Military Studies

MCI 8201

MARINE CORPS INSTITUTE STAFF NONCOMMISSIONED OFFICERS ADVANCED DISTANCE EDUCATION PROGRAM

MILITARY STUDIES MARINE BARRACKS WASHINGTON, DC

MILITARY STUDIES (8201) Course Introduction

Scope

The responsibilities of SNCOs increase with every rank reached. As an NCO, you will need continuing education on a variety of subjects to master these additional responsibilities. Technical and tactical proficiency is the hallmark of the Marine Gunnery Sergeant. This course covers a wide range of subjects that will enhance your abilities in maintaining the high standards expected of the senior noncommissioned officer ranks.

Table of Contents

The following is the table of contents for this course. Study Unit -1 2 3 4 5 6

Estimated Study Time

Title Course Introduction Strategy Joint Operations Evaluating Unit Readiness Advising Marines on Financial Planning Ceremonial Drill Developing a Land Navigation Course Review Lesson Exercise

Page i 1-1 2-1 3-1 4-1 5-1 6-1 R-1

You will spend about 13 hours, 30 minutes completing this course. This includes the time you will need to study the text, complete the exercises, and take the final examination. Continued on next page

MCI Course 8201

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Course Introduction

Course Introduction, Continued

Reserve Retirement Credits

You earn 5 retirement credits for completing this course. You earn reserve retirement credits at the rate of one credit for each 3 hours of estimated study time. Note: Reserve retirement credits are not awarded for the MCI study you do during drill periods if awarded credits for drill attendance.

Summary

The table below summarizes all important “gateways” needed to successfully complete this course. Step

When you

1

Enroll in the program

2

Complete the selfpaced text Pass the final examination

3

MCI Course 8201

Then you will

ii

Receive your program material Arrange to take the final examination Receive a course completion certificate

For more information Refer to the Program Introduction Refer to the Program Introduction Refer to the Program Introduction

Course Introduction

STUDY UNIT 1 STRATEGY Overview

Estimated Study Time

3 hours

Unit Scope

This study unit is designed to give Marine leaders a common understanding of the fundamental nature of military strategy that is inherent in each military action. Its intent is to give the student the basic knowledge required to think “strategically,” that is, to be able to examine the particulars of any specific situation and understand the political and military factors behind the use of military force. The majority of this study unit, including the unit scope, comes from MCDP 1-1.

Learning Objectives

After reading MCDP 1-1, you should be able to

In This Study Unit

•

Identify what makes up a strategic environment.

•

Identify the relationship between ends and means.

•

Define the different types of opposing strategies.

•

Describe how strategy is made.

•

Identify the components of the trinity.

This study unit contains the following lessons: Topic Lesson 1 The Strategic Environment Lesson 2 Strategy: Ends and Means Lesson 3 Strategic Opposites Lesson 4 The Making of Strategy

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See Page 1-3 1-7 1-11 1-17

Study Unit 1

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Study Unit 1

LESSON 1 THE STRATEGIC ENVIRONMENT Introduction

Estimated Study Time

30 minutes

Lesson Scope

In this lesson, you will learn about the relationship between war and politics. Also, you will gain a better understanding of the complex nature of identifying, understanding, and devising solutions in the strategic environment.

Learning Objectives

After reading chapter 1 of MCDP 1-1, you should be able to •

Identify the nature of politics and war.

•

Define war.

•

Describe the challenges in developing a lasting effective strategy.

•

Identify some strategic constants and norms.

Required Reading

To complete this lesson, you must read chapter 1 of MCDP 1-1. After you have completed the chapter, answer the lesson questions.

In This Lesson

This lesson contains the following topics: Topic Introduction The Nature of Politics and War Further Defining War The Nature of War-Making Political Entities Strategic Constants and Norms The Trinity Lesson 1 Exercise

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See Page 1-3 MCDP 1-1 p. 9 MCDP 1-1 p. 14 MCDP 1-1 p. 16 MCDP 1-1 p. 20 MCDP 1-1 p. 31 1-4

Study Unit 1, Lesson 1

Lesson 1 Exercise

Estimated Study Time

10 minutes

Directions

Complete the following items. Check your answers against the correct answers at the end of this lesson. If you have any questions, refer to the reference page listed for each item.

Item 1

Politics is the process by which power is _____________ in any society. a. b. c. d.

Item 2

Any use of organized force for political purposes best describes which of the following? a. b. c. d.

Item 3

manifested distributed communicated produced

Politics Strategy War Coup d’etat

To understand the nature of a problem, strategists must a. b. c. d.

have insight into human political constructs. understand the role of the physical environment in each situation. understand the networks and structures that create their own rules. identify the importance of national character and how each citizen affects its development. Continued on next page

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Study Unit 1, Lesson 1

Lesson 1 Exercise, Continued

Item 4

When one or more participants in the system rebel is a reason a. b. c. d.

Item 5

the physical environment constantly changes. patterns in national character change very slowly through history. that every enemy has political fault lines that can be exploited. the “balance of power system” breaks down.

Which of the aspects below is considered one of the trinities in the environment of war and strategy? a. b. c. d.

Violence Government Subordination Rational thought Continued on next page

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Study Unit 1, Lesson 1

Lesson 1 Exercise, Continued

Solutions

The table below lists the answers to the lesson examination items. If you have questions about these items, refer to the reference page. Item Number 1 2 3 4 5

MCI Course 8201

Answer b c b d b

1-6

Reference MCDP 1-1 p. 11 MCDP 1-1 p. 15 MCDP 1-1 p. 23 MCDP 1-1 p. 29 MCDP 1-1 p. 32

Study Unit 1, Lesson 1

LESSON 2 STRATEGY: ENDS AND MEANS Introduction

Estimated Study Time

35 minutes

Lesson Scope

In this lesson, you will learn how the ends concerning national strategy, determine what course of action is taken and how ends and means relate to each other. Additionally, you will have an understanding of the role military strategy plays in achieving national strategy.

Learning Objectives

After reading chapter 2 of MCDP 1-1, you should be able to •

Explain national strategy.

•

Define the two ends in national strategy.

•

Describe the types of national strategy.

•

Explain how we adapt ends to means, and vice versa.

•

Define ends in military strategy.

Required Reading

To complete this lesson, you must read chapter 2 of MCDP 1-1. After you have completed the chapter, answer the lesson questions.

In This Lesson

This lesson contains the following topics: Topic Introduction National Strategy Ends in National Strategy Means in National Strategy Adapting Ends to Means Ends in Military Strategy Lesson 2 Exercise

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1-7

See Page 1-7 MCDP 1-1 p. 37 MCDP 1-1 p. 42 MCDP 1-1 p. 46 MCDP 1-1 p. 51 MCDP 1-1 p. 54 1-8

Study Unit 1, Lesson 2

Lesson 2 Exercise

Estimated Study Time

10 minutes

Directions

Complete the following items. Check your answers against the correct answers at the end of this lesson. If you have any questions, refer to the reference page listed for each item.

Item 1

“The art and science of developing and using the political, economic, and psychological powers of a nation, together with its armed forces, during peace and war, to secure national objectives” is the definition of a. b. c. d.

Item 2

Two fundamental national strategic goals in any conflict are a. b. c. d.

Item 3

military strategy. political ends. political means. national strategy.

survival and victory. peace and stability. existence and perseverance. erosion and annihilation.

The means used to influence the perception and attitudes of allies, adversaries, and interested observers, is the___________ instrument. a. b. c. d.

diplomatic economic military informational Continued on next page

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Study Unit 1, Lesson 2

Lesson 2 Exercise, Continued

Item 4

The strategy of “flexible response” requires a. b. c. d.

Item 5

time, determination, and creativity to achieve reasonable goals. relying on nuclear superiority to deter aggression. forces capable of deterring and fighting at all levels of conflict. an emphasis of a series of bilateral and multilateral alliances.

The strategy that seeks to pursue a limited political objective when one combatant is either unable or unwilling to destroy the opponent’s war-making capability is an example of a. b. c. d.

annihilation. erosion. flexible response. unlimited objective. Continued on next page

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Study Unit 1, Lesson 2

Lesson 2 Exercise, Continued

Solutions

The table below lists the answers to the lesson examination items. If you have questions about these items, refer to the reference page. Item Number 1 2 3 4 5

MCI Course 8201

Answer d a d c b

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Reference MCDP 1-1 p. 37 MCDP 1-1 p. 42 MCDP 1-1 p. 48 MCDP 1-1 p. 53 MCDP 1-1 p. 55

Study Unit 1, Lesson 2

LESSON 3 STRATEGIC OPPOSITES Introduction

Estimated Study Time

35 minutes

Lesson Scope

In this lesson, we will examine several sets of strategic opposites that are helpful in understanding the nature of the strategic problem. Not all of these pairs of opposites necessarily apply to every strategic situation, nor do these approaches necessarily influence each other.

Learning Objectives

After reading chapter 3 of MCDP 1-1, you should be able to •

Explain the goals of an attacker and a defender.

•

Describe the differences between symmetrical and asymmetrical strategies.

•

Explain the strategies of reprisal or denial.

•

Explain the differences between standardized and tailored strategies.

•

Describe the differences between intent or default strategies.

•

Explain the purpose of evaluating opposing strategies. Continued on next page

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Study Unit 1, Lesson 3

Introduction, Continued

Required Reading

To complete this lesson, you must read chapter 3 of MCDP 1-1. After you have completed the chapter, answer the lesson questions.

In This Lesson

This lesson contains the following topics: Topic Introduction Defensive and Offensive Strategies Symmetrical and Asymmetrical Strategies Strategies of Reprisal or Denial Standardized or Tailored Strategies Strategy by Intent or Default Evaluating Opposing Strategies Lesson 3 Exercise

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See Page 1-11 MCDP 1-1 p. 63 MCDP 1-1 p. 66 MCDP 1-1 p. 68 MCDP 1-1 p. 70 MCDP 1-1 p. 72 MCDP 1-1 p. 74 1-13

Study Unit 1, Lesson 3

Lesson 3 Exercise

Estimated Study Time

10 minutes

Directions

Complete the following items. Check your answers against the correct answers at the end of this lesson. If you have any questions, refer to the reference page listed for each item.

Item 1

At what levels may the attacker and defender roles frequently change hands? a. b. c. d.

Item 2

A symmetrical strategy is one that a. b. c. d.

Item 3

Logistical and operational Political and strategic Tactical and operational Political and psychological

pursues different kinds of goals or dissimilar means. undermines the legitimacy and credibility of a government. seeks to create new advantages based on similarities. attempts to match or overmatch the enemy strength for strength.

Denial and reprisal as means of deterrence, are often more effective a. b. c. d.

when applied in tandem. convincing an enemy that his actions will fail. convincing an enemy that his actions are not worth the price. when applied independently of each other. Continued on next page

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Study Unit 1, Lesson 3

Lesson 3 Exercise, Continued

Item 4

The strategy that builds a certain reputation that may strongly influence the behavior of friends, foes, and neutrals is a. b. c. d.

Item 5

Dictated by circumstances or determined by ideologies, unconscious assumptions, and prejudices is a description of which strategy? a. b. c. d.

Item 6

tailored. standardized. intent. reprisal.

Intent Unintentional Coalition warfare Default

The process of evaluating opposing strategies serves which of the following? It a. helps us understand what we, our allies, our enemies, and relevant neutral forces are doing and why. b. provides a prescription for defeating our opponents. c. isn’t an analytical perspective of concepts. d. prepares us to deal with the constants and norms of conflict. Continued on next page

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Study Unit 1, Lesson 3

Lesson 3 Exercise, Continued

Solutions

The table below lists the answers to the lesson examination items. If you have questions about these items, refer to the reference page. Item Number 1 2 3 4 5 6

MCI Course 8201

Answer c d a b d a

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Reference MCDP 1-1 p. 65 MCDP 1-1 p. 67 MCDP 1-1 p. 69 MCDP 1-1 p. 71 MCDP 1-1 p. 72 MCDP 1-1 p. 74

Study Unit 1, Lesson 3

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Study Unit 1, Lesson 3

LESSON 4 THE MAKING OF STRATEGY Introduction

Estimated Study Time

40 minutes

Lesson Scope

Having considered the nature of the environment within which strategy is made, the fundamental goals of all strategies, and ways to categorize, we now consider how strategy is actually made.

Learning Objectives

After completing this lesson, you should be able to •

Explain the strategy-making process.

•

State who makes strategic decisions.

•

Explain the criteria that comprise a “just war.”

•

Describe some pitfalls of strategy-making.

Required Reading

To complete this lesson, you must read chapter 4 of MCDP 1-1. After you have completed the chapter, answer the lesson questions.

In This Lesson

This lesson contains the following topics: Topic Introduction The Strategy-making Process Who Makes Strategy Just War Strategy-making Pitfalls Lesson 4 Exercise

MCI Course 8201

1-17

See Page 1-17 MCDP 1-1 p. 79 MCDP 1-1 p. 91 MCDP 1-1 p. 93 MCDP 1-1 p. 95 1-18

Study Unit 1, Lesson 4

Lesson 4 Exercise

Estimated Study Time

10 minutes

Directions

Complete the following items. Check your answers against the correct answers at the end of this lesson. If you have any questions, refer to the reference page listed for each item.

Item 1

Which factor does a strategist look for when assessing the strategic landscape? a. b. c. d.

Item 2

Observation-orientation-decide-act loop The problem solving process Fundamental relationships between the ends and means of the problem The interplay between the states

“What is the political objective the war seeks to achieve?” is a question that should be answered by a. b. c. d.

politicians. civilian leadership. military leaders. the commander of forces Continued on next page

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Study Unit 1, Lesson 4

Lesson 4 Exercise, Continued

Items 3 through 9

Item 10

Matching: In the space provided, place the letter of the definition from column 2 that matches the rightness of going to war in column 1. The answer in column 2 may be used only once. Column 1

Column 2

Criteria ___ 3. Just Cause ___ 4. Right authority ___ 5. Right intention ___ 6. Proportionality of ends ___ 7. Last resort ___ 8. Reasonable hope of success ___ 9. The aim of peace

Definition a. There is no other logical alternative. b. Establishment of stability and peace. c. Hope for success must exist. d. Representative of a sovereign political entity. e. The protection and preservation of value. f. No selfish aim masked as a just cause. g. Harm in war cannot outweigh overall good.

An action where the political and military objective is achieved in one action is the a. b. c. d.

strategic panaceas. fait accompli. limited and unlimited. paralysis and recklessness. Continued on next page

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Study Unit 1, Lesson 4

Lesson 4 Exercise, Continued

Solutions

The table below lists the answers to the lesson examination items. If you have questions about these items, refer to the reference page. Item 1 2 3 4 5 6 7 8 9 10

MCI Course 8201

Answer d b e d f g a c b b

1-20

Reference MCDP 1-1 p. 81 MCDP 1-1 p. 91 MCDP 1-1 p. 93 MCDP 1-1 p. 94 MCDP 1-1 p. 94 MCDP 1-1 p. 94 MCDP 1-1 p. 94 MCDP 1-1 p. 94 MCDP 1-1 p. 94 MCDP 1-1 p. 97

Study Unit 1, Lesson 4

STUDY UNIT 2 JOINT OPERATIONS Overview

Estimated Study Time

2 hours, 15 minutes

Unit Scope

This study unit is designed to give you a broad understanding of joint operations.

Learning Objectives

After completing this study unit, you should be able to

In This Study Unit

•

Identify the participants in national security.

•

Identify the instruments of national power.

•

Summarize the strategic security environment.

•

Explain the U.S. military power.

•

Identify the elements of combined operations.

This study unit contains the following lessons: Topic Lesson 1 National Security Participants Lesson 2 Instruments of National Power Lesson 3 Strategic Security Environment Lesson 4 United States Military Power Lesson 5 Combined Operations

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See Page 2-3 2-13 2-23 2-33 2-45

Study Unit 2

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Study Unit 2

LESSON 1 NATIONAL SECURITY PARTICIPANTS Introduction

Estimated Study Time

15 minutes

Lesson Scope

This lesson discusses the participants who are directly involved in the national security of the United States and the national security organizations they belong to.

Learning Objectives

After completing this lesson, you should be able to

In This Lesson

•

Identify the members of the National Command Authority.

•

Identify the functions of the National Command Authority.

•

Identify the members of the National Security Council.

•

Identify the functions of the National Security Council.

•

Identify the members of the Department of Defense.

•

Identify the functions of the Department of Defense.

This lesson contains the following topics: Topic Introduction National Command Authority National Security Council Department of Defense Lesson 1 Exercise

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See Page 2-3 2-4 2-6 2-8 2-10

Study Unit 2, Lesson 1

National Command Authority Members

The two members of the National Command Authority (NCA) are the • •

Function

Channels

President of the United States (Commander-in-Chief) Secretary of Defense

The NCA exercises executing authority over the Armed Forces. It can do this in several ways. Its executes actions to ensure national security through the following channels: •

Combatant commander CinCs of forces assigned to unified combatant commands who are the generals and admirals of the unified commands that control the forces in a theatre of conflict. Examples are Central, Pacific, and European Commands.

•

The Chairman of the Joint Chiefs of Staff (CJCS), who plans and coordinates; however, the operational control (OPCON) falls under the CinC once in the theatre of operation.

•

Secretaries of the military departments for those forces not assigned to combatant commands including the Secretaries of the Army, Navy, Air Force, and (through the Secretary of Transportation) the Coast Guard.

The diagram below depicts the channels through which the NCA exercises authority. National Command Authority

Military Departments Service Secretaries Train and Equip

Chairman of Joint Chiefs of Staff Plan and Coordinate Operations

Unified Commands • Conduct Geographic Operations à Pacific, European, Central, Southern, and Joint CinC’s • Conduct Worldwide Operations à Space, Spec Ops, Strategic Forces, and Transportation CinC’s

Note:

Unified Commands are composed of forces from two or more services, have a broad and continuing mission, and are organized on a geographical or worldwide basis. Continued on next page

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Study Unit 2, Lesson 1

National Command Authority, Continued

Limits of Authority

The power of the NCA is not unlimited. The President may commit U.S. Forces to engage in military operations; however, Congress must be notified within a certain time as set forth by the War Powers Act Resolution. When Congress is notified, they will review the President’s actions to approve continued action and to determine the funding for the operations.

Exclusive Authority

A powerful authority that belongs solely to the NCA is the ability to call for a nuclear weapons release. The NCA has the final authority for the use of nuclear weapons by the Armed Forces.

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Study Unit 2, Lesson 1

National Security Council

Origination

The National Security Act of 1947 established the National Security Council (NSC). Amended by the National Security Act Amendment of 1949, the Council was placed under the control of the Executive Office of the President.

Function

The National Security Council is the executive office of the President's principal forum for considering national security and foreign policy matters with his senior national security advisors and cabinet officials. The function of the Council is to

Breakdown

•

Advise the President on national security and foreign policies

•

Prepare, disseminate, and oversee the execution of Presidential national security decisions and directives, the U.S. national security strategy, and other directives that provide the basis for military action

The diagram below depicts the position the NSC holds to perform its mission and its statutory members. National Command Authority Chairman of Joint Chiefs of Staff National Security Council • Advises President and Sec. of Defense • Prepares, disseminates, and oversees execution of directions from President

Military Departments Unified Commands

Main Members

The President chairs the NSC. Congressionally mandated members include the • • • • •

Vice President Secretary of State Secretary of Defense Chairman of the Joint Chiefs of Staff—the military advisor to the Council Director of Central Intelligence--the intelligence advisor to the Council Continued on next page

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Study Unit 2, Lesson 1

National Security Council, Continued

Additional Members

MCI Course 8201

In addition to the mandated members, additional members who are invited to attend include the •

Secretary of the Treasury

•

Assistant to the President for National Security Affairs (otherwise known as the National Security Advisor)

•

Chief of Staff to the President

•

Counsel to the President

•

Assistant to the President for Economic Policy

2-7

Study Unit 2, Lesson 1

Department of Defense

Origination

In 1947, Congress •

Established a civilian Secretary of Defense with cabinet rank

•

Created a new overreaching department called the “National Military Establishment” (NME)

•

Converted the War Department to the Department of the Army

•

Put the three services, Army, Navy, and Air Force, under the direct control of the Secretary of Defense

To further consolidate authority, a 1949 amendment to the National Security Act renamed the National Military Establishment to the Department of Defense and established it as an executive department.

Function

The function of the officials within the Department of Defense includes, but is not limited to, the following areas. •

Providing advice and recommendations on defense matters to the National Command Authority and National Security Council to include the following: • • •

•

Service capabilities Limitations Implications of military action

Executing military operations, as authorized, to support the defense of the United States and its interests abroad.

Additionally, military officials are responsible for commanding the military forces through the Joint Chiefs of Staff. Continued on next page

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Study Unit 2, Lesson 1

Department of Defense, Continued

Members

In the American system of civil-military relations, civilian elected officials, and their duly appointed subordinates, have primary responsibility for broad national policies and procedures that reflect the will of the people. The appointed civilian representatives in the DOD, in addition to the Secretary of Defense, are: • • • •

Secretary of the Army - representing the Army Secretary of the Navy - represents both the Navy and Marine Corps Secretary of the Air Force - representing the Air Force Secretary of Transportation - representing the Coast Guard

These groups provide advice and recommendations through the Secretary of Defense and Chairman of the Joint Chiefs of Staff.

Breakdown

The diagram below depicts the organization of the Department of Defense. Department of Defense Operational Control

Sec Of the Army - Dept of the Army

President

Other Orders and Directives President or Sec of Defense

Sec of the Air Force - Dept of the Air Force Sec of Defense Sec of the Navy - Dept of the Navy - Navy - Marine Corps

Unified CinCs

Chairman of JCS Service Commanders

Sec of Transportation - Coast Guard

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Study Unit 2, Lesson 1

Lesson 1 Exercise

Estimated Study Time

10 minutes

Directions

Complete exercise items 1 through 6 by selecting the best answer to each exercise item. Check your responses against those listed at the end of this study unit.

Item 1

The two members of the National Command Authority (NCA) are the a. b. c. d.

Item 2

The functions of the National Command Authority include a. b. c. d.

Item 3

President and the Secretary of Defense. Vice-President and the Secretary of State. Chairman of the Joint Chiefs of Staff and the Secretary of Defense. Vice-President and the Chairman of the Joint Chiefs of Staff.

executing operational control over joint forces. controlling the direct operation of strategic operations. executing authority over the armed forces. directing the operational control over the armed forces.

The statutory members of the National Security Council (NSC) are the a. b. c. d.

Counsel to the President and Secretary of Treasury. Secretary of State and Director of CIA. President and Chief of Staff to the President. Secretary of the State and Chief of Staff to the President. Continued on next page

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Study Unit 2, Lesson 1

Lesson 1 Exercise, Continued

Item 4

The National Security Council functions under the control of the a. b. c. d.

Item 5

Part of the Department of Defense functions are to a. b. c. d.

Item 6

legislative branch of government. Executive office of the President. Vice-President. judicial branch of government.

provide advice on defense matters to the national military establishment. execute military operations as it deems appropriate and necessary. provide advice on defense matters to the National Command Authority. execute the advice given, as it deems necessary, from the Vice-President.

Which of the following represents the Coast Guard within the Department of Defense? a. b. c. d.

Secretary of Transportation Secretary of Navy Secretary of the Coast Guard Secretary of Commerce Continued on next page

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Study Unit 2, Lesson 1

Lesson 1 Exercise, Continued

Solutions

The table below provides the correct answers to the exercise items. If you have any questions, refer to the reference page listed for each item. Item Number 1 2 3 4 5 6

MCI Course 8201

Answer a c b b c a

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Reference Page 2-4 2-4 2-6 2-6 2-8 2-9

Study Unit 2, Lesson 1

LESSON 2 INSTRUMENTS OF NATIONAL POWER Introduction

Estimated Study Time

Lesson Scope

15 minutes

This lesson discusses the instruments available to the United States government to advance and defend U.S. values, interests, and objectives. The instruments the United States uses to execute its influence are • • • •

Diplomacy Economics Information The military

The United States uses these tools to apply its sources of power including its human potential, economy, industry, science and technology, academic institutions, geography, and national will.

Learning Objectives

After completing this lesson, you should be able to •

Identify the members responsible for exercising each instrument of national power.

•

Identify the coordination required among instruments of national power. Continued on next page

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Study Unit 2, Lesson 2

Introduction, Continued

In This Lesson

This lesson contains the following topics: Topic Introduction Diplomatic Economic Informational Military Lesson 2 Exercise

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See Page 2-13 2-15 2-17 2-18 2-20 2-21

Study Unit 2, Lesson 2

Diplomatic

Broad View

The principal instrument of national power is diplomacy. It is through this instrument that we engage other states and foreign groups to advance U.S. values, interests, and objectives. When directed by the National Command Authority (NCA), the combatant commander employs military forces in concert with the other instruments of national power. However, in these circumstances, the U.S. ambassador and the country diplomatic team also engage in complementary activities (employing diplomacy) that do not involve control of military forces. Those forces remain under command authority of the combatant commander.

Personnel

The primary personnel the diplomatic process relies on include •

Secretary of State: Serves as a member of the National Security Council and advises the National Command Authority.

•

Ambassadors: The U.S. ambassador and the corresponding country’s team are normally in charge of diplomatic-military activities in countries abroad.

•

Military Leaders: Leaders of the Armed Forces of the United States have a responsibility to understand U.S. foreign policy and to ensure that those responsible for U.S. diplomacy have a clear understanding of the capabilities, limitations, and consequences of military action. Continued on next page

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Study Unit 2, Lesson 2

Diplomatic, Continued

MilitaryDiplomatic Coordination

Military strength is vital to diplomacy in protecting national interests. Without the credible threat of force, diplomacy has historically proven to be inadequate against a determined and powerful adversary. In simplistic terms, the military is the muscle behind the handshake and smile. To maximize the credibility of force, combatant commanders are responsible for integrating military activities with diplomatic activities in their geographic regions. An example of this is military training operations near an area to support diplomatic needs such as executing Marine Expeditionary Unit (MEU) operations off the coast of a country, or basing combat aircraft in nearby countries.

