation. 

 Plan for every possible event that can reasonably b

when time and situation permit. 

 Consider the advice and suggestions of your su

before making decisions. 

 Consider the effects of your decisions on all membe

unit.

Develop a Sense of Responsibility Among Your Subo

Another way to show your Marines you are intereste

welfare is to give them the opportunity for professiona

ment. Assigning tasks and delegating authority promo

confidence and respect between leader and subordina

encourages subordinates to exercise initiative and to g

hearted cooperation in accomplishment of unit tasks. 

properly delegate authority, you demonstrate faith 

Marines and increase authority, and you increase their 

greater responsibilities. To develop this principle— 

 Operate through the chain of command. 

 Provide clear, well thought out directions. 

 Give your subordinates frequent opportunities t

duties normally performed by senior personnel. 
when they demonstrate initiative and resourceful

 Correct errors in judgment and initiative in a w

encourage the individual to try harder. 

 Give advice and assistance freely when your 

request it. 

 Resist the urge to micromanage. 

 Be prompt and fair in backing subordinates. 

 Accept responsibility willingly and insist that y

nates live by the same standard.

Employ Your Command in Accordance with its C

A leader must have a thorough knowledge of the 

technical capabilities of the command. Successful c

a task depends upon how well you know your unit’

If the task assigned is one that your unit has not be

do, failure is very likely to occur. Failures lowe

morale and self-esteem. Seek out challenging tasks 

but be sure that your unit is prepared for and has 

successfully complete the mission. Techniques for 

of this principle include the following: 

 Avoid volunteering your unit for tasks that are 

capabilities. 

 Be sure that tasks assigned to subordinates are re

 Assign tasks equally among your subordinates. 

 Use the full capabilities of your unit before req

tance.
8-12

For professional development, you must actively seek 

lenging assignments. You must use initiative and sound 

when trying to accomplish jobs that are required by y

Seeking responsibilities also means that you take res

for your actions. Regardless of the actions of your sub

the responsibility for decisions and their application fa

Techniques in developing this principle include the foll

 Learn the duties of your immediate senior, and be p

accept the responsibilities of these duties. 

 Seek a variety of leadership positions that will give 

rience in accepting responsibility in different fields. 

 Take every opportunity that offers increased respon

 Perform every task, no matter whether it is classifie

ingly trivial, to the best of your ability. 

 Stand up for what you think is right. Have courag

convictions. 

 Carefully evaluate a subordinate’s failure before tak

against that subordinate. 

 In the absence of orders, take the initiative to pe

actions you believe your senior would direct you to 

present.

Everyone in the Corps either knows or remembers som

principles, but many do not consistently and univers

them. Obstacles to sustainment are obstacles to the app

our leadership principles.
The benefits of interaction between commands and 

not be understated. Any effort commands can make 

ing the transition from schools to units will b

Marines to meet upcoming challenges. 

Attending Unit-Level Corporal Courses

Upon promotion to corporal, some Marines understa

grade and responsibilities by their observations of 

with whom they have served. Commands have an 

and responsibility to develop NCOs as leaders to en

prepared to take on leadership challenges. Many 

implemented a 2-day corporal’s course conducted 

mand’s staff NCOs. Though the course can be ta

unit’s requirements, guidance in such areas as prof

tions with subordinates, the NCO’s role in sustaining 

mation, counseling, core values, mentoring, a

leadership principles provide a sound starting point

must emphasize to newly promoted corporals that 

their new grade not only places them in charge of 

unit, but also in charge of all Marines of lesser grade

Encouraging Professional Military Education

Enlisted professional military education is another 

by the Corps to develop Marine leaders. While not m

promotion, the long-term benefits of formal e

Marines and their unit outweigh the short-term los

vidual at the unit. 
8-14

A new join briefing is an opportunity for the comma

come aboard its new Marines and to provide some insig

unit itself. Understanding the origin of unit traditions a

can initiate a sense of belonging and unit pride. Th

should also ensure that Marines have a clear unders

their new chain of command and how subordinate unit

senior units. 

Maintaining Bachelor Enlisted Quarters

The Commandant’s bachelor enlisted quarters campai

dedicated to providing Marines with living conditions 

them to continue to develop as Marines. Marines’ quart

also foster unit integrity. Every quarters of our M

expected to be supervised with engaged leadership. Th

policy outlining what is expected, but the end result mu

ters where every Marine feels safe. Supportive and eng

ership also ensures reasonable health and comfort sta

being met. 

Providing Mentors

A Marine’s attitudes, ethics, and traits frequently c

those displayed by the role models provided by their u

manders should ensure that the unit provides positiv

mentors. Mentorship is voluntary but every Marine sh

for opportunities to help another Marine attain his/

goals, both in or out of the Corps. 
Recent changes to recruit training and the SOI have 

misconceptions, one being that training is not as goo

as it used to be. These misconceptions cause nega

and lowered expectations. To dispel these misconcep

drill instructors and recruiters in the command can 

rent and accurate information. Accurate informa

Marines to recognize that while the training has chan

terms are used, our entry-level training has the sam

still make Marines.
8-16

This Page Intentionally Left Blank
y

Acronyms

MOS . . . . . . . . . . . . . . . . . . . . . . .military occupatio

NCO . . . . . . . . . . . . . . . . . . . . . . . . . . . noncommis

PFC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .priv

SOI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Scho

US . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Terms and Definitions

cohesion—The intense bond developed among Mar

resulting in absolute trust, subordination of self, und

the unit’s collective actions, and the importance 

resulting in increased combat power. (It is the th

transformation.) (This term and definition are for th

this Marine Corps reference publication only.)

horizontal cohesion—The horizontal bonding (al

peer bonding) that builds on a sense of trust an

among individuals of the same rank or position. (T

definition are for the purpose of this Marine Corps r

lication only.)

sustainment—Sustainment is the responsibility o

to maintain and build upon the values and warrior 
Glossary-2

critical phase of both the transformation and the Mar

Values Program. (This term and definition are for the p

this Marine Corps reference publication only.)

transformation—An ongoing process that begins wit

tive enlisted’s first contact with a Marine recruiter and 

throughout the Marine’s entire life. Transformation 

phases: recruiting, recruit training, cohesion, sustain

citizenship. (This term and definition are for the purp

Marine Corps reference publication only.)

vertical cohesion—A dimension of cohesion betwee

nate and senior that develops from mutual trust and u

term and definition are for the purpose of this Marine C

ence publication only.)
Robert Debs Heinl, Jr., Colonel, USMC, Retired, 

Military and Naval Quotations (Annapolis, MD: U

Naval Institute, 1966).

Krulak, General Victor H. First to Fight: An Insid

U.S. Marine Corps (Annapolis, MD: Naval Institute 
References-2

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