Example

MCI Course 8201

The U.S. attempted to bring to justice Osama Bin Laden, who was implicated in the terrorist attack on military members in Dhahran, Saudi Arabia 1996. This individual was located in the country of Sudan where he was running training camps for terrorists. The U.S. Government used diplomatic pressure on the Sudanese government to force them to expel Osama Bin Laden and his supporters that same year.

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Study Unit 2, Lesson 2

Economic

Broad View

American individuals and entities have enjoyed broad freedom of action abroad. This is largely the result of a strong U.S. economy and U.S. dollar. Our strong domestic economy, with free access to global markets and resources, has become a great material asset to the U.S. Government and is the fundamental engine that has supported the following: • • •

Government Influence

The economic instrument of national power is partially controlled and influenced by the U.S. government which does its part by • • •

NSC Coordination of Economic and Military

MCI Course 8201

General welfare of Americans, domestic and abroad Underwriting of a strong national defense through a strong base of industry and technology Potential for economic expansion by U.S. industry worldwide

Developing an atmosphere where domestic companies can prosper and expand their business internationally Facilitating economic and trade relationships worldwide Supporting a basic U.S. objective by promoting the general welfare and supporting security interests and objectives of other countries

The National Security Council (NSC) has primary responsibility for the integration of the economic and military instruments of power abroad. The leaders of the armed forces, having an integral role in coordinating with U.S. government agencies, will ensure employment of military action to enhance the NSC’s abilities.

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Study Unit 2, Lesson 2

Informational

Broad View

Personnel

The informational instrument of national power has a diffuse and complex set of components with no single center of control. In the American culture, information is freely exchanged with minimal government controls. •

Information itself is a strategic resource vital to national security.

•

This reality extends to the Armed Forces at all levels.

•

Information, readily available from multiple sources, influences domestic and foreign audiences including citizens, adversaries, and governments.

It is important for the official agencies of government, including the Armed Forces, to recognize the fundamental role of the media as a conduit of information, both incoming and outgoing. The Armed Forces must assure that information access by the media is consistent with • • • •

Coordination

Classification requirements Operation security (OPSEC) Legal restrictions Individual privacy

The Armed Forces are responsible for • • •

Conducting defensive and offensive information operations Protecting information that should not be disclosed Aggressively attacking an adversary’s information systems Continued on next page

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Study Unit 2, Lesson 2

Informational, Continued

Considerations

The following principles must be considered when employing the informational instrument: •

Success in military operations depends on acquiring and integrating essential information and denying it to the adversary.

•

Military operations, in particular, are dependent on many simultaneous and integrated activities that, in turn, depend on information and information systems.

•

Information operations may involve complex legal and policy issues that require approval, review, and coordination at the national level.

The Armed Forces must also provide timely and accurate information to the public. However, constraints on public access to U.S. government information may be imposed for national security and individual privacy reasons.

Example

Consider the following scenario: The United States has the specific goal of apprehending someone who is suspected of committing a terrorist act, which has inflicted irreparable damage to the country, such as the bombing of a building. The evidence we collect indicates the terrorist is located within a specific country. As part of its campaign, the U.S. allows the media access to specific information, via press briefings and anonymous tips, that there is a buildup of military personnel in preparation of military action. While there may or may not be the buildup, the public and the world are led to believe there is, and we are seen to be in a very offensive posture. This offers a grim but powerful picture to the leaders of the foreign country that knowingly harbor the terrorist in its borders. As a result, the country’s leaders hand the terrorist over to the U.S. for questioning. In such a scenario, the information presented, coupled with the diplomacy, has provided a combination that was exponentially greater than either instrument by itself, and without loss of additional life.

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Study Unit 2, Lesson 2

Military

The Military Instrument

Coordination

Example

MCI Course 8201

The military instrument is inseparable from all the other instruments. Notwithstanding this, wielding of the Armed Forces as an instrument of national power must be in adherence to the values and constitutional principles of American society. To achieve public support, employment of the military must also meet the standards for the profession of arms demanded by American society, which include but is not limited to these elements: •

The U.S. Government must follow rules set forth by the Geneva Convention, Hague Convention, Code of Conduct, etc.

•

The U.S. Government must have exhausted all other reasonable instruments, diplomatic, economic, and information, before using military force.

The following elements act to coordinate the application of military force: •

The NCA establishes the rules for, and integrates, military power with the other instruments of national power to advance and defend U.S. values, interests, and objectives.

•

U.S. military leaders are responsible for providing the advice and recommendations necessary to properly incorporate the military instrument with the other instruments of national power.

•

The Armed Forces interact with the other responsible agencies to ensure mutual understanding of the capabilities, limitations, and consequences of military and civilian actions.

•

Military leaders identify the ways in which military and nonmilitary capabilities best complement each other.

Had the Armed Forces extended the momentum of the decisive initial assault of the Gulf War beyond the President’s direction, the action could have undermined our economic as well as political goals. What it did was to strengthen the other instruments by demonstrating our nation’s ability to “walk the walk” as well as “talk the talk.”

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Study Unit 2, Lesson 2

Lesson 2 Exercise

Estimated Study Time

10 minutes

Directions

Complete the following items. Check your answers against the correct answers at the end of this lesson. If you have any questions, refer to the reference page listed for each item.

Item 1

Who is normally in charge of diplomatic-military activities in countries abroad? ____________________________________________________________

Item 2

Who establishes the rules for, and integrates military power with, the other instruments of national power to advance and defend U.S. values, interests, and objectives? ___________________________________________________________

Continued on next page

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Study Unit 2, Lesson 2

Lesson 2 Exercise, Continued

Solutions

The table below provides the correct answers to the exercise items. If you have any questions, refer to the reference page listed for each item. Item Number Answer 1 Ambassador and the corresponding country’s diplomatic team. 2 National Command Authority

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Reference Page 2-15 2-20

Study Unit 2, Lesson 2

LESSON 3 STRATEGIC SECURITY ENVIRONMENT Introduction

Estimated Study Time

15 minutes

Lesson Scope

In the previous lessons, you learned about those primarily responsible to protect our national security and what instruments of power they have at their disposal. During this lesson, you will learn about the strategic security environment in which Marines operate.

Learning Objectives

After completing this lesson, you should be able to

In This Lesson

•

Identify threats to the interests of the United States.

•

Identify how a National Security Situation Assessment occurs.

•

Identify the relationship between national political objectives and military action.

This lesson contains the following topics: Topic Introduction Threats to United States Interests National Strategic Situation Assessment Relationship Between Political Objectives and Military Action Lesson 3 Exercise

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See Page 2-23 2-24 2-26 2-28 2-30

Study Unit 2, Lesson 3

Threats to United States Interests

World Wide Environment

Adversaries

The international security environment is dynamic and uncertain, with recurring disputes, crises, and conflicts in many regions. Challenges and threats may arise from adversaries who are inherently opposed to U.S. values, power, and international role or from adversaries for whom the United States presents an obstacle to their specific objectives.

Our adversaries may be states or groups of states as well as nonstate groups. Examples of nonstate groups include • • •

Terrorists Criminals Ethnic, religious, and special interest organizations

While states have defined territorial and population bases of power, nonstate groups may rely on state sponsorship, have transnational bases of power, or rely on the support of adherents to their points of view regardless of citizenship or place of residence.

Sources of Direct Threats to U.S. Interests

Some states aspire to global influence and act to achieve that influence in ways that are harmful to U.S. interests. Other states may seek to enhance their power and influence by opposing U.S. interests and objectives within their regions. Direct threats to regional and international peace include territorial disputes and armed conflicts spurred on by social, ethnic, and religious differences, as well as civil wars. Manmade or natural disasters may also directly threaten U.S. interests within the United States and abroad.

The Two Primary Vital U.S. Interests

It is essential to understand clearly what is being threatened. The United States considers threats to its fundamental well-being, territory, and safety as most dangerous. The two primary vital interests of these are the U.S. social and economic infrastructures. Continued on next page

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Study Unit 2, Lesson 3

Threats to United States Interests, Continued

Major Threats to the Values of U.S. Allies

The United States also has an interest in promoting the values of individual worth, human rights, and democratic self-determination that are at the core of the American social contract. Threats to those values abroad compromise U.S. efforts to create a hospitable international environment. Threats also compromise • • • •

Sources of Global Threats

MCI Course 8201

Vital interests of U.S. allies International norms of state behavior Global democratic and economic progress The global environment

Threats may constrain or interrupt the flow of resources and commerce that are vital to the economic well-being of the United States, its allies, and other states. The following are threats to the values and existence of the U.S.: •

Regional and Space Threats: Long-range delivery systems as well as clandestine means to threaten the United States and its allies. Similarly, regional powers may have the capability to threaten the flow of vital information and communications that rely on space-based systems.

•

Transnational Threats: Nonstate groups, whose objectives directly threaten U.S. vital interests, may include organizations that have the means and motivation to employ terrorism, attack critical infrastructures and engage in international crime.

•

Weapons of Mass Destruction. Weapons capable of a high order of destruction pose a significant threat to U.S. interests worldwide.

•

Spread of Dangerous Technologies: Such technologies include advanced weapon and missile technologies.

•

Failed States. The uncontrolled violence in failed states, including loss of control of their armed forces and armed conflict with neighboring states, can threaten neighboring states and U.S. citizens and interests in the region. Dealing with this situation requires U.S. assistance.

•

Foreign Intelligence Collection. Foreign threats may exploit the versatility of human intelligence as well as the advances in science and technology.

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Study Unit 2, Lesson 3

National Strategic Situation Assessment

Roles Played in Assessing Security Effectiveness

U.S. national security demands periodic assessments of the adequacy of strategies and resources available to achieve national security objectives. Unity of effort is essential for timely and accurate assessments and for actions taken in light of the assessments. Ordinarily, the National Security Council (NSC) is the lead agency for this effort. The armed forces routinely carry out assessments of the effectiveness of the military instrument in accomplishing national objectives and they also contribute to the assessment of the effectiveness of the other instruments (diplomatic, economic, and informational).

Military Role in Assessing National Military Strategic Issues

Military leaders have fundamental responsibilities and roles in the assessment of national strategic issues. Participation will be stipulated in NCA directives and instructions from the Chairman of the Joint Chiefs of Staff. To support national assessments of strategic issues, the combatant commanders provide assessments of the following • • •

Threats Strategies Resources

To fulfill military responsibilities in the U.S. system of civil-military relations, senior military leaders provide advice and recommendations on the feasible military options, resources required, and anticipated consequences of military action.

Executive Committee Participation

The NSC may organize an executive committee consisting of high-level officials of participating agencies, including the following: • •

Those not normally part of the NSC structure Appropriate professional military representatives

This committee may develop organizational arrangements to integrate interagency efforts, monitor their progress, and assess their operations. Continued on next page

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Study Unit 2, Lesson 3

National Strategic Situation Assessment, Continued

PoliticalMilitary Plans and Rehearsals

MCI Course 8201

Due to their complexity, situations that call for significant military and nonmilitary participation will require specific political-military plans cooperatively developed by the participants. To the maximum extent feasible prior to execution of the planned operations, all participants at the appropriate level will rehearse these political-military plans.

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Study Unit 2, Lesson 3

Relationship Between Political Objectives and Military Action

Commanders Intent

National political objectives guide military action. No matter how you look at it, the U.S. has a military to support the political objectives of the country.

Military Tasking

The military is tasked with establishment of supporting military objectives, development of strategies and plans to achieve the objectives, conduct of operations, and definition of criteria for cessation of operations (withdrawal plans). The national objectives also influence requirements for military operations and support to achieve the desired end state and maintain it in the theater following cessation of operations.

Political Considerations

Military plans and operations support the attainment of the overarching political objectives that give rise to military involvement. This calls for planning based on the desired political end state, ensuring that the longer-term post conflict environment called for by U.S. political objectives is preserved following conclusion of military involvement.

Military Leader Responsibilities

Senior military leaders have a responsibility to clarify to the National Command Authority (NCA) the following: •

The manner in which military forces will achieve and sustain political objectives

•

Considerations for conflict termination

•

The potential need for follow-on operations

Nevertheless, combatant commanders must be prepared to adapt to unforeseen events and to the evolution of political objectives as the situation develops.

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Study Unit 2, Lesson 3

Relationship Between Political Objectives and Military Action, Continued

Political and Military Dimensions.

MCI Course 8201

Military advice and recommendations on conflict termination have political and military dimensions which include the following: •

Clear political objectives established in advance of military planning and operations to facilitate determination of supporting military objectives aimed at achieving the desired end state

•

Preparation by combatant commanders to adapt to unforeseen events and to the evolution of political objectives as the situation develops

•

The responsibility of the combatant commander to execute the military dimensions of conflict termination as directed by the NCA

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Study Unit 2, Lesson 3

Lesson 3 Exercise

Estimated Study Time

10 minutes

Directions

Complete the following items. Check your answers against the correct answers at the end of this lesson. If you have any questions, refer to the reference page listed for each item.

Item 1

The United States holds as most dangerous the threats to its fundamental well-being, territory, and safety. What are the two primary vital interests of these? ____________________________________________________________ ____________________________________________________________

Item 2

Of what three areas does the combatant commander provide assessments to support national assessments of strategic issues? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Item 3

No matter how you look at it, what must the military support? ____________________________________________________________

Continued on next page

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Study Unit 2, Lesson 3

Lesson 3 Exercise, Continued

Solutions

The table below provides the correct answers to the exercise items. If you have any questions, refer to the reference page listed for each item. Item Number Answer Reference Page 1 U.S. social and economic infrastructures. 2-24 2 Threats, strategies, resources. 2-26 3 The political objectives of the country. 2-28

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Study Unit 2, Lesson 3

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Study Unit 2, Lesson 3

LESSON 4 UNITED STATES MILITARY POWER Introduction

Estimated Study Time

20 minutes

Lesson Scope

In this lesson you will learn about the purpose of the United States military, as well as the national military objectives. Also covered are joint warfare values and fundamentals and considerations for the use of military force. This lesson will conclude with an overview of military strategies.

Learning Objectives

After completing this lesson, you should be able to

Lesson Content

•

State the purpose of the United States military.

•

Identify national military objectives.

•

Identify the values of joint warfare.

•

Identify the fundamentals of joint warfare.

•

Identify the considerations for use of military force.

•

Identify military strategies to implement military power.

This lesson contains the following topics: Topic Introduction Military Purpose and Objectives Values of Joint Warfare Fundamentals of Joint Warfare Consideration for Use of Military Forces Strategies Lesson 4 Exercise

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See Page 2-33 2-34 2-35 2-37 2-39 2-40 2-41

Study Unit 2, Lesson 4

Military Purpose and Objectives

Constitutional Roles

The Armed Forces of the United States fulfills the constitutional imperative to provide for the common defense and is the sole instrument for enforcing national will by the threat or employment of organized violence.

Purpose

Success in combat for the defense of national sovereignty, territorial integrity, societal values, and national interest is the essential goal and measure of value of the profession of arms in American society. The first fundamental purpose of the Armed Forces is to win our nation’s war. It maintains, as its inherent secondary purpose, to advance and protect our national interest in Military Operations Other Than War (MOOTW), which include humanitarian relief, peacekeeping missions and multi-national task forces.

Two Primary Objectives of the Armed Forces

Operations of the Armed Forces focus on military objectives derived from preeminent national political objectives. The range of military capabilities determines how the U.S. applies its power. Its military objectives are to: • •

Promote peace and stability Defeat adversaries

The United States promotes peace and stability by maintaining a high visibility to act rapidly and decisively in regions of U.S. interests. Deterrence is a central concept in shaping and employing the Armed Forces. If high visibility and deterrence fail, the military objective switches to winning the war. This is done with a decisive and combined use of all military assets available.

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Study Unit 2, Lesson 4

Values of Joint Warfare

Five Joint Warfare Values

The American military is based on values that U.S. military experience has shown to be the bedrock of combat success. These values come from the most idealistic societal norms, are common to all the services, and represent the essence of American military professionalism. Listed below are the five joint warfare values. • • • • •

Integrity Competence Physical Courage Moral Courage Teamwork

Integrity

Integrity is the cornerstone for building trust. Service members must be able to rely on each other, regardless of the challenge at hand. They must individually and collectively say what they mean and do what they say. Integrity inspires confidence in others to carry out assigned tasks and is a fundamental requirement for building effective teams.

Competence

Competence is at the core of the profession of arms. Competent performance includes both the technical competence to perform the relevant task to standard as well as the ability to integrate that skill with others according to joint doctrine. Successful joint action relies on each service to deliver trained and ready, competent, and confident forces and leaders, able to fight decisively under joint force commanders.

Physical Courage

Physical courage defines a warrior. Even in today’s military with all the sophisticated technology, individual fighting spirit and courage remain the inspiration that bond units in all conditions. Continued on next page

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Study Unit 2, Lesson 4

Values of Joint Warfare, Continued

Moral Courage

Moral courage is the ability to stand up for what one believes to be right, even if the stance is unpopular or contrary to conventional wisdom. Other aspects of moral courage involve risk taking and tenacity, making bold decisions in the face of uncertainty, accepting full responsibility for the outcome, and holding to the chosen course despite the challenges and roadblocks.

Three Teamwork Requirements

Teamwork is the cooperative effort by the members of a group to achieve common goals. Every military organization to the lowest level is a team. Common goals for military teams are deterring the adversary and winning their nation’s wars. Successful teamwork requires: • • •

MCI Course 8201

Trust and confidence Delegation of authority Cooperation

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Study Unit 2, Lesson 4

Fundamentals of Joint Warfare

Eight Joint Warfare Fundamentals

The fundamentals that guide joint operations of the Armed Forces of the United States are anchored in the application of the time-tested principles of war and the actual experience of American arms in warfare. Listed below are the eight joint warfare fundamentals. • • • • • • • •

Unity of effort Concentration Initiative Agility Extension Freedom of action Clarity Knowledge

Unity of Effort

Unity of effort demands that all undertakings be directed toward achievement of common aims. Common aims are first achieved at the national level when the President develops national security strategy.

Concentration

Concentration of military power is a fundamental consideration. It is not only based on our ability to commit overwhelming forces and material, but also on the quality of our planning and ability to make full use of these forces and material in combat. Careful establishment of priorities aids concentration at the decisive point and time.

Initiative

Seizing and maintaining the initiative is an American tradition. Retaining the initiative relies on the ability of military people to think for themselves and execute orders intelligently. Continued on next page

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Study Unit 2, Lesson 4

Fundamentals of Joint Warfare, Continued

Agility

Agility is the ability to move quickly and easily. Agility is not primarily concerned with speed itself, but about timeliness; thinking, planning, communicating, and acting faster than the enemy can effectively react to the ever-changing combat conditions.

Extension

Extension means operating to the fullest breadth and depth feasible given political, physical, and logistic constraints. This fundamental requires the enemy to disperse forces over a broad area which can render them ineffective and complicate enemy planning.

Freedom of Action

Effective diplomatic, economic, military, and informational instruments of power are essential to providing freedom of action at a national level. Deception plays a major role as well by confusing the enemy, causing them to miscalculate friendly strengths and weaknesses while helping to preserve friendly freedom of action.

Clarity

Because modern warfare is inherently complex, plans and operations should be kept as simple as possible. Clarity of expression should predominate, using common terms and procedures. This is why it is so important to keep language clear and concise.

Knowledge

Knowledge of self is a requirement for effective joint operations. Component commanders know best the unique capabilities that their forces bring to combat and how those capabilities can help attain military objectives. Commanders should also know how these capabilities mesh with the forces of the other components. Knowledge of the enemy is a preeminent but difficult responsibility. It is important to understand the enemy’s capabilities and his intentions. Anticipating the enemy’s intentions permits timely and effective action to blunt them. Finding and attacking the enemy’s center of gravity (COG) is a singularly important concept because it attacks the enemy’s sources of strength. This will not be easy.

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Study Unit 2, Lesson 4

Considerations for the Use of Military Force

Introduction

When force is used as a last resort, it adheres to its fundamental societal values and moral precepts. Uses of military force become the most important military decisions that the United States can make. Each decision must be weighed on its own merit and in its own context. However there are clear parameters and considerations, based on law, values, and experience, which inform decisions about managing crises and the use of force. Among these are the legality, propriety, and likelihood of success of the use of force; the commitment to decisive yet proportional action; the integration of the other instruments of national power; and accountability to the American people.

Military Force

The use of military force can be broken down into three broad categories: • • •

Protection of vital interests Protection of important national interests Protection of other interests including humanitarian interests

Vital Interests

Vital interests are those that directly impact the survival and vitality of the United States and its way of life. Such issues as safety of American citizens at home and abroad, the security of U.S. territory or that of her allies, and protection of U.S. economic well-being are examples. When force is used in combat for defending these interests, it must be overwhelming and decisive.

Important National Interests

This category includes those sorts of issues, short of national survival, that affect national well-being and the character of the world in which Americans live. In these kinds of situations, where there is a threat to important interests, the use of military force is an option if the cost and risks associated with its use are commensurate with the threatened interest. In these situations, use of force must be selective, depending on circumstances at hand.

Other Interests, Including Humanitarian

Other interests frequently require the use of military organizational capabilities and resources rather than their combat power and use of force. These efforts should have a clearly defined end state, entail minimal risk to the military, and be designed to give the affected country or region the opportunity to restore its own basic services.

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Study Unit 2, Lesson 4

Strategies

Fundamental Principles Guiding National Military Strategies (NMS)

National military strategies (NMS) guide the Armed Forces in employing their resources in the most effective manner to achieve national security and defensive objectives. The NMS express the relationships between key U.S. national military objectives worldwide and the capabilities available to the Armed Forces in order to achieve their objectives. Joint doctrine includes fundamental principles concerning how best to employ military power to achieve strategic ends. Therefore, joint doctrine influences professional military participation in the development of military strategy and provides authoritative guidance for its implementation. There are two fundamental principles that guide strategy: • •

Influencing the International Security Environment

The U.S. has developed capabilities, maintained readiness postures, and operated abroad as an arm of the nation to influence international events. Guided by inherently defensive national policies, the military has capabilities to influence the international environment in ways that advance and defend U.S. interests and support the following key U.S. objectives abroad: • • • • • •

Preparing for an Uncertain Future

MCI Course 8201

Influencing the international security environment Preparing for an uncertain future

Promoting stability Preventing or reducing conflicts and threats Acting across the range of military operations Deterring aggression and coercion in crises Fighting and winning major wars Conducting multiple, concurrent, small-scaled contingency operations

The Armed Forces of the United States are living, learning institutions. Learning from the past and preparing for the future shape delivery of the military power of today. Senior military leaders providing advice and recommendations to the National Command Authority, Congress, and responsible civil authorities shape strategies for the future.

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Study Unit 2, Lesson 4

Lesson 4 Exercise

Estimated Study Time

10 minutes

Directions

Complete items 1 through 6 by performing the action required. Check your answers against those listed at the end of this lesson.

Item 1

State the purposes of the United States military. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Item 2

List the two primary national military objectives. ____________________________________________________________ ____________________________________________________________

Item 3

List the five values of joint warfare. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Continued on next page

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Study Unit 2, Lesson 4

Lesson 4 Exercise, Continued

Item 4

List the eight fundamentals of joint warfare. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Item 5

List the three considerations for use of military force. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Item 6

List the two fundamental principles that guide military strategies. ____________________________________________________________ ____________________________________________________________

Continued on next page

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Study Unit 2, Lesson 4

Lesson 4 Exercise, Continued

Solutions

The table below lists the answers to the lesson exercise. If you have questions about these items, refer to the reference page. Item Number 1 • •

2 3

4

5

• • • • • • • • • • • • • • • • • •

6

• •

MCI Course 8201

Answer To win our nation’s war The advancement and protection of national interest in Military Operations Other Than War (MOOTW) Promote Peace and Stability Defeat the Adversaries Integrity Competence Physical Courage Moral Courage Teamwork Unity of effort Concentration Initiative Agility Extension Freedom of action Clarity Knowledge Protection of vital interests Protection of important national interests Protection of other interests, including humanitarian interests Influencing the international security environment Preparing for an uncertain future

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Reference 2-34

2-34

2-35

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2-39

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Study Unit 2, Lesson 4

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Study Unit 2, Lesson 4

LESSON 5 COMBINED OPERATIONS Introduction

Estimated Study Time

20 minutes

Lesson Scope

In this lesson, you will identify the elements of the joint operational art, command relationships, fundamentals of multinational operations, and command structures.

Learning Objectives

After completing this lesson, you should be able to

In This Lesson

•

Identify the fourteen elements of the joint operational art.

•

Identify the four unified command relationships.

•

Identify the four fundamentals of multinational operations.

•

Identify the three types of combined command structures.

This lesson contains the following topics: Topic Introduction Joint Operational Art Command Relationship Fundamentals of Multinational Operations Command and Control Lesson 5 Exercise

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See Page 2-45 2-46 2-49 2-50 2-51 2-53

Study Unit 2, Lesson 5

Joint Operational Art

Introduction

The joint operational art encompasses the translation of strategy into operational design for the joint employment of forces at all levels of war. It integrates all force capabilities into a unified whole focused on the command’s major objective.

Elements

Elements of the joint operational art guide the development, organization, integration, and execution of strategies, campaigns, major operations, and battles. The elements are applied in a continuous cycle and are listed below. ELEMENTS OF JOINT OPERATIONAL ART SYNERGY TERMINATION

SIMULTANEITY AND DEPTH

CULMINATION

ANTICIPATION

DECISIVE POINTS

BALANCE

DIRECT VERSUS INDIRECT

LEVERAGE

CENTERS OF GRAVITY ARRANGING OPERATIONS

TIMING AND TEMPO OPERATIONAL REACH AND APPROACH

FORCES AND FUNCTIONS Continued on next page

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Study Unit 2, Lesson 5

Joint Operational Art, Continued

Synergy

Synergy is achieving the greatest effect from the combination of all relevant and available forces. The degree of synergy achieved depends in large part on the friendly forces’ shared understanding of friendly and enemy situations, including friendly commander’s intent and enemy intentions.

Simultaneity and Depth

Simultaneity and depth means bringing the appropriate elements of the force to bear simultaneously against the enemies’ entire structure to the depth of the theater in order to multiply the combined effects and increase synergy.

Anticipation

Anticipating events, achieving surprise, and seizing opportunities can be accomplished once friendly forces have an accurate and shared awareness of the situation, and can operate more rapidly than the enemy can react.

Balance

To assure freedom of action and maintain the initiative, commanders should strive to maintain balance in the forces posture. They do this by having forces both committed and in reserve, both decisively engaged and able to accept changes in mission, which permits forces to adapt to rapidly changing situations.

Leverage

Attaining leverage is the centerpiece of the operational art. Joint Force Commanders (JFCs) attain leverage by properly integrating and employing their forces to gain, maintain, and exploit advantages in combat power across all its dimensions, employing, to the maximum, all other elements of the operational art.

Timing and Tempo

Control of timing and tempo allows the JFC to remain unpredictable, operate beyond the enemy’s ability to react, and achieve dominance throughout the battle space.

Operational Reach and Approach

The JFC needs a clear understanding of the operational reach of friendly capabilities. To establish an operational approach, proper line of operations and sequencing operations need to be established. Continued on next page

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Study Unit 2, Lesson 5

Joint Operational Art, Continued

Forces and Functions

Understanding the functioning capabilities and the forces available to the enemy assists the JFC’s ability to focus campaign objectives, phasing, and timing. If an enemy does not have full force capabilities, an opportunity may exist allowing friendly forces to attack weakened forces. With an enemy that has a full range of functions and types of forces, friendly operations may be more effective by simultaneously engaging them all.

Arranging Operations

Elements of a campaign are arranged in specific time and space to exploit key friendly strengths and the enemy’s vulnerability. This is accomplished by combing simultaneous and sequential actions to achieve campaign objectives most effectively and rapidly.

Center of Gravity

The characteristics, capabilities, or localities from which a military force derives its freedom of action, physical strength, or will to fight is called center of gravity. A consideration in applying the operational art is the location and nature of the enemy’s center of gravity.

Direct vs. Indirect

The center of gravity assists in the overall campaign planning and in decisions by the JFC on the merits of a direct or indirect attack on the enemy.

Decisive Points

Supporting the assessment of the center of gravity is the identification of decisive points. These points may be geographic in nature, key events, or systemic conditions. Destroying or controlling these decisive points can yield a marked advantage.

Culmination

Culmination is the point at which a JFC determines, in advance, that his forces no longer have the capability to continue its form of operation, offense or defense.

Termination

Termination is the end state envisioned for a campaign or major operation and is defined as the point at which military operations may be brought to an end. For the U.S., this is usually when the post-conflict objectives and interests are met.

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Study Unit 2, Lesson 5

Command Relationship

Unified Command Relationships

Command is central to all military action, and unity of command is central to the unity of effort. Unified action begins with a unified direction. This is normally accomplished by assigning a mission or objective to a single commander, and providing that commander sufficient forces, resources, and authority to accomplish the assigned mission or objective. The four command relationships are: • • • •

Exercise of Command

Combat command Operational control Tactical control Support

The primary emphasis in command relations should be to keep the chain of command short and simple so that it is clear who is in charge and of what. Unity of command is the guiding principle of war in the exercise of command. In the exercise of command and the control of operations, commanders should adhere to two key elements: clarity in the statement of commander’s intent, so that all subordinates understand the conditions to be established by successful operations and simplicity of orders.

Supporting Relationships

MCI Course 8201

Supported and supporting relationships between commands facilitate unified action in planning and conducting operations. Support is command authority established by a superior commander among subordinate commanders providing guidance for when an organization should aid, protect, complement, or sustain another force.

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Fundamentals of Multinational Operations

Four Fundamental Principles

All U.S. force commanders, participating in multinational operations, have key roles that require acute political sensitivity in addition to military leadership skills. They must build the mutual confidence that is the basis for effective multinational cooperation. The armed forces have four fundamentals that guide them: • • • •

Respect Rapport Knowledge of partners Patience

Respect

The importance of genuine partnership, based on mutual respect between the U.S. and its foreign comrades, cannot be underestimated. This includes respect for each partner’s culture, religion, customs, history, and values.

Rapport

Commanders must establish the environment and set the example for developing rapport among subordinate commanders, staff, and individual members of the U.S. command. This sets the tone for harmonious relations among participants in multinational operations, and facilitate teamwork that results in unity of effort.

Knowledge of Partners

U.S. commanders must devote time and resources to know and understand their comrades. Taking the initiative, learning your comrade’s culture, religion, customs, and history, builds a bond of understanding and mutual respect for each other.

Patience

Developing mutual respect, rapport, and knowledge of your partners takes time. Leaders must exhibit patience and understanding when working with other nations. Focus should be placed on eliciting the best possible performance from the integration of U.S. and multinational forces.

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Study Unit 2, Lesson 5

Command and Control

Goals

Assuring unified action for multinational operations requires clear and effective command and control focused on common objectives, plans, and rules of engagement. Multinational commanders must have the authority from their government to achieve the multinational goals. Consensus and compromise are vital in multinational military operations characterized by commanders who retain their sovereignty and national interests.

Command Authority

The President of the United States retains command authority of U.S. forces involved in multinational operations. When prudent or advantageous, the President may agree to place U.S. forces under the control of foreign commanders to achieve specific military objectives. While under the command of foreign commanders, U.S. commanders maintain the right to report separately and directly to higher U.S. authority. If orders are considered illegal or outside the mandate of the mission the U.S. has agreed to, the U.S. commander will attempt to resolve the issue with the joint commander. The chain of command, from the President to the lowest ranking commander, remains intact under any circumstances.

Combined Command Structures

Formal alliances typically establish integrated command structures, with participation reflecting the composition of the alliance. Temporary coalitions formed to pursue specific, limited multinational operations generally rely on three types of command structure: • • •

Parallel Command Operations

Parallel Lead nation Combination

In a parallel command, participating countries retain command and control of their deployed forces. Unity of effort and unified action are effected through multinational coordinating councils at the level of the national commanders. Continued on next page

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Study Unit 2, Lesson 5

Command and Control, Continued

Lead Nation

In a lead nation command, nations subordinate their forces to the commander of the partner providing the preponderance of the forces and resources.

Combinations

Parallel and lead nation command structures may exist simultaneously in a multinational operation. This combination may occur when two or more partners control a number of participants.

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Study Unit 2, Lesson 5

Lesson 5 Exercise

Estimated Study Time

10 minutes

Directions

Complete items 1 through 4 by performing the action required. Check your answers against those listed at the end of this lesson.

Item 1

List the fourteen elements of the joint operational art.

Item 2

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

List the four unified command relationships. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Continued on next page

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Study Unit 2, Lesson 5

Lesson 5 Exercise, Continued

Item 3

List the four fundamentals of multinational operations. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Item 4

List the three types of combined command structures. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Continued on next page

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Study Unit 2, Lesson 5

Lesson 5 Exercise, Continued

Solutions

The table below lists the answers to the lesson exercise. If you have questions about these items, refer to the reference page. Item Number 1 • • • • • • • • • • • • • • 2 • • • • 3 • • • • 4 • • •

MCI Course 8201

Answer Synergy Simultaneity and Depth Anticipation Balance Leverage Timing and Tempo Operational Reach and Approach Forces and Functions Arranging Operations Centers of Gravity Direct Verses Indirect Decisive Points Culmination Termination Combat command Operational control Tactical control Support Respect Rapport Knowledge of partners Patience Parallel Lead nation Combination

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Study Unit 2, Lesson 5

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Study Unit 2, Lesson 5

STUDY UNIT 3 EVALUATING UNIT READINESS Overview

Estimated Study Time

1 hour, 45 minutes

Unit Scope

History has shown that Marines must be ready to deploy and fight at a moment’s notice as they did in Desert Storm. This ability to maintain such high levels of readiness sets us apart as a service. Our units train continually to specific standards to develop and maintain combat-ready Marines who can perform assigned tasks under combat conditions. As a senior SNCO in your unit, you are a key part of making sure your unit is ready. This study unit will discuss how the Marine Corps assesses unit readiness and some of the tools it uses to do so.

Learning Objectives

After completing this study unit, you should be able to

In This Study Unit

•

Identify inspections used to evaluate readiness.

•

Prepare a Marine for both personal and family readiness.

•

Coordinate the development of a training and evaluation plan.

•

Assess mission readiness.

•

Advise commanders on unit readiness.

This study unit contains the following lessons: Topic Lesson 1 Assessing Unit Readiness Lesson 2 Personal and Family Readiness Lesson 3 Mission Readiness

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Study Unit 3

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Study Unit 3

LESSON 1 ASSESSING UNIT READINESS Introduction Estimated Study Time

20 minutes

Lesson Scope

Maintaining unit readiness is the responsibility of all Marines. The Marine Corps assesses unit readiness in many ways using a variety of tools. It is important to know your unit’s mission—this knowledge will enable you to point your junior Marines in the right direction, thereby improving mission readiness and contributing to mission success

Learning Objectives

After completing this lesson, you should be able to •

Identify the basic principles for evaluation of unit readiness. These include the need for • • •

In This Lesson

Mission focus of inspections Mission Essential Task List Mission Performance Standards

•

Identify the fundamental goals of the Marine Corps Combat Readiness and Evaluation System.

•

Identify functions of the Inspector General Marine Corps (IGMC).

•

Identify functional areas evaluated during an IGMC inspection.

•

Identify Non-IGMC inspections that evaluate readiness.

This lesson contains the following topics. Topic Introduction Evaluating Readiness Through Inspection Inspector General Marine Corps (IGMC) Non-IGMC Inspections Lesson 1 Exercise

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See Page 3-3 3-4 3-7 3-9 3-10

Study Unit 3, Lesson 1

Evaluating Readiness Through Inspection

Purpose of Readiness Inspections

The fundamental purpose of an inspection is to assess and enhance the ability of a unit to prepare for and perform its assigned mission. The unit’s mission should be the focus of the inspection at all times.

Mission Focus of Inspections

A basic principle of unit readiness evaluation is that inspections • • •

Inspection Principles

At a minimum, senior commanders and inspectors must apply consistent standards based on official guidelines when conducting inspections. Inspectors should also be able to • • • •

Mission Essential Task List (METL)

Reinforce the importance of all aspects of unit readiness Evaluate the critical areas essential for mission performance Serve as a tool for commanders to assess their units and plan future training

Uphold the unit commander’s authority Be positive and provide a productive learning experience for all Marines Conduct a debrief that provides follow-up and resolution of problems that are beyond the ability of the inspected unit to solve Provide a written report that documents all findings

Another basic principle of unit readiness evaluation is to use a unit’s mission essential task list (METL), which is the compilation of tasks critical to combat mission accomplishment. The importance of the METL is that it provides the warfighting focus to a unit’s training program by providing the commander with a listing of tasks the unit must be able to perform in combat. Continued on next page

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Study Unit 3, Lesson 1

Evaluating Readiness Through Inspection, Continued

Preliminary Standards: Mission/Nonmission Capable

Mission Performance Standards (MPS)

Keeping the grading system within the overall parameters associated with the Marine Corps mission, the following grades shall be assigned to assess readiness: •

Mission Capable - The command/unit possesses and uses the requisite skills, equipment, personnel, and understanding to accomplish its assigned mission, tasks, and functions.

•

Non-Mission Capable - The command/unit does not possess or does not use the requisite skills, equipment, personnel, and understanding to accomplish its assigned mission, tasks, and functions.

Once your unit is found to be “mission capable,” the mission performance standards to satisfy combat requirements apply. MPS are mission-oriented, collective training standards that establish minimum acceptable operational performance criteria for each type of Marine Corps FMF unit and element. Mission performance standards are derived from the Mission Essential Task List (METL), which is developed using the Systems Approach to Training (SAT) process. Each MPS has five parts: •

Tasks - Each MPS will consist of two or more tasks.

•

Conditions – These describe the environment for performing each task.

•

Standards – These are detailed descriptions of the performance criteria for the successful completion of each task.

•

Evaluator Instructions – These are administrative instructions to aid in the evaluation of tasks.

•

Key Indicators – These are detailed explanations of performance criteria provided to assist the trainer/evaluator. Continued on next page

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Study Unit 3, Lesson 1

Evaluating Readiness Through Inspection, Continued

Marine Corps Combat Readiness and

Evaluation System (MCCRES)

The Marine Corps Combat Readiness and Evaluation System (MCCRES) provides timely and accurate determination of the combat readiness of FMF units. It uses the Systems Approach to Training (SAT) to develop a Mission Essential Task List (METL) and an evaluation system based on principles that establish Mission Performance Standards (MPS’s) to conduct a trend analysis of formal training needed to satisfy combat requirements. Compliance with the MCCRES program will be reviewed during a Commanding Generals Inspection (CGI).

MCCRES Mission Performance Standards

These MCCRES standards, establishing acceptable performance levels, include all mission areas that a particular type of unit may be called upon to perform in combat. MCCRES Mission Performance Standards (MPS’s) must reflect wartime missions, correspond to published doctrine, be objective, define the performance criterion that is desired, and be simple to use.

MCCRES Reporting System

The Commanding Generals (CG’s), MARFORPAC, MARFORLANT, and MARFORRES initiate and conduct formal Marine Corps Combat Readiness and Evaluation System (MCCRES) exercises to evaluate units such as a Marine Expeditionary Unit (MEU), Ground Combat Element (GCE), Aviation Combat Element (ACE), and Combat Service Support Element (CSSE). MCCRES report formats standardize the input and feedback from all MCCRES exercises.

Fundamental Goals of MCCRES

MCI Course 8201

The goals of MCCRES are to • • •

Conduct trend analysis on staffing, equipment, and formal training Revise and update MPS Present CMC with a readiness assessment of all units

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Study Unit 3, Lesson 1

Inspector General Marine Corps (IGMC)

Background

Inspections reinforce the importance of combat readiness, evaluate critical areas essential for mission accomplishment, and serve as a tool for commanders to assess their units. In 1988, the inspection concept and inspector responsibilities within the Marine Corps changed. Inspection authority and responsibility shifted to commanders. The IGMC, fulfilling the duties and responsibilities of the Deputy Naval Command, is now responsible for the performance of the mission and function of the Naval Inspector General as it applies to the Marine Corps.

Functions of the Inspector General of the Marine Corps (IGMC)

IGMC Inspection Schedules

Under the direction of the Secretary of the Navy (SECNAV) and the Commandant of the Marine Corps (CMC), the Inspector General of the Marine Corps (IGMC) will •

Coordinate, conduct, and evaluate inspections of Marine Corps programs that affect readiness for combat and non-combat missions.

•

Serve as the principal advisor to the CMC on all inspection matters.

•

Investigate matters such as allegations of inefficiency, misconduct, impropriety, mismanagement, or violations of law.

•

Hear request mast during inspections.

The IGMC inspects personnel and training •

Biennially (every other year) within the Unit Inspection Program (UIP).

•

Triennially (every third year) under the umbrella of the Command Inspection Program (CIP), the Commanding General’s Inspection Program (CGIP).

Note:

The unit’s assignment and location determine which inspection a unit will receive. Continued on next page

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Study Unit 3, Lesson 1

Inspector General Marine Corps (IGMC), Continued

Commanding General’s Inspection (CGI)

The biennial inspections of all subordinate units and personnel by the Commanding General promote economy, efficiency, effectiveness, and readiness.

Command Inspection Program (CIP)

The purpose of the triennial CIP is to assess the overall effectiveness of the Commanding General’s Inspection Program (CGIP). These inspections will be conducted on short notice.

Inspector General Unit Inspection Program (IGUIP)

The purpose of the IGUIP is to inspect those independent units/activities of the Marine Corps that are not in the operational or administrative chain of command of a Major Subordinate Commander (MSC).

IGMC Reporting System

Upon completion of a unit’s evaluation, the command inspector will submit an inspection report to the commander of the inspected unit, via the commanding general, within 30 days.

Automated Inspection Reporting System (AIRS) Checklists

The Automated Inspection Reporting System (AIRS) contains inspection checklists that are updated by the HQMC/MCCDC functional area sponsor and maintained by the Inspector General of the Marine Corps (IGMC). These checklists contain those areas that should be inspected in any one functional area and provide commands with the basic guidelines necessary to perform day-to-day administration and operation. Following are some key functional areas inspected: • • • • • • • • •

MCI Course 8201

Personnel Administration Logistics Personnel Training Medical and Dental Safety Security Environmental Compliance Intelligence

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Study Unit 3, Lesson 1

Non-IGMC Inspections

Examples

Other inspections/audits are considered non-IGMC inspections but they also contribute to the evaluation of unit readiness. Such inspections include • • • •

Field Supply Maintenance Analysis Office (FSMAO) Marine Corps Administrative Analysis Team (MCAAT) Assistance Visit Audit

Field Supply Maintenance Analysis Office (FSMAO)

The FSMAO team conducts a complete and comprehensive unit analysis of all matters pertaining to the management of the Marine Corps Supply and Maintenance Management program, including administrative procedures. FSMAO analyses are scheduled in 1, 2, and 3 year cycles.

Marine Corps Administrative Analysis Team

CMC established the MCAAT to evaluate the effectiveness of the Marine Corps Total Force System (MCTFS) and make recommendations concerning all associated field management procedures related to problem areas in personnel administration of pay and allowances for regular and reserve component units.

(MCAAT)

Assistance Visit

An assistance visit is an unofficial evaluation requested by the unit or directed by a senior commander. The results will be used exclusively for training unit personnel and will not be used to compare against past performances. The results will only be provided to the commander or the officer in charge of the visited unit.

Audit

An audit is an independent and objective examination of financial statements, internal controls, and/or the efficiency and effectiveness of management activities. Government audits are highly formalized reviews that must be performed in accordance with Generally Accepted Government Auditing Standards (GAGAS) and by professionally qualified auditors.

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3-9

Study Unit 3, Lesson 1

Lesson 1 Exercise

Estimated Study Time

10 minutes

Directions

Complete items 1 through 9 by performing the action required. Check your answers against those listed at the end of this lesson.

Item 1

Inspections are expected to a. b. c. d.

Item 2

A unit’s ____________ is the compilation of tasks critical to combat mission accomplishment. a. b. c. d.

Item 3

reinforce the importance of all aspects of unit readiness. prepare a unit for deployment. inform a commander of leadership negligence. identify financial requirements.

Mission Performance Standard (MPS) Task Analysis Worksheet (TAW) Mission Essential Task List (METL) Inspection Checklist

Principles that establish performance criteria for Marine Corps units to satisfy combat requirements are a. b. c. d.

Marine Corps standards. Mission Performance Standards (MPS’s). Goal oriented standards. Training standards. Continued on next page

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Study Unit 3, Lesson 1

Lesson 1 Exercise, Continued

Item 4

What is a fundamental goal of Marine Corps Combat Readiness and Evaluation System (MCCRES)? a. b. c. d.

Items 5 Through 8

To prepare a unit for combat To provide an insight of efficiency to all commanders To develop a training program To conduct a trend analysis of formal training

Matching: In the spaces provided, place the letter of the actions from column 2 that best represents the inspection program in column 1. The answers in column 2 will be only used once. Column 1

Column 2

Inspection Program

Functions

___ 5. ___ 6. ___ 7 ___ 8

a.

IGMC IGUIP CIP CGI

b. c. d.

Item 9

Inspects units not in chain of command of an MSC Assesses overall effectiveness of the CGIP Advises CMC on all inspection matters Inspects units and personnel biennially to promote economy, efficiency, effectiveness, and readiness

Which functional areas are evaluated during an IGMC inspection? a. b. c. d.

Personnel Administration and Hazardous Material Medical and Dental and Semper Fit Personnel and training Logistics and deployment procedures Continued on next page

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Study Unit 3, Lesson 1

Lesson 1 Exercise, Continued

Item 10

Which is evaluated during a (Non-IGMC) MCAAT inspection? a. b. c. d.

Marine Corps Total Force System (MCTFS) Supply and Maintenance Training Accounting procedures Continued on next page

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Study Unit 3, Lesson 1

Lesson 1 Exercise, Continued

Solutions

The table below provides the answers to the exercise items. If you have any questions, refer to the reference page listed for each item. Item Number 1 2 3 4 5 6 7 8 9 10

MCI Course 8201

Answer a c b d c a b d c a

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Study Unit 3, Lesson 1

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Study Unit 3, Lesson 1

LESSON 2 PERSONAL AND FAMILY READINESS Introduction

Estimated Study Time

15 minutes

Lesson Scope

The personal readiness of Marines is directly affected by the arrangements they have made for the care of their families when they must deploy. This lesson will identify procedures that are necessary to prepare a family for a Marine’s deployment. It will also address the functions of the Personal Services Branch and their role in family readiness.

Learning Objectives

After completing this lesson, you should be able to

In This Lesson

•

Define the Family Care Plan.

•

Identify the responsibility of the SNCO to the Marine when developing a Family Care Plan.

•

Identify the components of Family Care Plans.

•

Explain the objectives of the Marine Corps Community Services Personal Services Branch.

•

Identify the functions of the Personal Services Branch.

This lesson contains the following topics: Topic Introduction Family Care Plan Personal Services Branch (PSB) Lesson 2 Exercise

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Study Unit 3, Lesson 2

Family Care Plan

Information

The personal readiness of Marines is directly affected by the arrangements they make for the care of their families when they must deploy. The more thorough the family care plan, the easier it will be on Marines when they deploy.

Responsibility

Commanding officers of Marines of the regular component, reservists on active duty, and selected Marine Corps reservists have the primary responsibility to ensure that Marines have an up-to-date family care plan.

Definition

The family care plan is a document that outlines the person(s) who shall provide care for the Marine’s children, disabled, elderly, and/or other family member(s). Those persons are dependent on the Marine for financial, medical, or logistical support (housing, food, clothing, transportation) in the absence of the Marine due to military duty (training exercises, temporary duty, deployments, etc.)

Conditions

Marines in the following categories are solely responsible for initiating a family care plan with their command: •

Marines who are single parents.

•

Dual military couples with dependents, in which case both service members must have a plan.

•

Marines who assume sole responsibility for the care of children under the age of 19.

•

Marines with family members who are unable to care for themselves in the Marine’s absence.

•

Situations in which the Marine becomes solely responsible for the complete care of another family member who may or may not reside in the same household. Continued on next page

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Study Unit 3, Lesson 2

Family Care Plan, Continued

Guidance

Senior SNCOs are responsible for discussing and assisting their Marines in the following: •

Preparation of a thorough family care plan.

•

Informing Marines that failure to provide an adequate family care plan may subject the Marine to disciplinary action

•

Recommending to their Marines to seek assistance from the organizations listed below: • • •

Personal Services Branch (PSB)

Personal Services Branch (PSB). Legal Assistance Office. Child Development Programs.

Upon request from the commander, PSBs shall provide information and assistance in developing a family care plan. PSB directors shall ensure their staff have information that covers all aspects of deployment including • • • •

Stress management Financial arrangements Referrals Guidelines for selection of caregivers

Requirements for Family Care Plans

Each military child-development center and command-approved family childcare home shall keep a copy of the family care plan for each child who is enrolled on a regular basis, whose sponsor is on active duty, and who is required to have a family care plan.

CMC’s Responsibility

CMC verifies that family care plans are included in the inspection process during the conduct of inspections. The Family Programs Branch ensures PSBs are providing appropriate assistance to commanders and individuals. Continued on next page

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Study Unit 3, Lesson 2

Family Care Plan, Continued

Family Care Plan Components

Family care plans shall include provisions for short and long term absences. The following is a list of recommended contingencies to be included in the plan. • • • • •

MCI Course 8201

Designation of caregiver Legal • Wills • Power of Attorney Financial • Allotments for care of dependents • Bank accounts/access/arrangements Logistical • Movement/transportation arrangements • Family contact Personal Services Branch • Assistance provided • Family Advocacy assistance

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Study Unit 3, Lesson 2

Personal Services Branch (PSB)

Purpose of Personal Services Branch

Personal Services Branches were established to help families meet the challenge of the military way of life. The ever-changing demographics of the Marine Corps necessitates a review of the role of PSB to better support the commander in the accomplishment of the mission. PSBs are known for providing a myriad of programs to the Marine family.

History

The PSB program was established in 1980 to improve morale, improve retention, and ensure combat readiness. With the introduction of the Family Advocacy Program, PSBs began to respond to numerous inquiries each year on topics ranging from food stamps to child abuse.

Objectives

The PSB supports unit commanders by providing information, aid, and guidance to Marines and their families. The PSB will • • • • •

Locations

Serve as the focal point for family concerns in the military community. Develop needed services not currently available within existing support programs. Provide the opportunity for Marines and their families to achieve a more satisfying quality of life. Operate the Family Advocacy Program. Operate the Employment Resource Center.

PSBs are located at each major command. The following locations have established a PSB: MCAS Cherry Point, NC MCAS MCAS Beaufort, SC MCAS Iwakuni, Japan MCAS Yuma, AZ MCAS Kaneohe Bay HI MCAS New River, NC MCAGCC Twentynine Palms, CA Henderson Hall, Arlington, VA

MCB Camp Lejuene, NC MCB Camp Pendleton, CA MCB Camp Butler, Okinawa, Japan MCCDC Quantico, VA MCLB Albany, GA MCLB Barstow, CA MCRD San Diego, CA

Continued on next page

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Study Unit 3, Lesson 2

Personal Services Branch (PSB), Continued

Functions of the PSB

The PSB supports commanders and provides help to the families. Assistance is also provided in the following areas: • • • • • • • • • • •

Information & Referral Relocation Assistance Program Personal Financial Management Child Development Services New Parent Support Program Life-Long Learning Center Career Resource Management Center Volunteer Program Substance Abuse Counseling Center Intervention & Treatment/Education & Prevention Programs Exceptional Family Member Program

Twenty-Four Hour Answering Machine

The PSB offers a critical service to Marines and their families. To make information on these services more readily available, a 24-hour telephone answering service will be available at each PSB. This allows the PSB to make information more accessible and allow families to leave messages during off-duty hours.

Mobilization

The PSB is an effective agency for many Marine reservists and their families during traumatic times, especially during mobilization. It is in the best interest of the Marine Corps to integrate the Reserves into the fabric of the corps before mobilization. The services offered by the PSB can ease this integration.

Family Assistance Teams (FAMTM)

Upon mobilization, the FAMTM will be activated to help families with the transition from reserve to active duty status. The FAMTM will work closely with the PSB to ensure that families are cared for during mobilization. The PSB will support family assistance requirements of the FAMTM.

MCI Course 8201

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Study Unit 3, Lesson 2

Lesson 2 Exercise

Estimated Study Time

10 minutes

Directions

Complete items 1 through 5 by performing the action required. Check your answers against the correct answers at the end of this lesson. If you have any questions, refer to the reference page listed for each item.

Item 1

What is a family care plan? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Item 2

Which of the following is a responsibility of the SNCO to the Marine when developing a family care plan? a. Informing a Marine that failure to provide an adequate plan will result in disciplinary action b. Allowing a Marine adequate time to prepare a plan c. Identifying discrepancies within a plan d. Preparing the plan for the Marine

Item 3

Which of the following components should be included in a family care plan? a. b. c. d.

Legal, dental, financial provisions Financial, shopping limitations, logistics provisions Family advocacy assistance, legal, financial arrangements Credit card procedures, logistics provisions, personal services branch (PSB) facilities Continued on next page

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Study Unit 3, Lesson 2

Lesson 2 Exercise, Continued

Item 4

Serving as the focal point for family concerns in the military community is the objective of the a. b. c. d.

Item 5

commanding officer. personal services branch. childcare center. legal office.

Which of the following are functions of the personal services branch? a. b. c. d.

Family advocacy, relocation assistance, will preparation Medical counseling, employment resource, special needs program Financial counseling, tutoring, personal best program Information and referral, career resource management, personal financial management Continued on next page

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Study Unit 3, Lesson 2

Lesson 2 Exercise, Continued

Solutions

The table below provides the answers to the exercise items. If you have any questions, refer to the reference page listed for each item. Item Number Answer 1 A family care plan is a document that outlines who shall provide care for the Marine’s children, disabled, elderly and/or other family member(s) dependent on the Marine for financial, medical, or logistical support in the absence of the Marine due to military duty (training exercises, temporary duty, deployments, etc.) 2 a 3 c 4 b 5 d

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Study Unit 3, Lesson 2

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Study Unit 3, Lesson 2

LESSON 3 MISSION READINESS Introduction

Estimated Study Time

40 minutes

Lesson Scope

Unit readiness includes more than personal/family and training readiness. By including an assessment of mission capabilities, you will be able to admit to a unit’s weaknesses and strengths to help prepare for combat.

Learning Objectives

After completing this lesson, you should be able to •

Identify the unit commander’s roles in maintaining unit readiness.

•

Identify administrative requirements when analyzing readiness.

•

State the primary billet responsible for monitoring maintenance management.

•

Identify the categories of equipment readiness.

•

Identify how the METL is developed.

•

Identify the different training standards.

•

Identify the primary techniques for evaluating training performances. Continued on next page

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Study Unit 3, Lesson 3

Introduction, Continued

In This Lesson

This lesson contains the following topics: Topic Introduction Commander’s Guidance Administrative Analysis Equipment Readiness Training and Evaluation Lesson 3 Exercise

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Study Unit 3, Lesson 3

Commander’s Guidance

Training Role Delegated by the Commandant of the Marine Corps

The Commandant of the Marine Corps tasks different inspecting organizations to provide timely and accurate determination of the combat readiness of the operating forces. In January of 1985, the Deputy Chief of Staff for Training, HQMC was given the responsibility for establishing training standards for mission performance, for identifying deficiencies in unit readiness, and for formulating training plans to increase combat readiness.

Unit Commander’s Role in Readiness

Commanders at all levels are responsible for training their unit and for maintaining and/or improving its readiness. To meet specific needs, commanders develop overall unit training programs based on the best combination of available resources, materials, guidance, and time. Commanders must • • • • • • •

Provide clear commander’s intent/guidance throughout the process. Identify training objectives clearly. Plan training events and activities. Arrange for support. Ensure that the resources needed to conduct training are available. Supervise and evaluate individual and unit proficiency. Supervise and evaluate training sessions, instructional quality, and Unit Training Management (UTM) procedures.

Subordinate Leaders’ Training Programs

These leaders are responsible for training Marines under their command. Battalion, squadron, and company-level training is best planned and conducted by the leadership at each respective level. Therefore, higher-level commanders must coach and critique subordinate commanders to help them achieve their training objectives.

SNCO Training Responsibility

Staff Non Commissioned officers (SNCOs) are the key trainers. They must be trained as leaders of Marines and possess the requisite skills to train others. SNCOs will primarily conduct individual training and integrate individual training requirements of Marines under their supervision into the unit-training plan. Continued on next page

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Study Unit 3, Lesson 3

Commander’s Guidance, Continued

Receiving Guidance

Commanders convey information and instructions to subordinate units of their command via combat plans and orders. SNCOs and officers are required to carry out the commander’s orders in preparing the unit for the mission. Combat plans and orders are classified as • •

Operation Plan

Operation plans Operation orders

An operation plan is the basis for preparing a unit for a specific mission or missions. An operation plan usually based on stated assumptions, provides the plan for operations extending over considerable space and time. An operation plan may cover a single operation or a series of connected operations carried out simultaneously or sequentially. Although an operation plan may be effective immediately for planning purposes or for specified preparatory action, it is not executed until the commander directs its execution in a separate order of execution or until specified conditions exist. Note:

MCI Course 8201

When a commander directs its execution, an operation plan becomes an operation order.

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Study Unit 3, Lesson 3

Administrative Analysis

Mission Defined

Once the mission has been defined, the readiness status of the unit must be analyzed. To better prepare a command for the mission, it is necessary to evaluate personnel and specific requirements.

Table of Organization T/O

The table of organization (T/O) is the basic, time-sensitive document which prescribes the mission, structure, and description in billet line detail, of the composition of every Marine unit. A five digit alphanumeric code and an effective date describe each T/O. The T/O must be reviewed to ensure staffing goals are met.

Personnel Gains/Losses

Using a personnel roster, a list of personnel inbound/outbound, and local SOP, the adjutant is responsible for reviewing the T/O for staffing of personnel to ensure personnel are properly joined, dropped, or transferred.

Recall Procedures

A recall roster must be maintained and checked frequently to ensure accuracy. The following information, at least, should be included on the roster: • • • • •

Individual and Family Preparedness

Name Address Phone number(s) (home, work, cell) Name of spouse Name of children

A SNCOs responsibility is to ensure that subordinates have prepared themselves as well as their families for deployment. A family care plan is essential to provide up-to-date information that is useful to the family member and provides a basis to the commander for evaluation. Continued on next page

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Study Unit 3, Lesson 3

Administrative Analysis, Continued

Medical and Dental Reports

A unit’s medical and dental preparedness must be evaluated before deployment. Medical records should be checked to see if immunizations and physicals are up-to-date. A physical should be conducted every 5 years. The dental unit readiness shall be at least 85 percent (defined as classes 1 and 2) for all units.

Deployment Checklist for Individual Marines

MCI Course 8201

A deployment checklist is a detailed roster that prepares the Marine for an assignment. This checklist is used to evaluate the Marine’s readiness status. Many units will maintain a sample of a deployment checklist in their Standing Operating Procedures (SOPs) that will contain at least the following required elements. •

Completed Record of Emergency Data (RED)

•

SRB, health and dental records indicating that the Marine is medically and dentally qualified

•

Prepared will and Power Of Attorney (POA)

•

Record of counseling concerning family member travel

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Study Unit 3, Lesson 3

Equipment Readiness

Commander’s Responsibility

Command is the single most important element of maintenance and equipment readiness. While commanders cannot be expected to possess the expertise of technicians or mechanics, they must demonstrate genuine interest in and enthusiasm for their respective unit’s maintenance efforts. Commanders at all levels will assign a maintenance management officer (MMO) in writing when their command is authorized second echelon or higher maintenance for more than one commodity area.

Maintenance Management Officer (MMO)

The commander and staff, mainly the MMO, influences the distribution of maintenance resources through budget submissions, table of organization (T/O) revisions, and table of equipment (T/E) changes. The emphasis at the unit level is on internal distribution and efficient use of resources.

Maintenance Resources

Maintenance resources are time, personnel, repair parts, tools and support equipment, facilities, publications, and funds. The authority to hold and use resources is contained in the table of organization (T/O) and table of equipment (T/E).

Unit’s Table of Organization (T/O)

The unit’s T/O indicates the maintenance authority based on the capabilities, personnel, rated equipment, and careful consideration of the unit’s wartime mission. The unit’s T/O logistical capabilities statement determines the personnel skills and equipment the unit requires.

Table of Equipment (T/E)

The T/E is a list of equipment the unit is authorized and required to possess and maintain to accomplish its mission. Equipment needed to fill deficiencies is procured through supply. Continued on next page

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Study Unit 3, Lesson 3

Equipment Readiness, Continued

Maintenance Procedures

Equipment Readiness Defined

Equipment will be inducted into the maintenance cycle mainly for preventive maintenance checks and services (PMCS) or corrective maintenance (CM). •

PMCS- These checks are conducted daily, monthly, quarterly, semiannually, annually, and biennially. The objective of PMCS is to reduce CM.

•

CM- Corrective maintenance consists of all maintenance actions performed because of failure to restore equipment to a specific condition. During this time, it will be determined if the equipment is readiness reportable.

Equipment readiness relates the condition of the material resources allocated to a command. It is a measure of a command’s readiness or ability to perform its mission. Equipment readiness may be maintained by either replacing unserviceable materiel or restoring unserviceable materiel to a serviceable condition. Equipment readiness is broken into two categories • •

Reportable Principal End Items (PEIs)

Reportable Principal End Items (PEIs) Mission-Essential Equipment (Pacing)

Reportable PEI’s are those PEI’s that have been nominated by Marine Forces or supporting commands to monitor readiness. These items have been designated as “combat essential” and are 85 percent fielded within the operating forces. A listing of this equipment is published annually in Marine Corps Bulletin 3000.

Mission Essential Equipment (Pacing)

Pacing items are items of equipment whose availability is essential and crucial for the execution of the mission of the unit. Although current directives establish what equipment is mission-essential, force commanders make the final recommendation as to whether this equipment or other items are mission-essential for their command. Continued on next page

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Study Unit 3, Lesson 3

Equipment Readiness, Continued

ATLASS/ MIMMS

Marine Corps Asset Tracking Logistics and Supply System (ATLASS) and Maintenance Integrated Maintenance Management System (MIMMS) are automated information systems. These systems are used to track the maintenance efforts of Marine Corps equipment.

Marine Corps Ground Equipment Resource Reporting (MCGERR)

MCGERR is a subsystem of ATLASS and MIMMS. MCGERR retrieves, integrates, and processes the unit’s provided data to reflect the status of selected ground equipment authorized and possessed by reporting units.

Status of Resources and Training System (SORTS)

All Marine Force (MARFOR) units will track ground equipment status. MCGERR data is used for SORTS reporting. SORTS is an internal management tool for use by the services and Joint Chiefs of Staff (JCS), to indicate, at a selected time • • •

Command Responsibility

MCI Course 8201

The status of a unit’s personnel resources The amount and condition of equipment relative to its prescribed mission requirements The level of unit training relative to service standards.

It is the responsibility of the commander, commodity managers, and the MMO to analyze the command’s readiness status and quickly correct problem areas. In addition, an assessment of upcoming maintenance requirements will help prepare a unit for any future mission requirements.

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Study Unit 3, Lesson 3

Training and Evaluation

Unit Training Management (UTM)

Training is an integral part of the Marine Corps’ preparation for going anywhere, taking on an adversary, and winning. Unit training management (UTM) results from the application of the systems approach to training (SAT) and Marine Corps training principles to maximize training results and to focus the unit’s training requirements on the wartime mission.

Systems Approach to Training (SAT)

SAT is a logical process for effectively and efficiently determining what, where, when, and how tasks should be taught. It consists of the five interrelated phases: analysis, design, development, implementation, and evaluation. Its most important product is the unit’s mission essential task list (METL).

Development of the METL

The following fundamentals apply to METL development:

Planning Process

•

Unit Training Management guides commanders in the development of the METL.

•

The METL is derived from the organization’s T/O mission statement, doctrinal employment, combat missions, and other related tasks.

•

The METL is an unconstrained statement of the tasks required to accomplish combat missions.

•

Each organization’s METL must support and complement higher headquarters’ METLs.

•

The availability of resources does not affect METL development.

Planning is a centralized process in that the commander, the staff, subordinate commanders, and experienced SNCOs produce the training plan. The planning process results in METL-based training at all levels within a unit. Continued on next page

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Study Unit 3, Lesson 3

Training and Evaluation, Continued

METL and Training Assessment

Assessment of Training Proficiency

The commander provides two principal inputs at the start of the planning process: •

METL-The METL is the focus for effective and efficient training. A commander sets training priorities and allocates resources based on how well the unit executes its METL tasks and the related collective and individual tasks drawn from MCCRES volumes, training and readiness manuals, mission requirements, and individual and collective standards.

•

Training Assessment-A training assessment compares the unit’s current level of proficiency with the desired level of warfighting proficiency.

The following steps must be taken during the assessment of a unit’s training proficiency: • • • •

Training Standards

Identify unit missions and requirements Determine individual and collective proficiency Establish training priorities Prepare a long-, mid-, and short-range training plans

Training standards provide the baseline for commanders to determine deficiencies and strengths, to conduct training, and to evaluate the results of training. They are a product of the SAT process and are expressed as • •

Individual training standards Collective training standards

Individual Training Standards (ITSs)

Individual training standards (ITSs) establish specific performance objectives based on a Marine’s military occupational specialty (MOS). All Marines must acquire the skills and knowledge they need to execute their MOS. Repetitive practice sustains individual skills.

Collective Training Standards

Collective training standards are the mission performance standards (MPSs) of the MCCRES. The primary purpose of collective training is to develop units that can accomplish their combat missions. Continued on next page

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Study Unit 3, Lesson 3

Training and Evaluation, Continued

Formal Training Requirements

Not only are Marines required to maintain individual and collective standards, they are required to maintain formal training requirements as well. The table below lists some training requirements in the Marine Corps and their respective time requirements. Training Requirement Marksmanship Physical Fitness Physical Fitness Test Marine Corps Common Skills (MCCS) Combat water Survival Training (Swimmer’s ability determines requalification times)

Nuclear, Biological, and Chemical

Time Requirement annually 3 times per week semiannually command directed CWS4 every year CWS3 every 2 years CWS2 every 3 years CWS1 every 4 years WSQ every 6 years 6 hours annually

Marine Corps Training, Exercise, and Employment Plan (MCTEEP)

MCTEEP provides the Marine Corps with a standard scheduling/planning tool. MCTEEP software is designed to be a management tool that is capable of identifying unit, personnel, and resource conflicts before the execution of training exercises, deployments, or actual contingency operations. It standardizes training, exercise, and employment plan formats throughout the Marine Corps.

Evaluation of Training

Evaluations help determine if the training program is meeting its training goals. The evaluation phase measures the efficiency and effectiveness of the training program. Training effectiveness is determined by how well Marines meet or exceed the established training standards. Training efficiency is determined by how well the trainer uses available resources to train Marines.

Primary Techniques for Evaluating Training Performances

There are four primary techniques for evaluating training performances: • • • •

Post training checks Sampling On-the-job observation Evaluation by higher headquarter Continued on next page

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Study Unit 3, Lesson 3

Training and Evaluation, Continued Post Training Checks

They are the evaluations of training effectiveness. They also assess the need for sustainment training.

Sampling

Sampling determines if Marines and units can still perform specific tasks to standard. Marines are given minimal notice so that they cannot prepare in advance.

On-the-Job Observations

Leaders can conduct performance evaluations by watching Marines perform their daily tasks. Leaders then compare the results of the Marines’ work to the standards

Evaluation by Higher Headquarters

The chain of command conducts several kinds of performance evaluations at regular intervals. These evaluations include:

Evaluation Results

•

Marine Corps Common Skills (MCCS), which tests Marines on, selected common tasks.

•

Internal/external MCCRES evaluations. Internal MCCRES evaluations identify weaknesses. Higher headquarters evaluates the ability of subordinate units to demonstrate selected tasks by conducting external MCCRES evaluations.

After the evaluation, evaluators provide their findings and recommendations to the evaluated unit commander and to others in the chain of command. Leaders use evaluation results to determine the strengths and weaknesses of their Marines and subordinate units. During training meetings, they recommend future training based on this information.

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Study Unit 3, Lesson 3

Lesson 3 Exercise

Estimated Study Time

10 minutes

Directions

Complete items 1 through 7 by performing the action required. Check your answers against those listed at the end of this lesson.

Item 1

Identifying training objectives clearly, arranging for support, supervising, and evaluating individual and unit proficiency are roles of the a. b. c. d.

Item 2

maintenance management officer. staff noncommissioned officer. unit commander. Marine in charge of training.

An administrative requirement for analyzing readiness is the T/O because it a. is a document which prescribes the mission, structure, and description of a unit. b. lists all Marines by name, SSN, and MOS. c. identifies the weaknesses of each unit. d. stands alone as a document that identifies the mission.

Item 3

The primary billet responsible for monitoring maintenance management is the a. b. c. d.

commodity manager. maintenance management officer. training officer. inspecting officer. Continued on next page

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Study Unit 3, Lesson 3

Lesson 3 Exercise, Continued

Item 4

What are the two categories of equipment readiness? a. b. c. d.

Item 5

Mission capable, non mission capable Components, end items Ready equipment, non ready equipment Reportable PEIs, mission essential equipment

1. The METL is derived from the organizations T/O mission statement, doctrinal employment, combat missions, and other related tasks. 2. Unit Training Management guides commanders in the development of the METL. Each organization’s METL must support and complement higher headquarters’ METL. 3. Unit Training Management guides commanders in the development of the METL. 4. The METL states whether a unit is ready for war or not. From the list above, which fundamentals apply to METL development? a. b. c. d.

Item 6

1, 3, and 4 2, 3, and 4 1, 2, and 3 3 and 4

Individual training standards establish specific performance objectives based on a Marine’s a. b. c. d.

line number. military occupational specialty (MOS). billet requirements. training assessment. Continued on next page

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Study Unit 3, Lesson 3

Lesson 3 Exercise, Continued

Item 7

MCCRES evaluations are used during which technique when evaluating training performances? a. b. c. d.

Post training checks Sampling On-the-job observation Evaluation by higher headquarters Continued on next page

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Study Unit 3, Lesson 3

Lesson 3 Exercise, Continued

Solutions

The table below provides the correct answers to the exercise items. If you have any questions, refer to the reference page listed for each item. Item Number 1 2 3 4 5 6 7

MCI Course 8201

Answer c a b d c b d

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Reference 3-27 3-29 3-31 3-32 3-34 3-35 3-37

Study Unit 3, Lesson 3

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Study Unit 3, Lesson 3

STUDY UNIT 4 ADVISING MARINES ON FINANCIAL PLANNING Overview

Estimated Study Time

1 hour, 25 minutes

Unit Scope

To advise Marines on their finances, you need to have the tools and knowledge necessary to do so. This study unit is designed to give you, the leader, information to advise Marines on financial planning with confidence.

Learning Objectives

After completing this study unit, you should be able to identify processes and terminology for advising Marines to establish short-, medium-, and long-term financial goals.

Unit Content

This study unit contains the following lessons. Topic Lesson 1 Financial Plans Lesson 2 Types of Investments Lesson 3 Retirement Financing

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See Page 4-3 4-25 4-57

Study Unit 4

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Study Unit 4

LESSON 1 FINANCIAL PLANS Introduction

Estimated Study Time

20 minutes

Lesson Scope

Most Marines are familiar with what is involved in getting ready for deployment. We have goals and objectives to prepare our unit for an assigned mission and often a pre-deployment checklist helps guide us. But what about our personal financial life? Where is the checklist? Unfortunately, there is no checklist. Before you can start investing, you need to evaluate your financial status and establish a financial plan.

Learning Objectives

After completing this lesson, you should be able to •

Identify the steps to calculate net worth.

•

Identify short-, medium-, and long-term financial goals.

•

Identify the information necessary to set up a budget.

•

State the purpose of the financial pyramid. Continued on next page

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Study Unit 4, Lesson 1

Introduction, Continued

In This Lesson

This lesson contains the following topics. Topic Introduction Calculating Net Worth Financial Goals Using Financial Goals Setting Up a Budget Financial Pyramid Lesson 1 Exercise

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See Page 4-3 4-5 4-6 4-8 4-10 4-14 4-21

Study Unit 4, Lesson 1

Calculating Net Worth

Definition

Before you can advise Marines on financial planning, you need to know how to calculate their net worth. Calculating net worth can be very easy, provided all of the necessary information is readily available. Your net worth is the total value of what you have (assets) minus the total amount you are obligated to pay (liabilities). Determining the net worth, provides you with a snapshot of the Marine’s current financial condition. Net worth = assets-liabilities

Worksheet

The following table is a net worth calculation worksheet. Use the table to determine your net worth. Fill in relevant data as it is gathered and write in calculations and/or decisions directly on the sheet itself. Step 1

2

3

4 5

MCI Course 8201

Action List the current value of all your fixed assets, such as real estate and automobiles. Subtract any money that you owe on these assets, such as your mortgage or car loan. List all of your liquid assets: cash, certificates of deposit, stocks, bonds, and bank accounts. List the current value of all your jewelry, furniture, and household items. Add lines 1, 2, and 3. These are your total assets. Subtract all of your debts (except those you already subtracted in step 1) such as credit cards and personal and student loans from your total assets. The result is your net worth.

4-5

Calculation $

$

$

$ $

Study Unit 4, Lesson 1

Financial Goals

Priorities

Goals are anything we want to achieve. After establishing a budget, all Marines need to prioritize their financial goals. Your financial goals should be realistic and fall in one of these three categories: • • •

Short-Term

Short-term goals Mid-term goals Long-term goals

Short-term financial goals are the building blocks for attaining long-term and mid-term financial security. Short-term goals are the small steps taken that will eventually lead you to the long-term objective. Three critical short-term financial goals are to • • •

Mid-Term

Obtain employment – get an income Establish a budget – determine your expenses Plan to save money – savings are key to financial planning

Once you have obtained the three basic short-term goals, you can strive to reach mid-term financial goals. Mid-term financial goals include • • • •

Saving for emergencies Purchasing major necessary items (an automobile, major appliances, etc.) or luxury or non-essential items (jewelry, new television, stereo, etc.) Taking a trip or vacation Paying down your debt

In addition, mid-term goals are the means by which you strive to reach longterm goals: • • •

Establish credit – so you can purchase necessary items and manage financial budget (buy now, pay later) Invest to increase savings through stocks, mutual funds, and individual retirement accounts Purchase insurance to prepare for emergencies and care for your loved ones in the event of your death Continued on next page

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Study Unit 4, Lesson 1

Financial Goals, Continued

Long-Term

Long-term financial goals are things you hope to achieve in the future. Some long-term financial objectives are to • • • • •

MCI Course 8201

Purchase a home or pay off your mortgage Purchase a new car, boat, etc. Establish a business Pay for college (for yourself or your children) Plan for an active retirement

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Study Unit 4, Lesson 1

Using Financial Goals

Work Backwards

Suppose your long-term objective were to buy a house. What steps would you take to reach that goal? That is, what would be your short-term objectives? One way to uncover these short-term goals is to work backwards. Thinking backwards in terms of time, what do you need to consider? These become your short-term goals. The table below is an example of working backward from the long-term objective of buying a house to the short-term objective of enrolling in courses or training. Stage 1 2 3 4

5

Plan

Description You would need savings (a healthy bank account) to buy a house. How would you get a healthy bank account? You would have to get a steady job with a steady income. How would you get a steady job with a steady income? You would have to get education/training/certification/skills. What is the first step toward getting qualified? Take a realistic look at your abilities and background with a career planner. After you evaluated your abilities and background against careers, what would be your next step? Obtain education by enrolling in courses or training.

You do not need a crystal ball to plan for your future. You must always be guided by your plans and be prepared to adjust. Take time to figure out the details as much as possible. Whenever you do not have enough money, extend your timeframe for obtaining a goal.

Commit

Once you have made realistic plans, commit yourself to fulfilling them. Your commitment is directly related to the degree of success that you will have reaching your goals. Determination is the edge you need to succeed! Continued on next page

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Study Unit 4, Lesson 1

Using Financial Goals, Continued

Review

Financial planning is an on-going process. You should review your income, expenditures, and short-, mid-, and long-term goals frequently. Your life situation affects your financial planning. Review your financial plans when you experience a life-changing event such as • • • • • •

Changing jobs Promotions Attending college Getting married Having a child Inheriting substantial sums of money or items of value

Remember, your goals can be achieved if you plan, commit, review, and adjust. But without a financial plan, you are trusting luck to provide for your future and success.

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Study Unit 4, Lesson 1

Setting Up a Budget

Definition

A budget is a master plan for sound financial management. Your budget helps you set goals for spending and saving your money. Budgeting actually brings you face-to-face with reality and makes you think about alternatives in spending.

Budget Worksheet

A budget worksheet lists •

•

•

Net income. • List all monthly sources of income. • Be sure to use your net pay (income minus social security, taxes, etc.) • Do not use gross pay. Fixed expenses. • List those expenses that are the same or almost the same every month (rent, utilities, car payments, insurance, etc.). • Not paying these bills would cause legal problems. Variable expenses. • List those expenses that vary from month to month (food, clothing, travel, entertainment, etc.). • Variable expenses allow you to make changes that will balance your budget. Continued on next page

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Study Unit 4, Lesson 1

Setting Up a Budget, Continued

Sample Budget Worksheet

A sample budget worksheet is presented below. Category Net Income

Fixed Expenses • Rent/mortgage • Utilities • Gas • Electric • Water • Telephone • Automobile payment • Furniture/appliance • Other (identify and list separately) Cable TV Variable Expenses

• Food • Auto expenses • Clothing • Other necessities • Entertainment • Savings • Unexpected expenses (Any category not listed)

Monetary Record Total Record the total of all sources of income $ minus social security, taxes, etc. to get the total net income Record the amount you spend each $1,096 month on each item. Add them together to get your total monthly fixed expenses. $525 $34 $101 $18 $45 $310 $38 $25

Record the amount you spend each week $799 on each item. Add everything together to get your total monthly variable expenses. Week Week Week Week Monthly 1 2 3 4 Total $75 $48 $43 $39 $205 $21 $30 $29 $25 $105 $49 $12 $21 $16 $98 $28 $12 $37 $23 $100 $25 $10 $16 $40 $91 $100 $100 $200

Continued on next page

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Study Unit 4, Lesson 1

Setting Up a Budget, Continued

Determining Expenditure Percentage of Income

Use the following table to determine the percentage of income you are spending on each expense category. To compute the percentage, divide the amount spent on that item by your net income. Monthly Expenditure

Computation Percentage of Income (Total amount spent divided by net income)

Clothing Food (Groceries and eating out) Housing (Rent/mortgage, utilities, telephone) Medical Savings/Investment Transportation (Automobile payment, gas, maintenance) Other

Expenditure Percentages Per Person

The following expenditure table shows the average percentage of income that is typically spent for one person on each item. Expenditure

Percentage of Income 5% 15% 30% 5% 5% to 10% 15% to 20% 15%

Clothing Food Housing Medical Savings/Investment Transportation Other

Comparison

Compare the percentages you spend with the average percentages to see where you might be overspending and where you can cut back to add to your savings. Continued on next page

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Study Unit 4, Lesson 1

Setting Up a Budget, Continued

Accurate Records

Part of planning your budget is to get realistic figures for your budget. The key to proper budgeting is keeping complete and accurate records that consider all known foreseeable expenses and tracking expenditures. You can identify your monthly expenses by keeping an accurate record of your income and expenses for at least three consecutive months.

Evaluate Financial Goals

MCI Course 8201

Once you have evaluated your financial situation and established your financial goals, you can adjust your budget and spending habits to allow you to achieve your set goals. Continue to track your spending to ensure you stick to your budget as closely as possible.

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Study Unit 4, Lesson 1

Financial Pyramid

Definition

A financial pyramid (shown below) is a way to evaluate where an individual stands in achieving short-, mid-, and long-range financial security. Understanding the financial planning pyramid and at what level in the pyramid you are functioning is the place to start. Look at the diagram and determine at what level you are working. You must begin by building a strong financial base before you get to the top.

Long-term

Investments

Mid-term

Emergency/ Liquidity Fund

Short-term

Risk Management (such as insurance)

Will

Continued on next page

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Study Unit 4, Lesson 1

Financial Pyramid, Continued

Will

A will directs how you want to distribute your assets. This legal document— when prepared, witnessed, and signed—makes sure that the courts will respect your wishes. If you are on active duty and are going on or have gone on a deployment, you have probably prepared a will. Your will is particularly important if you have children since you certainly want to decide who will become their guardian if something should happen to both parents. Your will also determines who gets the assets that are in your name alone. However, be aware that any assets that you own jointly (most likely your house and possibly mutual funds) or that have beneficiaries (for example, individual retirement accounts [IRAs], life insurance, etc.) do not always pass on to your heirs according to your will. Instead, the state in which you had your principal residence at the time of your death may determine how your assets will be distributed.

Risk Management

To protect your financial resources, you must recognize and reduce the financial risks in your life. To do this you need to understand what risks you are exposed to and how they might impact your resources. You will also need to learn how to manage those risks. The important concept to understand in risk management is that you always obtain insurance against the major financial risks in your life. The corollary to this rule is to “self insure” for the minor risks in your life. Continued on next page

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Study Unit 4, Lesson 1

Financial Pyramid, Continued

Preparing for Financial Disaster

Risk is a part of life, especially in the military. We all face potential financial loss from death, disability, illness, accident, injury, fire, or negligence. We face property losses due to theft or vandalism. Risk cannot be totally avoided or compensated for financially, but an adequate, effective program of risk management can reduce the impact of a financial disaster. Creating such a program requires you to • • • •

Major Risk

Accept the need for managing risk Identify potential risk exposures Recognize the alternatives to managing risk—that is gambling with disaster Establish and maintain an appropriate risk management program by insuring against risk

A major risk is defined as one that could seriously affect you or your survivor’s financial position. For most of us, that means the cost of a major health problem, loss of a $15,000 car, death of a primary wage earner, etc. The major risks in your financial life are normally covered through health, disability, automobile, homeowners (or renters), liability, long-term care (nursing home), and life insurance. Some insurance you purchase privately, while your employer may provide others. For active duty Marines, your military benefits provide all but automobile, homeowners, and long-term care insurance.

Minor Risk

Although everyone must decide for themselves what their minor risk threshold is, risk includes periodic expenses that can occur such as a repair on an appliance, automobile, or other piece of equipment. Risk management theory instructs that if you have your financial life in order, you should be “self-insured” for these minor risks. These risks will not “wipe you out” financially. Minor risks should be easily handled by your emergency/liquidity fund. Continued on next page

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Study Unit 4, Lesson 1

Financial Pyramid, Continued

Relative Value of Risk

Since you cannot prevent all risks, you need to determine how likely it is that a major disaster might occur and how badly it could hurt you. This is more important than how frequently something might occur. As the relative value of risk increases, the expense it would cause you increases as well. Use the following formula to determine the relative value of risk: Relative value of risk = Dollar amount of risk Net worth

Example

Should the Davis family protect their home against the risk of fire? The house is valued at $120,000, and the family’s net worth is $145,000. (Net worth is the current market value of what the family owns minus their total debts.) Relative value of risk = $120,000 = 83 or 83 percent $145,000 If the Davis’ house burned down, 83 percent of their financial resources would be destroyed. We can see that they should insure against this loss. Since the chances of a house fire occurring are high for everyone, your family should carry fire insurance on its home. In fact, all mortgage companies require it. Continued on next page

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Study Unit 4, Lesson 1

Financial Pyramid, Continued

Emergency/ Liquidity Fund

The emergency/liquidity fund is the third level up on the financial pyramid. Seventy percent of the American public never gets above the risk management level. These Americans are never able to establish an emergency/liquidity fund because they live from paycheck to paycheck. As a result, they have to insure even the minor risks in their lives because they cannot handle an unexpected $300 automobile repair. Such expenses would break their budget. The liquidity of an investment is the ease with which that investment can be converted to cash without loss. An emergency liquidity fund is a cash fund that helps you avoid converting your other investments to cash. You need to be able to get your cash quickly if you need it for an emergency. Therefore, emergency/liquidity funds should be kept in bank, credit union, or money market funds with a check writing ability. Be sure the fund is earning a competitive rate of return. Compare the rates of return among several funds. You can obtain your money from a savings account or money market account quickly without any penalty. Continued on next page

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Study Unit 4, Lesson 1

Financial Pyramid, Continued

Use of Emergency/ Liquidity Funds

Three major reasons for emergency/liquidity funds are that they • • •

Allow you to self-insure for minor risks Provide living expenses if you lose your job Enable you to never carry credit card balances from month to month

The table below explains the benefits of emergency/liquidity funds. Major Benefit Allows you to self-insure for minor risks

• •

Provides living expense if you lose your job

• •

Enable you to never carry • credit card balance from month to month •

Explanation As your own insurance company, you save insurance premiums. You can opt to • Decline maintenance contracts • Raise deductibles on insurance (automobile, homeowners, etc.) • Drop collision insurance on old automobiles Normal recommendation is that the fund should equal three to six months of essential household expenses A secure job might enable you to keep this balance to three months of expenses Paying off your credit card debts is the best investment you can make You can make 12 to 21 percent (guaranteed) on your money after taxes without taking any risk. When you pay off your credit card, you pocket the interest that you would have paid on the balance. Continued on next page

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Study Unit 4, Lesson 1

Financial Pyramid, Continued

Obtaining Investment Dollars

Setting aside money for a rainy day is never a mistake. Instead, it is a practice that will help you find money to invest. For example, if you buy a 2year old car instead of a new car, you will let someone else pay for the depreciation in the first two years and use the extra money for investing. Here are some other tips to help you obtain dollars to invest: • • •

If you must go on a vacation, go locally by car instead of flying to an exotic location. Rent or buy reasonable housing instead of obtaining the largest residence you can get. Consider living on post when housing is available. Pay yourself first. Paying yourself first means depositing money into savings at the beginning of the month instead of at the end when you have no money left. Electronic transfers or allotments are an excellent way to pay yourself first.

Once you have your financial plan in order, including your emergency/liquidity fund, you are ready to start investing.

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Study Unit 4, Lesson 1

Lesson 1 Exercise

Estimated Study Time

10 minutes

Directions

Complete items 1 through 8 by performing the action required. Check your answers against those listed at the end of this lesson.

Item 1

After gathering the relevant data, what is the sequence of steps to calculate your net worth? a. List the current value of all of your fixed assets. List all of your liquid assets. List the current value of all of your jewelry, furniture, and household items. Add the above values and then divide all of your debts b. List the current value of all of your fixed assets. List all of your debts. Subtract your debts from the value of your fixed assets c. List the current value of all of your fixed assets. List all of your liquid assets. List the current value of all your jewelry, furniture, and household items. Add the above values and subtract all of your debts d. List the current value of all your fixed assets. List all of your liquid assets. Add the above values and subtract all of your debts Continued on next page

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Study Unit 4, Lesson 1

Lesson 1 Exercise, Continued

Items 2 Through 7

Item 8

Matching: In the space provided, place the letter of the financial term in column 2 that matches each definition in column 1. The answers in column 2 may be used only once. Column 1

Column 2

Definition

Financial Term

___ 2. Building blocks for attaining long-term financial security ___ 3. The means to reach longterm goals ___ 4. What you hope to achieve ___ 5. Those expenses that are the same or almost the same every month ___ 6. Those expenses that vary from month to month ___ 7. All monthly sources of income

a. b. c. d. e. f. g. h.

Long-term goals Mid-term goals Short-term goals Variable expenses Net income Fixed income Goals Fixed expenses

A financial pyramid is a concept or tool used to a. keep complete and accurate records that consider all known foreseeable expenses. b. help you set goals for spending and saving your money. c. determine your net worth and financial status. d. evaluate where you stand in achieving short-, mid-, and long-range financial security. Continued on next page

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Study Unit 4, Lesson 1

Lesson 1 Exercise, Continued

Solutions

The table below provides the answers to the exercise items. If you have any questions, refer to the reference page listed for each item. Item Number 1 2 3 4 5 6 7 8

MCI Course 8201

Answer c c b g h d e d

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Reference Page 4-5 4-6 4-7 4-6 4-10 4-10 4-10 4-14

Study Unit 4, Lesson 1

(This page intentionally left blank.)

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Study Unit 4, Lesson 1

LESSON 2 TYPES OF INVESTMENTS Introduction

Estimated Study Time

15 minutes

Lesson Scope

Savings and investing are two of the primary means to achieve long-term financial security as well as other long-term goals. Income that is not spent should be saved or invested for future use. Your personal financial goals will determine how you allocate this extra money between savings instruments and investments.

Learning Objectives

After completing this lesson, you should be able to •

Define investment terminology.

•

Identify the factors of investing.

•

Identify the risks of investing.

•

Define dollar cost average.

•

Define compounding interest.

•

Identify the types of investment markets.

•

Identify steps to take when choosing a financial advisor. Continued on next page

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Study Unit 4, Lesson 2

Introduction, Continued

In This Lesson

This lesson contains the following topics: Topic Introduction Investment Terminology Choosing to Invest Types of Risks Dollar Cost Averaging Compound Interest Investment Markets Stocks Mutual Funds Money Market Mutual Funds Government Bonds and Bills Certificate of Deposit Choosing a Financial Advisor Lesson 2 Exercise

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See Page 4-25 4-27 4-29 4-31 4-32 4-34 4-39 4-41 4-43 4-46 4-47 4-49 4-50 4-52

Study Unit 4, Lesson 2

Investment Terminology

Investing

Investing means putting your money to work in ways that make it possible for you to reasonably project how many dollars your money will earn for you in future years.

Risk

Risk is the possibility of loss from an investment. Most investments are not guaranteed to succeed, so you may experience a decline over time in the value of the dollars you invest in a specific vehicle.

Return

The reason you invest is to earn money on the money you invest. Return is the potential gain from an investment. The challenge of investing is to weigh the risks of an investment against the potential rewards and choose an investment vehicle whose risk you can weigh and whose risk is acceptable. Risks and return are directly related. Generally the more opportunity you have for higher yields, the bigger the risk you take that you may lose your principal dollars.

Yield

Yield is the rate of financial return that you earn from your investment. You want your investment to have the largest possible yield.

Safety of Principal

Safety of principal is the degree to which the principal dollars you invest will remain intact. If you invest a dollar, you will get that dollar back. If you place $1,000 in a certificate of deposit (CD), you will get your $1,000 plus earnings when you withdraw your money.

Diversification

If the possibility that an investment may lose value causes the investor to lose sleep or appetite, it may be the wrong investment for them. Investors need to protect themselves if they want to take risk by dividing their investments between those that are relatively safe and those involving more risk. Doing so is called diversification.

Liquidity

Liquidity is the ease with which your investment can be converted to cash without loss. When an investment has a high degree of liquidity, you can get your cash quickly if you need it for an emergency. Continued on next page

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Study Unit 4, Lesson 2

Investment Terminology, Continued

Marketability

Marketability is the degree to which there is an active market to sell or trade your investment. If you own real estate and need to sell, there may not be a buyer at that time.

Cost of Investing

When selecting investment products, be aware of investment costs. Before buying, get disclosures in writing about management fees and commissions. Is there a sales charge, commission, service charge, or annual management fee?

Size of Investment Unit

The amount of money you have to invest at any one time will determine the investment options available to you. Some investments may have a minimum or maximum amount that can be invested.

Tax Consequences

Income tax can have a major impact on your investment earnings. Consider how taxes will affect your earnings before you invest. Tax consequences are important, but they should not be the only consideration when choosing investments.

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Study Unit 4, Lesson 2

Choosing to Invest

Financial Objectives

Savings and investing are important financial objectives. If you do not spend all of your income, the excess can be saved or invested for future use. Your personal financial goals will determine whether you put your money in savings instruments or in investments.

Personal Factors

Where you place your money depends on many factors. All of your investment decisions relate to how much risk you are willing to accept based on the following factors: • • • • • • •

Age Number and age of dependants Job security and income Your spending habits Additional sources of income Personal temperament Stage of life cycle (school, work, transition, retirement) Continued on next page

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Study Unit 4, Lesson 2

Choosing to Invest, Continued

Alternatives To Consider

Before you choose where you will place your money, you need to evaluate your investment options to see which best meets your needs. When deciding where to place your money, you will want to consider the following: • • • • • • • • • • • •

MCI Course 8201

Your knowledge of investments Types of investment risks Risk of investment Amount of risk you are willing to take Liquidity Marketability Return on your money Time How you will receive your yield Cost of investing Size of investment unit How you will be taxed

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Study Unit 4, Lesson 2

Types of Risks

Investment Risks

As an investor, you must ask yourself, “How much risk am I comfortable with?” Investors have different temperaments along with different tolerance limits of the amount of risk they are willing to take with their hard earned savings. When deciding how to invest your money, ask yourself • • •

Are you willing to take substantial risk hoping to realize substantial financial gains? Are you willing to take moderate risk hoping to achieve above average gains? Are you willing to take only a small amount of risk hoping to realize a fair return?

Market Risks

Market risks affect several types of investments at the same time. A company may be doing well but its stock may fall because stock prices as a whole are falling. Stock prices in general tend to fall when interest rates rise and rise when interest rates fall.

Interest Rate Risk

Changes in the general level of interest rates cause interest rate risk. Investments that offer a fixed periodic return are affected most by interest rate fluctuations.

Purchasing Power Risk

Purchasing power risk is the risk associated with changes in price levels within the economy and refers to how inflation or deflation impacts an investment.

Financial Risk

Financial risk is the risk related to the way debt and equity are used to finance a business. The more debt the business has, the greater its financial risk.

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Study Unit 4, Lesson 2

Dollar Cost Averaging

Definition

Dollar cost averaging is a strategy that can be used to purchase stocks, mutual funds, or other investments over a long period of time. In dollar cost averaging, you invest a fixed amount at regular intervals. After a period of time, the value of your investments will have increased overall regardless of the day-to-day market fluctuation.

Playing The Market

Playing the market involves purchasing more shares of a stock or mutual fund when the market is low. Over a long period of time, your average cost per share will be lower than the average price on the dates you made the purchase. This method of investing is very risky and is not recommended for first time investors. The risk to this method is that after your stock or fund has declined sharply, there is no guarantee that it will rise again.

Effectiveness

Dollar cost averaging is most effective because, although the market will fluctuate over a period of time, it historically has always yielded a 17 to 20 percent gain. If the market generally advances, a lump sum investment made at the beginning of the rise would probably produce larger profits than dollar cost averaging.

Advantages

The advantage of cost averaging is that even if the value of the share declines for a few months/years due to poor company or market performance, you are buying more shares by investing the same amount. When the market turns around, your account will be worth much more due to the larger number of shares you purchased at the cheaper price. Continued on next page

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Study Unit 4, Lesson 2

Dollar Cost Averaging, Continued

How Cost Averaging Works

If you invest $100 per month, at the end of one year, you would have invested $1,200. At $25 per share, you could purchase 48 shares if the value never fluctuated. However, if the price of the shares drops at some point in the year, you could purchase more shares. The table below shows an example of the price of shares changing in the year. At the end of the year, instead of owning 48 shares (as you would if the price remained at $25) you now own 63.2. As value increased over a long term, you have increased your value of the investment by investing a fixed amount every month instead of trying to “play the market.” When the value of shares increases your investment yield increases. Regular Investments $100 $100 $100 $100 $100 $100 $100 $100 $100 $100 $100 $100 Total invested $1,200

Unit Price $25 $25 $20 $20 $18 $16 $15 $15 $17 $20 $20 $25 Average price per share $18.98

Purchase Units 4 4 5 5 5.6 6.3 6.7 6.7 5.9 5 5 4 Total shares 63.2

$1200/63.2 = $18.98. This is the average price per unit over time. $1200/$25 = 48. At $25 per share, you could purchase only 48 shares.

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Study Unit 4, Lesson 2

Compound Interest

Definition

How quickly your money grows will influence how quickly you can reach your financial goals. Compounding means the interest you earn is added to your account. Your balance in your investments has three parts: • • •

Frequency of Compounding

The principal or initial amount you invest. The interest you earn on your initial balance. The interest you earn on your interest that you left in your investments. (This is the compound part)

Interest may be compounded • • • • •

Annually Quarterly Monthly Weekly Daily

Up to a limit, a greater frequency of compounding speeds up the rate at which your account grows. Compounding makes the most difference if • • •

Your account is large You keep you money in the account a long time You get the highest rate possible Continued on next page

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Study Unit 4, Lesson 2

Compound Interest, Continued

Different Rates

Here is how your money can grow if you invest $100 at the beginning of each month. If you put aside $100 a month at the beginning of each month for 30 years you will have invested a total of $36,000. •

At 5 percent interest, you will accumulate a total of $83,573 at the end of 30 years.

•

If you receive 10 percent interest, you will have accumulated $277,933.

A lump sum investment of $1,000 invested at 5.5 percent interest will grow to • •

$2232 at the end of 15 years $5,118 at 11.5 percent interest over 15 years

The table below shows the effective yield at various compounding frequencies. Compounding Interest Rate Annually Quarterly Monthly Daily

6%

8%

10%

12%

6.0 6.14 6.17 6.18

8.0 8.24 8.30 8.33

10.0 10.38 10.47 10.52

12.0 12.55 12.68 12.75

Continued on next page

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Study Unit 4, Lesson 2

Compound Interest, Continued

$1,000 Example

Note the difference that compounding frequency makes. A $1,000 lump sum investment compounded • •

Annually at 6 percent, grows to $5,743 over 30 years Monthly at 6 percent, grows to $6,022 over 30 years

Compounding monthly yields an additional $279. $6022 - $5,473 = $279 Remember, this is a one-time investment. Imagine how large the value of the initial $1,000 would be if your employed dollar cost average by investing a fixed amount at regular intervals. The tables below show the differences between investing $1,000 at various interest rates compounded annually and monthly. Compounded Annually 6% 8% 10%

10 Years

20 Years

30 Years

$1,791 $2,159 $2,594

$3,207 $4,661 $6,727

$5,743 $10,063 $17,449

Compounded Monthly 6% 8% 10%

10 Years

20 Years

30 Years

$1,819 $2,219 $2,707

$3,310 $4,926 $7,328

$6,022 $10,935 $18,837 Continued on next page

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Study Unit 4, Lesson 2

Compound Interest, Continued

Rule of 72

The rule of 72 links the length of time it takes one initial deposit to approximately double your money at a specific interest rate.

Computing Time

To figure the length of time it will take for a sum to double at a particular interest rate, divide 72 by the interest rate: 72 = time rate For example, to figure the length of time it will take for $1,000 to double at 10 percent interest rate, divide 72 by 10 percent. 72 = time 10% This means $1,000 will become $2,000 in 7.2 years at a 10 percent interest rate.

Computing Rate of Return

To figure what rate of return you would need to receive to double your money in a certain number of years, divide 72 by the number of years: 72 = rate time For example, to figure what rate of return you would need to receive to double your money in five years, divide 72 by 5. 72 = 14.4 % 5 This means $1,000 will become $2,000 in five years at an annual interest rate of 14.4 percent. Continued on next page

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Study Unit 4, Lesson 2

Compound Interest, Continued

Computing Inflation

The rule of 72 also can be applied to inflation to determine how many years it takes for an item to double in cost at a certain rate of inflation: 72 divided by the rate of inflation = time For example, at 6 percent inflation, a car that cost $10,000 today will cost $20,000 in approximately 12 years: 72 = 12 years 6%

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Study Unit 4, Lesson 2

Investment Markets

Major Markets

Investments such as stocks and individual funds are bought, sold, and traded in environments known as financial markets. If you decide to use investments (stocks, mutual funds, etc.) to achieve financial goals, you will need to become familiar with and follow the performance of the market(s) in which your particular investments exist. The three major American markets which influence the market trades around the world are the • • •

New York Stock Exchange (NYSE) American Stock Exchange (AMEX) National Association of Securities Dealers Automated Quotation (NASDAQ)

New York Stock Exchange (NYSE)

The New York Stock Exchange (NYSE) is the largest stock market in the United States. The NYSE uses an agency market system. Specialists on the floor represent buyers and sellers of specific units of stock. Through a bidding process, a price for purchase or sale is agreed on. The responsibility of the specialists is to maintain a fair and orderly market in the stocks assigned to them.

American Stock Exchange (AMEX)

The AMEX is the nation’s second largest floor-based exchange that has significant presence in common stocks, index shares, and equity derivative securities. On the AMEX, trading is conducted through an advanced centralized specialist system combining the speed of computer delivered orders with the liquidity of customer driven markets. Today AMEX is on the leading edge of exchanges worldwide in developing successful new investment products and innovative services for companies and investors.

NASDAQ

The National Association of Securities Dealers Automated Quotation (NASDAQ) is the world’s first electronic-based market and has become the model for developing markets worldwide. The association operates using today’s information technologies and a system under which market makers compete with each other for the best buying and selling prices. Continued on next page

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Study Unit 4, Lesson 2

Investment Markets, Continued

Dow Jones

The Dow Jones Industrial Average (DJIA) was launched in 1896. The DJIA is the world’s most widely followed stock-market indicator, tracking the world’s largest stock market. The NYSE average indicates the market’s overall performance for a period of time. The DJIA is computed in real-time, continuously throughout the trading day and is maintained and updated by editors of the Wall Street Journal.

Standard and Poor’s 500

The Standard and Poor’s 500 Index (S&P 500) was introduced in 1957 to try to find a better way to measure the performance of the U.S. stock market. This methodology made it possible for investment professionals to directly compare the performance of their stock portfolios with a stock market indicator that measured the changes in values of a market portfolio represented by the companies in the S&P Index. Over 233 specific companies are selected for the Standard and Poor’s 500 Index. They are not chosen because they are the largest companies in terms of market value, sales, or profit. Rather, they are representatives of important industries within the U.S. economy such as industrials, utilities, financials, and transportation.

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Study Unit 4, Lesson 2

Stocks

Definition

A stock is an equity security that represents a share of a company’s assets. When you buy a stock, you become an owner of a “share” of that company’s assets. Your shares prosper or decline along with the company’s profits or losses. If a company is successful, the price the investors are willing to pay for its stock often goes up, causing the value of your shares to rise. Shareholders who bought stock at a lower price stand to profit. On the other hand, if a company does not do well, its stock will probably decrease in value and shareholders can lose money.

Two Classes

Two principal classes of stocks are common and preferred. Common stock dividends are issued at the discretion of the company’s management. Preferred stock pays a fixed dividend.

Common Stock

Common stock produces income through dividends and/or capital gains. Capital gains are gains from the sale of an asset at a higher price than its original cost. Capital gains are realized only when the stock is sold. Many people buy stock hoping that the price will increase, thereby allowing them to sell at a profit.

Preferred Stocks

Preferred stock represents a special type of ownership in a company. Purchasers may expect to receive a stated dividend periodically. The amount of this dividend is declared when the stock is first issued. The board of directors of the issuing corporation can elect to not pay this dividend in any period.

Stock Split

A stock split occurs when a number of new shares of stock are issued in exchange for each old share held by a shareowner. This results in a proportional exchange in the number of shares and price per share owned by each stockholder. This increases the number of your shares as well as their value. Continued on next page

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Study Unit 4, Lesson 2

Stocks, Continued

Example

The table below shows how a stock value fluctuates over a period of time. If you purchased $500 worth of XYZ stock at $7.07 per share in February 1991, you would have purchased 70.72 shares. If you sold in October 1992, you would have lost $142.87. If you sold in April 1996, you would have gained $808.32. If you sold in May 2001, you would gain only $571.41. Date

Price Per Share

02/91 06/92 10/92 10/93 05/94 10/94 07/31/95 08/1/95* 02/96 04/96 02/28/97 03/1/97** 06/98 06/99 06/00 06/01

$7.07 12.00 5.05 6.62 5.75 10.00 16.00 8.00 9.10 9.25 10.50 7.00 6.50 6.25 5.50 5.05

Number Of Shares 70.72 70.72 70.72 70.72 70.72 70.72 70.72 141.44 141.44 141.44 141.44 212.16 212.16 212.16 212.16 212.16

Dollar Value $499.99 $848.64 357.13 468.16 406.64 707.20 1,131.52 1,131.52 1,287.10 1,308.32 1,485.12 1,485.12 1,379.04 1,326.00 1,166.88 1,071.41

*08/1/95 2 for 1 stock split **03/1/97 3 for 2 stock split

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Study Unit 4, Lesson 2

Mutual Funds

Definition

A mutual fund is money pooled by many shareholders to invest toward a common goal. Mutual funds combine dollars of many shareholders to invest in a diversified list of securities. Each share represents a proportionate interest in many individual companies.

Securities

Securities are a broad range of investments that includes stocks, bonds, and mutual funds.

Advantages

Mutual funds are popular among shareholders who do not have the background, time, or inclination to select stocks personally and monitor their investment regularly. Each shareholder gets the benefit that otherwise could be available only to wealthier and more sophisticated investors who have the resources to spread their investments among various businesses and industries. This allows the shareholder to purchase shares without paying a commission or being taxed. Continued on next page

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Study Unit 4, Lesson 2

Mutual Funds, Continued

Types

The table below defines the different kinds of mutual funds by different investment objectives. Type of Mutual Fund Balanced Funds Income Funds

Growth Funds

Growth and Income Funds Aggressive Growth Funds Special Funds

Investment objective A balanced lower risk portfolio; invests in bonds, preferred stock, and common stock Current income rather than growth of capital; usually invests in stocks and bonds that normally pay higher dividends and interest Long-term capital growth; invests principally in common stocks with growth potential A balance between income and long-term growth High risk for the highest possible capital gains Invest in a narrowly defined sector such as bonds, money market, gold, international science and technology, etc.

Net Asset Value (NAV)

The price per share of mutual fund shares is called net asset value (NAV). NAV is calculated by dividing the total value of securities that the fund owns by the number of shares that investors have purchased.

Process

When securities purchased by the mutual fund increase in price, the net asset value of the fund’s shares increases. If the securities held by the fund decrease, your fund’s NAV decreases. Your mutual fund performs as the securities, stocks, etc. that it holds perform. The measure of performance is the increase or decrease of the fund’s NAV. Continued on next page

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Study Unit 4, Lesson 2

Mutual Funds, Continued

Classification

Mutual funds can be classified as •

No load funds that have no initial sales charge. The mutual fund company sells directly to the public.

•

Load funds that charge an initial sales charge ranging from 3 to 8.5 percent. The charge is added to the net asset value per share when determining the offering price. In some load fund cases, there may be • • •

Considerations Before Purchase

When selecting a mutual fund, ask yourself • • • • • • • • •

MCI Course 8201

An annual fee A fee on reinvested dividends A charge if you withdraw money from your account or redeem shares

Is the fund’s investment objective in line with my goals? Is the fund too risky for my taste? Does the fund have the same investment style as a fund I already have? How does the fund’s record compare with that of other funds with a similar investment style? Has the fund performed consistently well? Were the funds good results really because of good management? Or because it was heavily weighed with a single stock or stock industry or waived all or part of annual fees? Is the manager responsible for the record still around? Has the fund grown so big that its past performance is unlikely to be repeated? Have the fund’s gains come from income or capital gains? If retired, you may need income. If not, you may need to avoid taxes on income and prefer the growth of capital. Are the fund’s fees and expenses (sales commission, load, annual expenses, etc.) reasonable?

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Study Unit 4, Lesson 2

Money Market Mutual Funds

Definition

A money market is a mutual fund that pools the money from many investors and invests in short-term debt instruments or securities. Money market mutual funds purchase money market instruments such as U.S. treasury obligations, U.S. government agencies, certificates of deposit (CDs) of banks, bankers acceptances, and commercial paper. Roughly 200 mutual funds invest in only money market securities, while others deal in municipal bonds, corporate bonds and the stock market. Money market mutual funds are available through major insurance companies, banks, brokerage firms, and financial investment companies.

Purpose

Money market mutual funds offer the small investor access to a diversified portfolio of money market securities. Many of these funds require a minimum initial investment while some offer check-writing privilege against fund investments. The yield on your money market funds may change daily, so there is no guaranteed return (unlike certificates of deposit).

Advantages

Money market funds provide income and liquidity with very low risk to the investor. An account may be opened in some funds for as little as $500. You can add to a money market fund at anytime in varying increments depending on the fund. Money market funds offer liquidity as you may transfer into other mutual funds offered by the same advisory service. They are generally considered safe because they invest in U.S. government-backed instruments or in wellrated corporations.

Dividends Received

MCI Course 8201

You may receive the yields (referred to as dividends) by check monthly or quarterly, or you may have them automatically reinvested. Yields are tied to the current cost of money. The yield varies daily, depending on changes in the actual money market securities in which the funds invest.

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Study Unit 4, Lesson 2

Government Bonds and Bills

Definition

A bond represents a loan from you to a company or a government entity. It is a certificate that is evidence of a debt. The issuer promises to repay a specific amount of money to the bond holder (you, once you have bought it) plus a certain amount of interest within a fixed period of time U.S. government treasury obligations are the safest of all securities. These include EE and HH series bonds, treasury notes, bonds, and bills. Interest paid on any U.S. government security is free of state and local income taxes.

Interest on Bonds

The interest is usually a percentage of the amount loaned. When you buy a bond, you are buying a fixed rate security. The return is set from the beginning. Bond holders are entitled to receive the amount of interest originally agreed upon, as well as a return of the principal amount of the bond if the bond is held for the specified time period.

EE Bonds

The U.S. government sells series EE bonds at a 50 percent discount. For example, a bond with a $50 maturity value would cost $25. When you cash in or redeem the bond upon maturity, you receive the maturity price. The different between what you paid for the bond and what you receive is interest. Savings bonds held for at least five years earn a market rate equal to 85 percent of the average yield on five-year treasury obligations. Computations are based on semiannual compounding.

HH Bonds

HH series bonds are issued in denominations of $500, $1,000, $5,000, and $10,000. You cannot buy them with cash; they are available only in exchange for EE series bonds. If you purchase a $500 bond, the amount you receive at the redemption will be the same. HH bonds pay an interest rate of 6 percent per year, semiannually. That semiannual interest is subject to federal income tax in the year received. However, it is exempt from state and local income tax. Continued on next page

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Study Unit 4, Lesson 2

Government Bonds and Bills, Continued

Treasury Bills

Treasury bills (T-Bills) are sold for a minimum of $10,000 (with additional multiples of $5,000) and mature in three months, six months, or one year. Weekly U.S. Treasury auctions establish interest rates on three- and sixmonth bills. T-Bills are sold at a discount and can be redeemed for face value (principal and interest) at maturity.

Treasury Bonds Treasury bonds are notes that are issued to mature in more than 10 years.

They are purchased at face value and pay a fixed rate of interest semiannually. Treasury bills, notes, and bonds may be purchased from a broker or banker for a fee or from the Federal Reserve or Bureau of Public Debt at no charge.

Municipal Bonds

States, cities and certain local government agencies, such as school districts, issue municipal bonds. Municipal bonds are exempt from federal income taxes. Usually, the interest is also exempt from state and local income tax if the bond holder lives in the state or county where the bond is issued.

Corporate Bonds

A corporate bond is a certificate promising to repay, no later than a specified date, a sum of money, which the bond holder loans to the company. In exchange, you receive periodic interest for the use of your money. At maturity, the face amount is returned to you.

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Study Unit 4, Lesson 2

Certificate of Deposit

Definition

A certificate of deposit (CD) is an interest earning savings certificate offered by financial institution that accepts deposits of money for a fixed length of time, with no fees charged. CDs at federally insured banks, savings institutions, and credit unions offer the extra measure of protection afforded by the respective federal insuring agencies.

Tailoring CDs

Currently, financial institutions can tailor CDs to fit almost any need. They can • • •

Be very short term or very long term Have fixed or fluctuating interest rates Compound with whatever frequency the institution wants to establish

Shopping for CDs

Look at financial institutions in your area for the CDs with terms that best fit your needs. In addition to shopping for rate, term, and frequency of compounding, you should also research the penalties set by each institution in the event of an early withdrawal and the interest rate you would have to pay to borrow from the institution using your CD as collateral.

Interest Paying Checking Account

Most institutions offer a variety of interests paying checking accounts. These should be compared and evaluated as carefully as the longer term CDs, since interest rates and the minimum balance required will vary. As a general rule, don't keep any more in your interest-bearing checking account than you need for monthly expenses.

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Study Unit 4, Lesson 2

Choosing a Financial Advisor

Doing Your Homework

How do you find the right financial advisor for you? Many people choose to use a reputable brokerage firm. Another way is to ask people whose opinions you respect such as friends or people you work with. Ask them to recommend someone knowledgeable in the field of savings and investments. Before you visit experts, gather as much information as you can about savings and investments. Read an introductory book on investments to become familiar with basic terminology and determine your investment objectives.

Sources of Information

Some resources that can help you obtain great information on investing are • • • • • •

The Wall Street Journal Business Week Forbes Kiplinger's Personal Finance Money Magazine On the web / www.motleyfool.com

Shopping Around

After reviewing the sources, you'll be more prepared to plan your savings and investments strategy. Shop around. When choosing a financial advisor, it is a good idea to interview at least three people to be sure you find the right advisor for you. Take the time to talk and meet with the advisor before taking action.

Questions To Ask

Before you commit any funds to an investment, ask yourself • • • • • • •

How much does it cost to invest using an advisor? How much does it cost to take my money out? How will my money be committed? Are there any penalties for early withdrawal of funds? How long does the money have to be invested to maximize return? Are there tax benefits? What happens to the investment when the market changes? Continued on next page

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Study Unit 4, Lesson 2

Choosing a Financial Advisor, Continued

Maintain Control

MCI Course 8201

Financial experts can give you financial information, but you will have to decide which investment is best for your lifestyle and family situation. Weigh their suggestions carefully before making any financial decisions. Remember, be informed, realize you have a lot of options, and make the decision that is right for you.

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Study Unit 4, Lesson 2

Lesson 2 Exercise

Estimated Study Time

10 minutes

Directions

Complete items 1 through 17 by performing the action required. Check your answers against those listed at the end of this lesson.

Items 1 Through 5

Matching: In the space provided place the letter of the terminology in column 2 that is defined in column 1. The answers in column 2 may be used only once. Column 1

Column 2

Definition

Investment Terminology

___ 1. The amount your invested money earns. ___ 2. The ease with which your investment can be converted to cash without loss. ___ 3. The degree to which the principal dollars you invest remain intact. ___ 4. The possibility of loss from an investment. ___ 5. The degree to which there is an active market to buy or sell investments.

a. b. c. d. e.

Liquidity Marketability Risk Safety of principal Yield

Continued on next page

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Study Unit 4, Lesson 2

Lesson 2 Exercise, Continued

Item 6

State four personal factors to consider when choosing to invest. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Item 7

Which of the following is a type of risk that you can expect from investing? a. b. c. d.

Item 8

Dollar cost averaging is a strategy that can be used to a. b. c. d.

Item 9

Purchasing power risk A fund not investing your money on time Not having enough to invest risk Safety of principal risk

compute annual, quarterly, monthly, weekly, and daily earnings. identify the risks associated with investing. analyze how quickly your money will grow. purchase stocks, mutual funds, or other investments over a long period of time.

Compound interest means a. the interest you earn is added to your account. b. the ease with which your investment can be converted to cash without loss. c. the yield rate or amount of financial return that you earn from investments. d. dividing your investments between those that are relatively safe and those involving more risk. Continued on next page

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Study Unit 4, Lesson 2

Lesson 2 Exercise, Continued

Items 10 Through 15

Matching: In the space provided place the letter of the investment market in column 2 that is described in column 1. The answers in column 2 may be used only once. Column 1

Column 2

Description

Investment Markets

___ 10. Investments such as stocks and individual funds are bought, sold, and traded in environments known as financial markets. ___ 11. The largest stock market in the U.S. ___ 12. The nation’s second largest floor-based exchange that has significant presence in common stocks, index shares, and equity derivative securities. ___ 13. The world’s first electronicbased market that has become the model for developing markets worldwide. ___ 14. The world’s most widely followed stock-market indicator. ___ 15. Was introduced to find a better way of measuring the performance of the U.S. stock market.

a. b. c. d. e. f.

NASDQ Dow Jones Industrial Average S&P 500 Major markets AMEX NYSE

Continued on next page

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Study Unit 4, Lesson 2

Lesson 2 Exercise, Continued

Item 16

Which of the following lists two ways to choose a financial advisor? a. b. c. d.

Item 17

Choose a reputable brokerage firm or ask a friend. Ask a friend or look at the newspaper. Guess or read investments for dummies. Choose one from the yellow pages or look at ads on the bus.

List three resources that can give you information on investing. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Continued on next page

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Study Unit 4, Lesson 2

Lesson 2 Exercise, Continued

Solutions

The table below provides the correct answers to the exercise items. If you have any questions, refer to the reference page listed for each item. Item Number 1 2 3 4 5 6

7 8 9 10 11 12 13 14 15 16 17

MCI Course 8201

Answer e a d c b • • • • • • •

• • • • • •

Age Number and age of dependents Job security and income Your spending habits Additional sources of income Personal temperament Stage of life cycle a d a d f e a b c a The Wall Street Journal Business Week Forbes Kiplinger’s Personal Finance Money Magazine On the web, http://www.motleyfool.com

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Reference 4-27 4-27 4-27 4-27 4-28 4-29

4-31 4-32 4-34 4-39 4-39 4-39 4-39 4-40 4-40 4-50 4-50

Study Unit 4, Lesson 2

LESSON 3 RETIREMENT FINANCING Introduction

Estimated Study Time

20 minutes

Lesson Scope

Planning ahead and investing can put you in a position to live comfortably during your retirement. As you plan for your retirement, you will want to keep in mind that the average life expectancy is 72 years for men and 79 years for women; 7 to 14 years beyond the usual retirement age of 65. Many people will live 20 to 25 years past retirement. You will want to arrange your financial resources to have adequate income throughout your life.

Learning Objectives

After completing this lesson, you should be able to • Identify sources of retirement income. • Identify types of tax-deferred income. • State the purpose of social security benefits. • Identify types of pension plans. • Identify the defining criteria that determine basic military retirement benefits. • Identify the four basic non-disability retirements. • State the purpose of the survivors benefit plan. Continued on next page

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Study Unit 4, Lesson 3

Introduction, Continued

Lesson Content

This lesson contains the following topics. Topic Introduction Retirement Financing Tax-Deferred Income Social Security Benefits Pension Plans Military Retirement Benefits Disabled Veterans Benefits Survivors Benefit Plan (SBP) Lesson 3 Exercise

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Study Unit 4, Lesson 3

Retirement Financing

Retirement Lifestyle

Your major financial goal in retirement is to have a steady stream of income after you retire. It is estimated that retirees need 70 to 80 percent of their preretirement income to live comfortably. This will vary according to your retirement lifestyle. If you anticipate that your expenses may exceed your retirement income, you will want to set aside additional money.

Accumulating Retirement Income

You can financially plan for retirement in many ways. Some alternatives for accumulating retirement income are • • • •

MCI Course 8201

Tax-deferred individual retirement plans Social security retirement benefits Employer pension plan Military retirement

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Study Unit 4, Lesson 3

Tax-Deferred Income

Definition

Investment earnings that are not taxed now but deferred until a later period are tax-deferred earnings. When you earn tax-deferred income, you do not pay taxes on the income in the year in which you earn it. However, you have to pay taxes on it in the future when you withdraw the money from the investment. In most instances the taxes you do not pay on tax-deferred income refers to federal taxes, however sometimes states taxes are also deferred.

Types

Some examples of tax-deferred income are • • • • • •

Individual Retirement Accounts (IRAs)

Individual retirement accounts (IRAs) 401(k) plans Deferred compensation Thrift savings plan Simplified employee pension (SEP-IRA) Keogh plans

An IRA is a means to save for retirement. You can deduct up to $3,000 ($3,250 if one spouse works and the other does not) from your reported income per year for tax purposes by contributing to an IRA. For a standard IRA, income from interest that accumulates in your IRA is not taxed until withdrawn. You can transfer funds from one IRA to another and you can use any kind of investment in an IRA. You must, however, start withdrawing before age 70 ½to avoid tax penalties. You will have to pay substantial tax penalties if you withdraw funds before you reach age 59 ½ unless you become permanently disabled. Continued on next page

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Study Unit 4, Lesson 3

Tax-Deferred Income, Continued

Roth IRAs

Roth IRA contributions are not tax deductible, but all withdrawals are tax-free if made at least five years after the account is opened and you meet at least one of the following requirements: • • • •

Difference Between IRAs

You are age 59 ½or older when you make your first withdrawal. You take up to $10,000 to buy your first home. You become disabled. Distribution is made to a beneficiary or to your estate after your death.

An individual can contribute up to $3,000 per year to a Roth IRA, but the combined tax deductible total that may be contributed to a Roth IRA and a traditional IRA is limited to $3,000 per year per person. For a Roth IRA, contributions can continue to be made after 70 ½year of age, and you do not have to begin withdrawals at that age (unlike a traditional IRA). Eligibility for a Roth IRA is phased out for people with adjusted gross income between $95,000 and $110,000 for individual filing singly and between $150,000 and $160,000 for joint filers. A traditional IRA can be rolled over into a Roth IRA without a 10 percent penalty, but any taxable amounts of the rollover must be included in your annual tax reported income earnings. Note: The contribution amounts and eligibility limits will rise in steps until 2010. Be sure to check the amounts applicable to each tax year.

Eligibility for Full Deductions

You can claim the full IRA deduction if you are •

Not collecting retirement benefits

•

Unmarried, active in a retirement program, and have an adjusted gross income of $25,000 or below

•

A married couple, when either one is active in a retirement program, and have an adjusted gross income of $40,000 or below Continued on next page

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Study Unit 4, Lesson 3

Tax-Deferred Income, Continued

Eligibility for Partial Deduction

No Deductions

You can claim a partial deduction if you are •

Unmarried, active in a retirement program, and have an adjusted gross income of $25,000 or less

•

A married couple, active in a retirement program, and have an adjusted gross income between $40,000 and $50,000

•

A married person, filing separately, active in a retirement program, and have an adjusted gross income between $40,000 and $50,000

You get no deduction if you are •

Unmarried, active in a retirement program, and have an adjusted gross income over $35,000

•

A married couple, active in a retirement program, and have an adjusted gross income over $50,000

•

A married person, filing separately, active in a retirement program, and have an adjusted gross income over $10,000 per spouse

401(k) Plan

Employees of for-profit companies and partnerships are eligible to contribute pre-taxed income to a guaranteed fixed account or variable account (account with varying investment objectives: money market, stocks, bonds, etc.). All contributions and interest or investments gains are tax deferred. The maximum contribution per year to a 401k allowed is 20 percent of an individual’s income.

Deferred Compensation

Deferred compensation is a plan offered by some companies and government entitites that allows you to defer income and earnings until some future date. You invest pre-tax income. Taxes are due on the amount actually withdrawn or made available in any tax year. The usual minimum contribution is about $30.00 per month. The IRS sets a maximum annual limit of $7,500 or 25 percent of your salary, whichever is less. Continued on next page

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Study Unit 4, Lesson 3

Tax-Deferred Income, Continued

Thrift/Personal Savings Plan

A thrift plan is a defined contribution plan that allows you to contribute to the plan. Your contributions are matched, either completely or in part, by your employer contributions. While your contributions are not tax deductible, the contribution earnings accumulate on a tax-deferred basis until withdrawn. Generally, you can contribute a fixed percentage of your income. Employers may require that you work a certain number of years, generally about five, to be eligible for maximum matching contribution.

Simplified Employee Pension (SEPIRA)

A SEP-IRA allows both you and your employer to contribute to an IRA. Your contribution is vested and you pay no tax on your employer’s contributions. Your contribution and all earnings on funds in the plan are taxdeferred until they are withdrawn. Contribution cannot exceed 15 percent of the employee’s compensation or $30,000, whichever is less.

Keogh Plans

Keogh plans all allow the self-employed to establish a retirement plan for themselves and their employees that allows them the same tax advantages available to corporate employees covered by qualified pension plans. A Keogh plan is generally funded by employer contributions. However, employees contributing in the plan may be permitted to make contributions.

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Study Unit 4, Lesson 3

Social Security Benefits

Purpose

Social security benefits make an important contribution to financial wellbeing during retirement, but they were never intended to serve as the sole source of one’s retirement income. Social security was designed to be used to supplement pensions, insurance, savings, and other investments.

Eligibility

To be eligible to receive social security, you must have worked in a covered occupation and paid social security taxes at least 40 social security credits (10 years of work) over the course of your lifetime. You can earn a maximum of four social security credits in one year. In 1996, you earned one credit for each $640 in earnings you have. The amount of money needed to earn one credit goes up every year. Almost all occupations are covered. If you have payroll deductions labeled FICA (Federal Insurance Contribution Act) or OASDI (Old Age, Survivors, and Disability Insurance), you are covered.

Eligible Family Members

If you receive retirement benefits, some members of your family also can receive social security benefits, providing they meet these criteria: •

Your spouse •

At age 62 or older (unless he or she collects a higher social security benefit on his or her own record)

•

Under age 62 if he or she is taking care of your child who is under age 16 or disabled

•

Your former spouse at age 62 or older and unmarried if the marriage lasted at least 10 years

•

Children • • •

Up to age 18 Aged 18 or 19 if they are full-time students through grade 12 Over age 18 if they are disabled Continued on next page

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Study Unit 4, Lesson 3

Social Security Benefits, Continued

Full Retirement Age

Full retirement age is 65, at which time you begin receiving a full social security monthly payment. However, you can begin receiving social security benefit as early as age 62. If you elect to start receiving your benefits early because of medical reasons, the amount you receive will be less than your full retirement benefit.

Early Retirement

If you take early retirement, your benefits will be reduced based on the number of months you will receive checks before you reach full retirement age. If your full retirement age is 65, the reduction for starting your social security at age 62 is 20 percent. It is reduced about 13 1/3 percent at age 63, and 6 2/3 percent at age 64.

Delayed Retirement

If you decide to continue working full time beyond your full retirement age, you can increase your social security benefit in two ways: Higher lifetime earnings result in higher benefits. If you delay your retirement, you add another year of high earning to your social security record. In addition to your potential higher earnings, your benefits increase by a certain percentage (varies depending on your birth year). These increases are added until you start taking your benefits or you reach age 70.

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Study Unit 4, Lesson 3

Pension Plans

Definition

Pension plans are retirement plans offered by an employer to employees to which both make regular contributions over a period of time. Contributions are invested, and earning are reinvested. Benefits are paid out as a series of regular payments after retirement. Apart from the two pension plans that were previously discussed (thrift savings plan and simplified employee pension), a few more examples are • • • • •

Corporate pensions Military retirement Federal retirement Teacher retirement State or local government retirement

Profit Sharing

Profit sharing is a defined-contribution plan that allows employees to share in company profits. The company makes annual contributions, when it has profits, to a profit sharing account for each employee, either in cash or in a deferred plan. This may be invested in stocks, bonds, or cash equivalents. The funds in a profit-sharing account generally accumulate tax-deferred until the employee retires or leaves the company.

Employee Stock Ownership Plan

This plan is a defined-contribution plan for sharing profit in the company for which you work. The company puts up cash for common stock (shares) of the company, which is deposited into a trust for the benefit of all participating employees. The stock does not immediately become the employee’s property but is vested gradually over a period of years.

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Study Unit 4, Lesson 3

Military Retirement Benefits

Program Changes

The military retirement program has undergone significant changes over the last 15 years as a result of new laws affecting the national budget. Despite the promise of long-term financial security, military retirement is constantly subject to change. However, enough benefits remain and can still offer the military retiree a comfortable retirement, one that few private-sector employers can equal. Military retirees can still count on cost-of-living increases, commissaries, exchanges, and recreation facilities on military installations as well as CHAMPUS/TRICARE military managed health care programs.

Retirement Eligibility

Military members on active duty are eligible to retire when they reach 20 years of active service. When on active duty, you must retire after 30 years in uniform unless you are a senior general officer, admiral, or an E-9. Continued on next page

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Study Unit 4, Lesson 3

Military Retirement Benefits, Continued

Retirement Plans

Retirement benefits are based on • • • •

When you entered the military The length of time you served in the military Your rank Your basic pay at the time of your retirement

The table below describes the three basic retirement plans for non-disability retirements. Plan 1

2

Explanation If you joined the military before September 8, 1980 and retire at the 20-year mark, you will receive half of your basic pay of your last active duty paycheck. Your retirement check will increase 2.5 percent for each year you stay beyond the 20 years until you reach a maximum of 75 percent of your basic pay for 30 years of service. Your monthly retirement pay will be based on your rank, years of service, and your basic pay on your last active duty paycheck. If you entered military service between September 8, 1980 and July 31, 1986, your retirement service pay will be based on the 36 months when it was the greatest. That yearly average will be multiplied by 2.5 percent for each year you are in uniform to determine your retirement pay. Your retirement eligibility will begin at 20 years and increases to a maximum of 75 percent of the “high three.” For example, if you retire as a gunnery sergeant after 20 years of service:

Step 1 2 3

Action Add your last 36 months of earnings (basic pay only). Divide the sum from step 1 by 3 to achieve a yearly average of those 36 months. Multiply the average from step 2 by 2.5 percent for each year you were in the service (2.5 percent times 20 years of service equals 50 percent). Continued on next page

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Study Unit 4, Lesson 3

Military Retirement Benefits, Continued

Retirement Plans, continued

Plan 3

Explanation If you entered active duty after July 31, 1986, you are eligible to retire at 20 years of service and will receive 40 percent of your “high three” basic pay. For each year of service past 20 years, you will receive an additional 3.5 percent of the “high three.” If you retire with 30 years, you will receive a maximum of 75 percent of your average basic pay. Unlike retirees covered by the other two plans, if you retire under this plan, you will receive cost-of-living increases at one percent below the inflation rate. Additionally, you will see your retirement pay adjusted when you reach age 62. First, your retirement pay will be recalculated as 2.5 percent of your years of service multiplied by your “high three.” The result ranges from approximately a 25 percent increase if you are a 20year retiree to a smaller percentage if you retire with 29 years of service and no increase if you retire in this group with 30 years of service. Second, your retirement pay will be adjusted to restore your retirement pay to what it would have been if you received the full cost of living adjustments from the beginning of your retirement. This adjustment will occur only once; thereafter your cost-of-living adjustments will continue to be one percent below inflation.

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Study Unit 4, Lesson 3

Disabled Veterans’ Benefits

Types of Disability Compensation

Disabled retirees are veterans who receive compensation from either the Department of Defense (DOD) or the Department of Veterans Affairs (VA). Both the DOD and VA provide two types of disability retirement compensation. If you are retired because of a permanent or temporary disability, you will be referred to as “retired with a disability.”

DOD Permanent Disability Compensation

If you become disabled and have spent eight years in the military or your injury occurred in the line of duty, you may be entitled to disability retirement pay from the DOD. Your disability pay will be based on one of two formulas, whichever is larger: •

Multiply the amount of the retired based pay (either the final base pay or high three) by 2.5 percent for each year of service.

•

Multiply the base pay by the percentage of your disability.

DOD Temporary Disability Compensation

If your military doctor cannot determine if your injuries are permanent and you can carry out your duties, you may be entitled to a temporary disability compensation. The minimum payment is 50 percent of the last amount of basic pay; the maximum, 75 percent. If you qualify for a temporary disability compensation, you must undergo a medical examination every 18 months to determine the status of your disability. The doctors must decide within five years whether the disability is permanent.

Service-Related VA Disability Compensation

The VA provides disability payments to former military members with injuries or diseases incurred or aggravated during active duty. VA disability pay is subtracted from military retirement pay and reduced by the amount of DOD severance pay.

NonserviceRelated VA Disability Compensation

The VA also provides a pension for wartime veterans with limited income and permanent disabilities not traceable to military service. The pension varies based on the individual’s income, size of family, and capacity to care for him or herself. The VA publishes a comprehensive guide about those benefits: Federal Benefits for Veterans and Dependents (VA Pamphlets 8096-1).

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Study Unit 4, Lesson 3

Survivor Benefit Plan (SBP)

Definition

The SBP is a means to provide income for your family after your death. The SBP was enacted by Public Las 92-425 on 21 September 1972. This program enables you to elect a reduced amount of retired pay to provide an annuity difference of up to 55 percent of your retired pay to your survivor(s) after your death. The reduction in retired pay is the “premium” that buys the annuity.

Enrollment

At retirement, if you are married, you will automatically be enrolled in the SBP program at the maximum spouse coverage. This will be done unless you elect to decline participation or decide to participate with a reduced base amount. If you elect anything other than full coverage, your spouse’s written concurrence is required.

Factors

Decisions about enrolling in or declining participation in the SBP program involves many personal factors such as your age, the age of your spouse, the ages and numbers of children, and other financial assets you may have available for your survivors. No decision should be made unless you and your spouse fully understand all of the consequences and various options. Be wary of advice given by financial advisors, specialists, counselors, or salesmen who have a vested interest in making money from the sale of alternate programs.

Start of Coverage

Technically, enrollment in the SBP begins before retirement. Service members on active duty are automatically covered, without cost when they reach the 20-year mark. That means if you die on active duty with more than 20 years of service, your spouse and/or dependent children will receive full SBP benefits. The survivors of retirement-eligible members who dies on active duty (not due to their own misconduct) are also entitled to Dependency and Indemnity Compensation (DIC). The amount of SBP paid to survivors will be offset by any DIC paid to survivors. If the DIC to which the survivor is entitled exceeds the SBP amount, no SBP will be paid. Continued on next page

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Study Unit 4, Lesson 3

Survivor Benefit Plan (SBP), Continued

Options

At the time of retirement, you will have the option of continuing participation in the SBP, reducing it to a lower amount of coverage, or not participating. When you elect to participate, you must select a dollar amount of your retirement pay to be withheld every month. This is called the “base amount” as the foundation of the SBP benefit. The base amount must be between $300 and the full amount of monthly retired pay.

Cost

The cost of the SBP is generally 6.5 percent of the base amount of coverage you select. Note:

For base amounts under $902, the cost of the SBP is 2.5 percent of the first $421 and 10 percent of the remaining base amount.

Two-Tier Systems

The SBP is commonly known as a two-tier system. Surviving spouses receive 55 percent of the base amount until they reach age 62. At age 62, benefits drop to 35 percent of the base amount because survivors then begin to collect social security. The SBP payment, combined with the first social security payment, generally exceeds 55 percent of designated retired pay.

Yearly Increases

Your SBP premiums and survivors’ annuities will increase yearly, following the guidelines used for computing retired pay cost of living allowances (COLAs).

Coverage Changes

If your surviving spouse remarries before age 55, the SBP annuities will be suspended. If the remarriage ends for any reason, the SBP can be reinstated. Once you elect SBP for your spouse, the decision is irrevocable. If, however, the marriage ends, your SBP deduction will be stopped when you notify your finance center. No further deductions will be made unless you remarry. If you do marry, you will have one year to ask for reinstatement of the benefit for your new spouse. However, if the VA certified you as 100 percent, permanently and totally disabled from service-connected causes on your retirement date, you will be allowed to withdraw from the SBP after five years, if the disability persists.

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Study Unit 4, Lesson 3

Lesson 3 Exercise

Estimated Study Time

10 minutes

Directions

Complete the following items. Check your answers against those listed at the end of this lesson.

Item 1

List three alternatives for accumulating retirement income. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Item 2

Tax-deferred income means a. b. c. d.

Item 3

investing earnings that are not taxed now are deferred until a later period. earnings are taxed now and also at a later period. contributions are not tax deductible until you withdraw your earnings. you can claim partial deductions on your earnings now and the remainder on a later date.

List four types of tax-deferred income. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Continued on next page

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Study Unit 4, Lesson 3

Lesson 3 Exercise, Continued

Item 4

To be eligible to receive social security, you must have worked and paid social security taxes at least ______ social security credits (______ years of work) over the course of your lifetime. a. b. c. d.

Item 5

Social security is meant to be used to supplement a. b. c. d.

Item 6

65; 65 40; 10 55; 20 30; 15

other investments, insurance, savings, and your lifestyle. profit sharing, insurance, savings, and your pension. your insurance, savings, your lifestyle, and pension. other investments, insurance, savings, and pensions.

List five pension plans discussed in this lesson. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Item 7

On what criteria are military retirement benefits based? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Continued on next page

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Study Unit 4, Lesson 3

Lesson 3 Exercise, Continued

Item 8

Disabled retirees are veterans who receive compensation from a. b. c. d.

Item 9

If you become disabled and have spent eight years in the military or your injury occurred in the line of duty, you may be entitled to a. b. c. d.

Item 10

either the Department of Defense or the Department of Veterans Affairs. only the Department of Defense. only the Department of Veterans Affairs. either the Department of Veterans Affairs, social security, or the Department of Defense.

disability retirement pay from the Department of Veterans Affairs. temporary disability compensation. disability retirement pay from the Department of Defense. nonservice related disability compensation.

What is the purpose of the survivor benefit plan? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Continued on next page

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Study Unit 4, Lesson 3

Lesson 3 Exercise, Continued

Solutions

The table below lists the answers to the exercise items. If you have any questions, refer to the reference page listed for each item. Item Number 1 • • • • 2 3

• • • • • •

4 5

Answer Tax-deferred individual retirement plans Social security retirement benefits Employer pension plans Military retirement a Individual retirement accounts (IRAs) 401(k) plans Deferred compensation Thrift savings plan Simplified employee pension (SEPIRA) Keogh plans b d

Reference Page 4-59

4-60 4-60

4-64 4-64 Continued on next page

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Study Unit 4, Lesson 3

Lesson 3 Exercise, Continued

Solutions

Item Number 6 • • • • • • • 7 • •

8 9 10

MCI Course 8201

Answer Thrift savings plan Simplified employee plan Corporate Military Federal Teacher retirement State or local government When you entered the military The length of time you served in the military • Your rank • Your basic pay at the time of your retirement a c To provide income for your family after your death

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Study Unit 4, Lesson 3

STUDY UNIT 5 CEREMONIAL DRILL Overview

Estimated Study Time

1 hour, 35 minutes

Unit Scope

As a senior SNCO, you are expected to know how and when to conduct troop movements/ceremonies with a company-sized or larger unit. This study unit covers the basics of ceremonial reviews and parades, identifying the differences between them, and ceremonial drill Letters of Instruction (LOI). For further guidance on this topic, refer to the NAVMC 2691.

Learning Objectives

Unit Content

After completing this study unit, you should be able to •

Identify the characteristics of a review.

•

Identify the characteristics of a parade.

•

Develop a ceremonial drill LOI after receiving the commander’s guidance.

This study unit contains the following topics: Topic Lesson 1 Reviews Lesson 2 Parades Lesson 3 Letters of Instruction (LOI)

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Study Unit 5

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Study Unit 5

LESSON 1 REVIEWS Introduction

Estimated Study Time

20 minutes

Lesson Scope

This lesson covers the basic information on ceremonial drill reviews.

Learning Objectives

After completing this lesson, you should be able to •

Identify the four elements of a review.

•

Identify the occasions when reviews are considered practical.

•

Identify the procedures for forming a review.

•

Identify the sequence of events for a ceremonial review.

•

Identify the procedure for the presentation of awards.

•

Identify the procedure for positioning retirees and personnel to be decorated.

•

Identify the procedure to present the unit to the reviewing officer for inspection. Continued on next page

MCI Course 8201

5-3

Study Unit 5, Lesson 1

Introduction, Continued

In This Lesson

This lesson contains the following topics: Topic Reviews Forming The Units For Review Sequence of Events For The Review Honors and Presentations The Inspection March in Review Reviewing Party Lesson 1 Exercise

MCI Course 8201

5-4

See Page 5-5 5-7 5-9 5-10 5-13 5-16 5-17 5-18

Study Unit 5, Lesson 1

Reviews

Standard Occasions for Reviews

To review is, by definition, “to subject to a formal inspection.” Over the years, the intent to inspect during the review has diminished or has been overshadowed by the purpose for the ceremony (for example, change of command, post and relief, awards and decorations). But, in essence, we do subject the troops reviewed to the inspection.

Other Occasions When Reviews Are Held

Reviews, when practicable, are also held on the

Elements

• • • •

The four elements of a review are • • • •

Key Participants

presentation of United States decorations. decoration of organizational colors. presentation of a foreign decoration. retirement of an individual or a group of any rank.

Formation of troops Presentation of honors Inspection March in review

There are two key participants involved in ceremonial reviews. These individuals are the commander of troops (COT), and the adjutant (ADJ). There are many other participants, but these two individuals make things happen in the reviews. Continued on next page

MCI Course 8201

5-5

Study Unit 5, Lesson 1

Reviews, Continued

Commander of Troops

The senior officer participating in a ceremony is the commander of troops (COT). The COT is responsible for the • • •

Formation of troops Presentation of honors March in review

The local commander will designate a COT from his staff of officers when • •

He reviews his own troops The review is given for a VIP or a senior commander

The local commander will then accompany the distinguished guest.

Adjutant

The adjutant (ADJ), although one of the staff officers, is also a key player. The ADJ serves as the “right-hand-man” for the majority of tasks leading up to and including the ceremony. In addition to the major role in the ceremony, the ADJ is responsible for tasks that begin with the marking of the parade grounds up to the overall conduct of the actual ceremony. It is important to remember that the adjutant receives all of his orders directly from the commander of troops.

Next

MCI Course 8201

Now that you know the jobs of the two key players, let’s learn about forming the units.

5-6

Study Unit 5, Lesson 1

Forming The Units For Review

Preparations

The adjutant will designate and mark certain positions in the parade deck area where the ceremony will be conducted. Positions to be marked include, but are not limited to • • • •

Line of troops - the line on which troops will form Line of march - the line which troops will march in review Post of the reviewing officer - opposite the center of the line of troops on each flank Any additional flag markers to designate • • •

The subordinate unit commander’s posts Unit guide posts Turning points for the approaching line of troops.

The illustration below shows an example of a parade/review diagram. Note: Each diagram can be as detailed or as simple as desired.

Continued on next page

MCI Course 8201

5-7

Study Unit 5, Lesson 1

Forming The Units For Review, Continued

Troop Formations

The formation of troops is the base of a review. Normally, troops will form “in line” for reviews. Variables that may affect the type of formation to be used are • • • • •

Size of the review Available personnel Type of review Location Weather

Size of the Unit

Reviews are generally battalion-sized or larger. However, when different types of units are participating, company-sized units may be formed.

Types of Formations

The two types of formations used are “line” and “mass.” However, troops normally form in line for a review. When space is limited, reviews conducted by regiments and larger organizations may be in line with battalions and independent companies in mass formation. The illustration below gives examples of these two types of formations. Battalion “In Line” with Companies “In Mass” (see below left), Battalion “In Line” with Companies “In Line” (see below right)

MCI Course 8201

5-8

Study Unit 5, Lesson 1

Sequence of Events For The Review

Sequence

The table below lists the steps to form for battalion or regimental reviews. Step 1 2

3 4 5 6 7 8

Large Reviews

Action Posting of the commander of troops (COT) and staff. Adjutant’s Call • Units march and form in line • Units dress to the right • Guides post • Bayonets fixed (if so armed) Colors trooped. Formation presented to the COT. Posting of the adjutant/publication of the orders. Staff draws swords. Staff is boxed. Posting of the reviewing officer. (RO)

When forming reviews larger than a battalion or regiment, the same basic commands, procedures, and sequence of events will apply. Normally, in large reviews, battalions and independent companies • • • •

Are in mass formation Take their positions on the line of troops prior to the “third” Adjutants’ call Are assigned routes of march and departure and arrival times Execute movements • •

MCI Course 8201

On the command of execution from their respective commanders only In succession by units from right to left

5-9

Study Unit 5, Lesson 1

Honors and Presentations

To Whom

During the ceremony, presentations and honors are rendered to the reviewing officer (RO) and/or the guest of honor (GOH) depending on their title, billet, and rank. The status of the RO or GOH may make it necessary to present the command and render appropriate honors. To determine exactly what honors your RO or GOH rates, refer to U.S. Navy Regulations.

Procedure

The table below describes the sequence of events for a review with presentations and honors. When The reviewing official (RO) posts

The RO is posted All units have rendered appropriate salutes Honors to the RO are rendered Honors are complete

Then The commander of troops (COT) brings the command to attention (Subordinate commands will be utilized when the unit is larger than a battalion.) The COT directs his command to present arms The COT faces the RO and salutes. (His staff salutes with him.) • The COT salutes • Honors music sounds The COT • Terminates his salute (his staff with him) • Brings his troops to order arms A gun salute may be fired.

The commanding officer deems a gun salute practicable and saluting guns are available, or when artillery is present in the formation Last note of honors is The first gun is fired sounded The last gun is fired The firing detachment rejoins its unit Honors and gun salutes • Each organizational color salutes with its are being rendered command • Military personnel in uniform • •

Salute at the first note of the music and Hold salute until the music and gun salute are completed. Continued on next page

MCI Course 8201

5-10

Study Unit 5, Lesson 1

Honors and Presentations, Continued

Presentation of Decorations

After resuming his or her post, the COT faces the command and orders the troops to attention. At this time if there are any presentations of decorations, they will be done before the march in review.

Positioning

Persons to be decorated and retirees will form • • •

In a single rank in the center of the command 15 paces in front of the line of company commanders According to the precedence of the decoration to be conferred with the highest ranking decoration on the right

Those persons who receive similar decorations take position by seniority within each decoration group, and retirees not receiving decorations form to the left of persons being decorated.

Moving the Persons to be Decorated

After the reviewing officer has inspected the troops and resumed his post, the COT does an about face and commands “PERSONS TO BE DECORATED, RETIREES, AND ALL COLORS, CENTER, MARCH.” On “MARCH,” persons to be decorated, retirees, and all colors move by the most direct route to their proper posts.

Decorating Colors

When colors are to be decorated • •

They will form in a single rank 5 paces in front of the center of the line of persons to be decorated The color to receive the highest decoration is on the right

The remainder of the colors will form to the left according to the rank of the decorations to be conferred. All other colors with color guards form in a single rank five paces behind the center of the line of persons to be decorated. Each color will be in the same relative position as its parent organization is within the formation for review. Continued on next page

MCI Course 8201

5-11

Study Unit 5, Lesson 1

Honors and Presentations, Continued

Illustration

The illustration below shows the positions of the persons to be decorated, retirees and all colors, as they relate to a review.

Next

After the awards presentation is complete, the reviewing official will then perform an inspection. The next map will discuss this in detail.

MCI Course 8201

5-12

Study Unit 5, Lesson 1

The Inspection

Purpose

The inspection portion of the review is designed to allow the RO the opportunity to inspect the troops. Although not intended to be a lengthy or detailed inspection, it will allow the RO to identify major defects or trends throughout the line of troops. The RO completes the inspection either afoot or in a vehicle.

Inspection When RO is Afoot

When the RO executes the inspection on foot, the following steps occur.

Step 1

2 3 4 5

6 7

Action The RO and the local commander (host) post in front of the COT. The RO may direct his staff, or any part of it, to accompany him. Note: If the staff members accompany the reviewing party, they follow their respective commanders in a single file. The COT and the RO exchange salutes. The COT reports, “Sir, the command is formed for inspection.” The COT and the local commander (host) march to the right of the RO (away from the troops). The reviewing party passes immediately in front of the line of company commanders, except when companies are in a line formation, in which case they pass immediately in front of the platoon commanders. The reviewing party passes around the rear of the troops. After the reviewing party has completed the inspection, the RO and COT exchange salutes, then return to their positions. Continued on next page

MCI Course 8201

5-13

Study Unit 5, Lesson 1

The Inspection, Continued

Inspection When the RO is In a Vehicle

When the RO executes the inspection in a vehicle, the following steps occur.

Step Action 1 The reviewing party embarks at the post of the RO. • • • 2

The RO enters first and occupies the left rear position. The local commander (host) occupies the right rear position. If the staffs are to accompany the reviewing party, the right front position in each vehicle is left vacant. The command vehicle (approaching from the COT’s left) moves to the post of the COT and stops. •

3

The COT salutes, reports, and enters the vehicle, occupying the right front position. • His staff occupies the vacant positions in the staff vehicles if the staffs accompany the reviewing party. After the reviewing party has completed the inspection in vehicles • • • •

The first stop is made at the post of the COT The COT exchanges salutes with the RO (staff members do not) The COT takes his post and the RO returns to his The COT faces the command and orders the troops to attention

Presentation of decorations may be conducted at this time.

Continued on next page

MCI Course 8201

5-14

Study Unit 5, Lesson 1

The Inspection, Continued

Unit’s Procedures During Inspection

The RO makes whatever general inspection of the command he may desire. However, a detailed inspection is not part of the ceremony or review. While the RO is passing around the troops, • • •

The formation is at either “AT EASE” or “PARADE, REST” The organizational band plays Each massed unit, including the color guard, will, upon the orders from the unit commander, execute • • •

ATTENTION (as the RO approaches) “EYES, RIGHT” while halted (as the RO passes) “AT EASE” or “PARADE REST” (after the RO has passed)

•

Each massed unit, including the color guard, will remain at “AT EASE” or “PARADE REST” until the RO approaches the rear of a unit, at which time the unit is brought to “ATTENTION” until the reviewing party has passed; or the commander faces toward his unit until the party has passed. Continued on next page

MCI Course 8201

5-15

Study Unit 5, Lesson 1

March in Review

Procedure

This portion of the review, better known as “Pass in Review,” allows the reviewing officials the opportunity to review the troops on the march. When executing the march in review, the troops leave the original line of troops and march along the line of march passing the reviewing officials. The COT commands, “PASS IN REVIEW.” On this command, the band changes direction to that of the line of march and halts.

Unit Formations

The table below describes the pass in review based on the size and original formation of troops. If

Then

A battalion or regiment is formed with companies in line or mass A regiment or larger unit is conducting the review with battalions or regiments and independent companies or battalions in mass formation

Troops march in review in the same manner as prescribed for a parade.

The march in review is conducted as follows after the band has halted: • • • • • •

MCI Course 8201

The band steps off on the command of execution, “MARCH,” with the right battalion or independent company. Succeeding battalions and independent companies execute a right turn in succession from right to left by their commanders. The band and each massed battalion, or independent company, change direction to follow the line of march on the commands of their respective commanders. Each turning point should have been previously marked (see preparing the review site in this lesson). The COT and staff march so as to take position at the head of the band after the second change of direction. The senior company commander in each massed battalion, and commanders of massed companies, command “EYES, RIGHT.” All units will execute “EYES RIGHT” when 6 paces from the nearest member of the reviewing party. They hold their salutes and eyes right positions until 6 paces beyond the reviewing party.

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Study Unit 5, Lesson 1

Reviewing Party

Components

The reviewing party consists of • • •

The local commander and his/her staff The reviewing officer and his/her staff Distinguished civilians

Note: Local commanders should consider it appropriate, when only one distinguished individual is retiring, to allow that individual to participate as the reviewing officer.

Position

MCI Course 8201

The diagram below depicts the position of the reviewing party.

5-17

Study Unit 5, Lesson 1

Lesson 1 Exercise

Estimated Study Time

10 minutes

Directions

Complete the following items by performing the action required. Check your answers against those listed at the end of this lesson.

Item 1

Select the four elements of a review. a. b. c. d.

Item 2

One type of occasion when reviews are held when practicable would be a. b. c. d.

Item 3

promotions. wet downs. retirements. re-enlistment.

Who is typically in command of troops in review? a. b. c. d.

Item 4

Formation of troops, presentation and honors, inspection, march in review Formation of troops, inspection, troop the colors and march in review Adjutants call, inspection, troop the colors, march in review Adjutants call, troop the line, troop the colors, march in review

Adjutant Guest of honor Senior officer participating in the ceremony Reviewing officer

Who designates and marks the review site? a. b. c. d.

Sergeant major Guest of honor Commanding officer Adjutant Continued on next page

MCI Course 8201

5-18

Study Unit 5, Lesson 1

Lesson 1 Exercise, Continued

Item 5

Normally, troops will form in ____________ for reviews. a. b. c. d.

Item 6

What is the final step when forming for a review? a. b. c. d.

Item 7

Commander of troops Guidon National Ensign RO and or the guest of honor (GOH)

When colors are to be decorated, how many paces behind the colors are the persons to be decorated placed? a. b. c. d.

Item 9

Adjutant’s call Trooping the colors Posting of the reviewing officer Marching in review

Who receives the presentation and honors? a. b. c. d.

Item 8

mass line column massed column

3 4 5 6

When inspecting the line of troops, the COT and the local commander will march a. b. c. d.

one on either side of the RO. between the RO and the line of troops. to the right of the RO away from the line of troops. in a single file behind the RO. Continued on next page

MCI Course 8201

5-19

Study Unit 5, Lesson 1

Lesson 1 Exercise, Continued

Item 10

What is the command given to march the unit in review? a. b. c. d.

“MARCH IN REVIEW” “FORM FOR REVIEW” “EYES RIGHT” “PASS IN REVIEW” Continued on next page

MCI Course 8201

5-20

Study Unit 5, Lesson 1

Lesson 1 Exercise, Continued

Solutions

The table below provides the correct answers to the exercise items. If you have any questions, refer to the reference page listed for each item. Item Number 1 2 3 4 5 6 7 8 9 10

MCI Course 8201

Answer a c c d b c d c c d

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Reference Page 4-5 4-5 4-6 4-7 4-8 4-9 4-10 4-12 4-13 4-16

Study Unit 5, Lesson 1

(This page intentionally left blank.)

MCI Course 8201

5-22

Study Unit 5, Lesson 1

LESSON 2 PARADES Introduction

Estimated Study Time

15 minutes

Lesson Scope

Although reviews and parades are very similar, the slight differences between them need to be identified. This lesson will identify the characteristics unique to ceremonial parades.

Learning Objectives

After completing this lesson, you should be able to •

Identify the three basic parts of a ceremonial parade.

•

Identify the main differences between a ceremonial review and a ceremonial parade.

•

Identify the procedures for forming a battalion or regiment for a ceremonial parade.

•

Identify the procedures used when a “change of command” ceremony is included in the ceremonial parade.

•

Identify procedures for street parades. Continued on next page

MCI Course 8201

5-23

Study Unit 5, Lesson 2

Introduction, Continued

In This Lesson

This lesson contains the following topics: Topic Introduction Battalion and Regimental Ceremonial Parades Formation of Troops For Battalion/Regimental Size Units Change of Command/Post and Relief Street Parades Lesson 2 Exercise

MCI Course 8201

5-24

See Page 5-23 5-25 5-26 5-29 5-31 5-34

Study Unit 5, Lesson 2

Battalion and Regimental Ceremonial Parades

Purpose

The purpose of a ceremonial parade is to provide a ceremony from which the appearance and movements of troops in formation are the primary consideration.

Three Parts

There are three basic parts of ceremonial parades: formation of troops, presentation and honors to the reviewing officer, and the march in review. The biggest difference between a parade and a review is that in a parade the inspection is omitted from the sequence of events.

Other Differences

In a parade, during the formation of troops, the band “SOUNDS OFF” and troops the line, reports are received, orders are published by the adjutant, and the officers and guidons are marched center.

Common Traits

As with review, troops may have “FIXED BAYONETS”, and the colors may be trooped. Decorations may also be awarded at the same point in the ceremony as in the review. If the parade is held during the evening, “RETREAT” may be included in the ceremony.

Next

Now that you have learned what a ceremonial parade is held for, let’s discuss how the parade is formed.

MCI Course 8201

5-25

Study Unit 5, Lesson 2

Formation of Troops For Battalion/Regimental Size Units

Marking

The parade field is marked in the same manner as prescribed in Lesson 1.

Sequence

The table below lists the steps in the procedure to form for battalion or regimental parades. Step 1 2

3

Action Posting of the COT and staff. Adjutant’s Call • Units march and form in line • Units dress to the right • Guides post • Bayonets fixed (if so armed) After the above steps are completed, the ADJ will then command: •

“PARADE, REST; SOUND OFF”. (The band will then “troop the line” as it plays and return to their original position.) • “ATTENTION”, “PRESENT, ARMS”

4 5 6 7 8 9 10 11 12 13 14

Note: Steps three and four can be inverted. In other words, one can be done before the other. Colors trooped. Formation presented to the COT and the staff execute “DRAW SWORD” as commanded. COT then commands the manual of arms sequence with the troops. The COT then commands the ADJ to “RECEIVE THE REPORT.” ADJ then ordered to “PUBLISH THE ORDERS SIR.” ADJ orders “OFFICERS, CENTER, MARCH. COT commands “POST, MARCH” to return the officers to their prospective positions. Staff is boxed. Posting of the reviewing officer. Presentation and honors takes place at this point in the parade as prescribed during lesson 1. March in Review takes place after command “PASS IN REVIEW” has been given by the COT. Continued on next page

MCI Course 8201

5-26

Study Unit 5, Lesson 2

Formation of Troops, Continued

Sequence, continued

The table below lists the steps to form for battalion or regimental parades. Step 15

Action When the pass in review is completed, the troops will return to their positions until dismissed unless they have been directed to perform the “MARCH OFF” after passing the reviewing official.

Note: If the parade is held during the evening, the parade sequence known as “RETREAT” will be played by the band and executed by the flag detail between steps three and five above. This depends on what portion of the parade the colors are marched on.

Regimental Parade

The regimental parade is held in the same manner as the battalion parade with some minor differences in execution. The table below describes these differences. Stage Adjutant’s Call Manual of Arms

Pass in Review companies “IN LINE”

Description Units march in on the second time it is played. It is sometimes referred to as Regimental Adjutant’s Call. The manual of arms sequence, and any other movement of the weapon by the troops, will be ordered by the respective battalion, or company commanders. It is normally done by the COT. Pass in review is commanded by the COT just as during a battalion parade. However, when he gives the command for “PASS IN REVIEW,” the commander of the right battalion or independent company will give the command “RIGHT FACE”; “RIGHT SHOULDER, ARMS” as the troops form columns of threes. The rest of the units will do the same thing ordered by their commander but, in succession from right to left. After the battalion and companies are formed in the direction of march, the right battalion commander will give the command, “FORWARD, MARCH” and step off while the rest of the units will step off after the command has been given by their commander. Just as before, this is also done in succession from right to left. Continued on next page

MCI Course 8201

5-27

Study Unit 5, Lesson 2

Formation of Troops, Continued

Regimental Parade, continued

The regimental parade is held in the same manner as the battalion parade with some minor differences in execution. The table below describes these differences. Stage Pass in Review companies “IN MASS”

Next

MCI Course 8201

Description Everything above is the same except that the commands from the right battalion commander are: “RIGHT SHOULDER, ARMS; COLUMN OF COMPANIES, RIGHT COMPANY, RIGHT TURN MARCH.” The succeeding battalions will then go in order just as before.

You have now learned how to form the battalion- and regimental-sized units for a parade. Let’s look at some various types of parades and their characteristics.

5-28

Study Unit 5, Lesson 2

Change of Command/Post and Relief

Sequence

The change of command (CoC) ceremony proceeds in the same manner as the battalion ceremonial parade up to the point where the troop commander directs the adjutant to “PUBLISH THE ORDERS, SIR.” It is at this point in the ceremony that the incoming and outgoing commanders exchange the colors.

Specific Changes

The table below describes the sequence of changes that occur in the procedure. Step Attention to Orders

Officers, Center, March

Deliver the colors to the commanding officer.

Action The adjutant faces the troops and • Commands “ATTENTION TO ORDERS.” • Publishes pertinent excerpts from the outgoing commander’s orders • Publishes pertinent excerpts from the incoming commander’s orders. • The adjutant commands “OFFICERS, CENTER, MARCH.” • The ceremony continues as described for the ceremonial parade until the officers have returned to their posts from officer’s center. • The outgoing and incoming commanding officers then take post in the reviewing area. • If the outgoing commanding officer is entitled to honors, they will be rendered at this point. • When both have taken their proper posts (the present commanding officer on the right), the COT directs the adjutant, “DELIVER THE COLORS TO THE COMMANDING OFFICER.” • The adjutant returns his sword, if so armed, takes the most direct route to a position two paces in front of the color guard, salutes and takes the organizational color from the junior color bearer, carrying the color as nearly in the position of “carry color” as he can without a sling. • The adjutant marches by the most direct route to a position two paces in front of the outgoing commanding officer. Continued on next page

MCI Course 8201

5-29

Study Unit 5, Lesson 2

Change of Command/Post and Relief, Continued

Specific Changes, continued

Step Present, Arms

Action • • •

• Order, Arms

• • • •

The COT then commands, “PRESENT, ARMS.” The adjutant transfers the color to the outgoing commanding officer. The outgoing commanding officer passes the color to the incoming commanding officer. (The adjutant salutes as the color is passing from one to the other. The passing of the color signifies the transfer of command). The new commanding officer then passes the color back to the adjutant. The COT commands, “ORDER, ARMS.” The old and new commanding officers face each other and exchange salutes and positions (right shoulder to right shoulder). The adjutant then returns the color to the color guard by the most direct route, salutes the colors, resumes his post in the staff, and draws sword. If the new commanding officer is entitled to honors, they will be rendered at this time.

Post and Relief

A post and relief ceremony is similar to a change of command; it is, in essence, a change of command for the senior enlisted advisor of the command (first sergeant or sergeant major).

Differences

There are basically two main differences in this type of ceremony. Usually the march in review portion of the review will be omitted, and instead of the colors being exchanged, there will normally be an NCO sword, known as the “Sword of Office.”

MCI Course 8201

5-30

Study Unit 5, Lesson 2

Street Parades

Use

The following are times when a street parade may be better suited for the review: • •

Grand Marshal

When the unit on parade is of a size too large to form in one area When large vehicles are involved

A person designated as the grand marshal commands street parades. The grand marshal will • •

Make personnel appointments Issue the order concerning the • Formation • Movement • Dismissal of the parade

Appointments

The grand marshal will appoint a staff which will enable him to delegate responsibilities across the slate to ensure all areas of the parade are covered. These appointments include • • • •

Chief of staff Aides/staff officers Brigade commanders Marshals of divisions Continued on next page

MCI Course 8201

5-31

Study Unit 5, Lesson 2

Street Parades, Continued

The Order

The order will include the • • • • • • • • • •

Names of the staff officers and when and where they are to report Assignment of organizations and their order in brigades and divisions Names and assignment of brigade commanders and marshals of divisions Streets upon which the brigades and divisions are to form Direction their lines or columns face, where the right or head of columns rest, and the width of the fronts of the subdivisions in column Times for each division to form and be ready to march Time and place at which the head of the parade will move, the line of march, and the direction of guide Honors to be rendered during the march Instructions for the dismissal of the parade Instructions regarding uniform and equipment

Review

The grand marshal may review the parade at a point beyond the reviewing stand and before its dismissal.

Order of Precedence

The order of precedence of units in street parades involving two or more services of the United States or of a foreign nation are the same as prescribed in the NAVMC 2691 Paragraph 12-1. Veterans and patriotic organizations march in the order prescribed by the grand marshal. The grand marshal marches at the head of the parade with the staff and chief of staff on the right and 1 ½paces to the rear in one or more ranks

Forming

Odd-numbered divisions are usually formed in streets to the right of the line of march, the first division nearest the starting point. Even-numbered divisions are similarly formed on streets to the left side of the line of march. Continued on next page

MCI Course 8201

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Study Unit 5, Lesson 2

Street Parades, Continued

Formations

Formations that may be used for street parades are • • •

Columns of threes (or fours) abreast Mass formation Transportation marches in • Single column • Multiple columns of twos, threes, or fours depending upon the width of the street

Long Parades

MCI Course 8201

In all parades, the prescribed weapons carriage is on the right shoulder however, when the troops will be marching long distances they can be at sling arms.

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Study Unit 5, Lesson 2

Lesson 2 Exercise

Estimated Study Time

10 minutes

Directions

Complete the following items by performing the action required. Check your answers against those listed at the end of this lesson.

Item 1

What are the three parts of a parade? a. Formation of color guard, honors and presentation, movement of troops b. Formation of troops, presentation and honors to the reviewing officer, and the march in review c. Formation of troops, presentation and honors to the COT, and the march in review d. Publishing the orders, march in review, and pass in review

Item 2

What event is omitted from a parade that is done in a review? a. b. c. d.

Item 3

Pass in review Presentation and honors Sound off Inspection

After the units have marched in, dressed to the right, and the guides have posted, what is the next sequence? a. b. c. d.

Manual of arms Present arms to the COT Fix bayonets (if so armed) Officers center Continued on next page

MCI Course 8201

5-34

Study Unit 5, Lesson 2

Lesson 2 Exercise, Continued

Item 4

During a parade, the COT orders the ADJ to “RECEIVE THE REPORT.” What is the next order the COT gives to the ADJ? a. b. c. d.

Item 5

The change of command ceremony is similar to a ceremonial parade up to the point when the COT commands a. b. c. d.

Item 6

“FIX BAYONETS.” “SOUND ATTENTION.” “POST THE COLORS.” “PUBLISH THE ORDERS, SIR.”

A post and relief ceremony is for a. b. c. d.

Item 7

“SOUND OFF” “PUBLISH THE ORDERS, SIR” “TAKE YOUR POST” “TAKE CHARGE, CARRY OUT THE PLAN OF THE DAY”

senior officers. senior enlisted. retirees. reservists.

A street parade might be better suited for a review when a. the unit on parade is too large to form in one area, and when large vehicles are used. b. a regimental formation is used with large pieces of equipment. c. vehicles are going to be used to transport the troops during a parade. d. the commanding officer deems it appropriate. Continued on next page

MCI Course 8201

5-35

Study Unit 5, Lesson 2

Lesson 2 Exercise, Continued

Item 8

For street parades, who will assign the marshals of divisions? a. b. c. d.

Commander of troops Grand marshal Chief of staff Commanding officer Continued on next page

MCI Course 8201

5-36

Study Unit 5, Lesson 2

Lesson 2 Exercise, Continued

Solutions

The table below provides the correct answers to the exercise items. If you have any questions, refer to the reference page listed for each item. Item Number 1 2 3 4 5 6 7 8

MCI Course 8201

Answer b d c b d b a b

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Reference Page 5-25 5-25 5-26 5-26 5-29 5-30 5-31 5-31

Study Unit 5, Lesson 2

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Study Unit 5, Lesson 2

LESSON 3 LETTER OF INSTRUCTION (LOI) Introduction

Estimated Study Time

30 minutes

Lesson Scope

This lesson provides general information for writing a letter of instruction (LOI).

Learning Objectives

After completing this lesson, you should be able to

In This Lesson

•

Identify key points to receive commander’s guidance.

•

Identify steps to prepare the LOI.

•

Identify steps to execute the LOI.

This lesson contains the following topics. Topic Introduction Commander’s Guidance Preparing the LOI Executing the LOI Sample LOI Lesson 3 Exercise

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Study Unit 5, Lesson 3

Commander’s Guidance

Source

As a senior SNCO in your unit, you may be tasked with developing a LOI for a ceremony. Before you can create the LOI, you must first receive the commander’s guidance. Commander’s guidance will be given for any ceremony and can be passed in several ways including • • • •

Formal correspondence E-mail Meetings Conversations

Action

However it comes, you will have to interpret the guidance, create a plan, and produce a clear LOI that disseminates the plan.

Key Points

There is no secret to receiving the commander’s guidance; however some key points to remember are to •

• • • •

• • •

MCI Course 8201

Brainstorm with the commander • If the situation allows • The commander deems it necessary • Usually during a scheduled staff meeting Gather as much information as possible pertaining to the ceremony Read and organize the information obtained Ask questions especially if you are unclear Be sure you understand • The task • Purpose • The commander’s intent Provide feedback and or recommendations Be as detailed as possible Refer to references

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Study Unit 5, Lesson 3

Preparing the LOI

Contents

After determining what information you need to successfully conduct the ceremony, write it all down in a letter of instruction (LOI). An example of an LOI for a ceremony is included at the end of this lesson. The LOI is written like most navel correspondence. Some of the various areas that must be covered are • • • •

Purpose

The purpose of the LOI Information about the ceremony Delegation of assignments Coordinating instructions

State the purpose of the LOI, for example, “To publish information, responsibilities, and details regarding the change of command ceremony.” Continued on next page

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Study Unit 5, Lesson 3

Preparing the LOI, Continued

Information about the Ceremony

In this portion of the LOI •

•

• •

• • •

State the • Time/Date of the event • Location of the event • Formation type that will be used List all participating units • Battalion staff • MCB Band • Organic companies • MCB Color Guard Instruct guests on • Uniform to be worn by non-participating military guests • Appropriate attire for civilians. Provide information about the reception • Who • What • When • Where Include an inclement weather plan. • Who will decide • When the decision will be made State how the sequence of events will be conducted and include the location of a more detailed listing of the actual sequence. State the uniform and equipment that will be standard for all participants and use an enclosure for a more detailed listing.

Assignments

In this area of the LOI you will delegate the responsibilities and give taskings to personnel sections and subordinate units throughout the unit. Again, be as detailed as possible.

Coordinating and Special Instructions

This area is the generalized area of instruction. It includes

MCI Course 8201

• • •

Muster times Special uniform instructions Points of contact

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Study Unit 5, Lesson 3

Executing the LOI

Ceremonial Success

The proper execution of the LOI will be measured by the success of the ceremony. The more detail you put into the LOI, the more well planned and understood the ceremony will be.

Responsibilities

After the commander has approved and signed the LOI, it becomes an order. Everyone mentioned on the LOI is responsible for the execution of its contents.

Distribution

Although an LOI is addressed to “Distribution List,” be sure that copies reach all key personnel involved with the ceremony.

Next

On the following pages you will find an example of an LOI.

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Study Unit 5, Lesson 3

SAMPLE LOI UNITED STATES MARINE CORPS HEADQUARTERS AND SERVICE BATTALION MARINE CORPS BASE QUANTICO, VIRGINIA 22134-5043 5060 RGL Jun 01 From: Commanding Officer To: Distribution List Subj: LETTER OF INSTRUCTION (LOI) FOR HEADQUARTERS AND SERVICE BATTALION CHANGE OF COMMAND 13 JULY 2001 Ref:

(b) NAVMC 2691

Encl.: (1) (2) (3) (4) (5)

Dates and Times for Rehearsals and Ceremony Task Organization Sequence of Events for Ceremony Uniform and Equipment Inclement Weather Sequence of Events

1. Purpose. To publish information, responsibilities, and details relative to the change of command ceremony. 2. General. On 13 July 2001, Colonel R. A. Fracasso will relinquish command of Headquarters and Service Battalion, Marine Corps Base, Quantico. Colonel J.A. Jobe will assume command of the Battalion. 3. Information. Enclosure (1) is a listing of scheduled events leading up to and including the ceremony. Enclosure (1) will be updated periodically as additional information becomes available. Enclosure (2) is the task organization for the ceremony. Enclosure (3) outlines the sequence of events for each of the various rehearsals conducted in connection with the aforementioned ceremony. Enclosure (4) outlines specific uniform and equipment requirements. Enclosure (5) outlines the specifics on the inclement weather plan. The details relative to the ceremony are as follows: a. Time/Date.

1300, Friday, 13 July 2001.

b. Location.

Lejeune Field

c. Formation.

Battalion in line with companies in line.

d. Primary Participating Units

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Study Unit 5, Lesson 3

SAMPLE LOI (1) (2) (3) (4)

Battalion Staff MCB Band Organic Companies MCB Color Guard

e. Guests. The uniform for military attendees is the designated uniform of the day. Nonservice members should wear appropriate civilian attire. f. Reception. A reception for invited guests will immediately follow the ceremony at Lejeune Field. In the event of inclement weather, the reception will be held in the Battalion Classroom on the second deck of Building #2006. g. Inclement Weather. The decision to execute the inclement weather plan will be made by the Commanding Officer at 1000 on the day of the ceremony. Enclosure (5) describes the indoor ceremony and specifies the actions to be taken should the order be given to implement the plan. h. Sequence of Events. The ceremony will be conducted per the reference and this LOI. The specific sequences of events for fair and inclement weather are contained in enclosures (3) and (5). i. Uniform and Equipment. All information pertaining to this ceremony is contained in enclosure (4). 4. Action 1. S-1 Officer a. Coordinate the narration with the Battalion Executive Officer. b. Coordinate with the Base Public Affairs Officer for a narrator for rehearsals and the ceremony. c. Provide the program for the ceremony. d. Coordinate media coverage from the Quantico Sentry. e. Coordinate with CO, Headquarters Company to identify personnel to fill positions on the Battalion Staff (3 Officers and SNCOs). f. Coordinate with company commanders to provide both officer and enlisted ushers and escorts. g. Provide escorts for Mrs. Fracasso and Mrs. Jobe. h. Arrange seating for invited guests. MCI Course 8201

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Study Unit 5, Lesson 3

SAMPLE LOI

i. Provide S-1 Chief for the Battalion Staff. 2. S-2 Officer a. Provide daily weather forecasts to the Operations Officer beginning 3 July. b. Provide the S-2 Officer and S-2 Chief for the Battalion Staff. 3. S-3 Officer a. Coordinate the overall conduct of the ceremony and all rehearsals. b. Arrange for a sound system to support narration at all designated rehearsals and the ceremony. c. Provide the Adjutant for the Battalion Staff. d. Provide the S-3 Officer and S-3 Chief for the Battalion Staff. e. Mark the parade deck f. Reserve Little Hall for the inclement weather plan and prepare the stage for the ceremony. 4. S-4 Officer a. Coordinate support for the reception. b. Provide the S-4 Officer and the S-4 Chief for the Battalion Staff. c. Ensure that Lejeune Field is properly mowed and policed no earlier than 11 July and NLT 12 July. d. Provide seating as required for invited guests. e. Provide two fly tents for refreshments. f. Coordinate refreshments and snacks for the invited guests. g. Provide one water bull for all rehearsals and the actual ceremony. h. Ensure the Armory is opened no later than 0600 to issue weapons on designated practice dates. i. Provide one ambulance with two corpsmen for all rehearsals and the actual ceremony. MCI Course 8201

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Study Unit 5, Lesson 3

SAMPLE LOI

j. Coordinate for five (5) corpsmen to march as participants in the ceremony. k. Provide one three-tier reviewing stand. l. Provide transportation for rehearsals and the ceremony (in case of inclement weather). m. Develop and implement a plan for VIP parking and traffic control. Provide the Operations Officer a brief of that plan NLT 5 July. 5. Supply Officer a. Issue swords with accouterments to designated personnel. 6. Coordinating Instructions a. The uniform for parade participants will be service “A” with ribbons and badges. Females will wear slacks. b. Sunglasses or specially tinted glassed will not be worn. Only military issued eyeglasses will be worn. c. Platoon sergeants will muster their platoons in front of Building 2006 and march them to Lejeune Field. d. The point of contact for all questions concerning the ceremony is Capt Ferdinand ext. 7571.

By direction Distribution: A

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Study Unit 5, Lesson 3

SAMPLE LOI Dates and Times for Rehearsals and Parade Date/Time

Event

Location

Uniform

Personnel

6 July/0900 6 July/0900 10 July/0900 11 July/0900 12 July/0900 12 July/TBD

Chalk Talk Parade Practice Parade Practice Parade Practice Parade Practice Inclement Weather Rehearsal Ceremony

Bn Conf Room Lejeune Field Lejeune Field Lejeune Field Lejeune Field Little Hall

Utilities (Note 1) Utilities (Note 2) Utilities (Note 2) Utilities (Note 2) Utilities (Note 2) Utilities (Note 2)

Key Key Key Key All (Note 3)

Lejeune Field

SVC “A”

All

13 July/1300

Note 1:

Key Personnel Commander of Troops Parade Staff Company Commanders Company Guidon Bearers Platoon Commanders Platoon Guides Squad Leaders Color Guard

Note 2:

Uniform

Note 3:

Officer/SNCOs

Swords w/belt

Enlisted

Garrison cover, M-16

Navy

Pistol Holster, Cartridge belt, First Aid Pouch

Personnel Adjutant SgtMaj Color Guard

Encl (1) MCI Course 8201

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Study Unit 5, Lesson 3

SAMPLE LOI Task Organization Headquarters and Service Battalion (-) (Rein) (1) Narrator (PAO) (6) Ushers (S-1), (3) officers ushers (3) enlisted ushers (6) Escorts (S-1), (3) officer escorts (3) enlisted escorts Battalion Staff Commander of Troops S-1 ADJ S-1 Chief S-2 Officer S-2 Chief S-3 Officer S-3 Chief S-4 Officer S-4 Chief Quantico Marine Band

Maj-LtCol Lt-Capt SNCO Lt-Capt SNCO Capt-Maj SNCO Lt-Capt SNCO

Headquarters Company/A Co

# Personnel Required

CoCmdr Guidon Bearer Platoon Cmdr Platoon Guide Platoon Sergeant Squad Leaders Navy Corpsman Marching Platoon

(1) (1) (1) (1) (1) (3) (1) (24)

Operations Company/B Co

# Personnel Required

CoCmdr Guidon Bearer Platoon Cmdr (TACO) Platoon Guide (SVCCO) Platoon Sergeant (TECO) Squad Leaders (TA, SVC, TECO) Navy Corpsman Marching Platoon (TA, SVC, TECO) Color Guard

(1) Capt-Maj (1) NCO (1) WO-Capt (1) Sgt (1) SSgt (3) NCO (1) Seaman-PO1 (24) Pvt-NCO (4) Pvt-NCO

Capt-Maj NCO WO-Capt Sgt SSgt NCO Seaman-PO1 Pvt-NCO

Encl (2) MCI Course 8201

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Study Unit 5, Lesson 3

SAMPLE LOI Tenant Activities Company/C Co

# Personnel Required

CoCmdr Guidon Bearer Platoon Cmdr Platoon Guide Platoon Sergeant Squad Leaders Navy Corpsman Marching Platoon

(1) (1) (1) (1) (1) (3) (1) (24)

Training and Education Company/D Co

# Personnel Required

CoCmdr Guidon Bearer Platoon Cmdr Platoon Guide Platoon Sergeant Squad Leaders Navy Corpsman Marching Platoon

(1) (1) (1) (1) (1) (3) (1) (24)

Service Company/E Co

# Personnel Required

CoCmdr Guidon Bearer Platoon Cmdr Platoon Guide Platoon Sergeant Squad Leaders Navy Corpsman Marching Platoon

(1) Capt-Maj (1) NCO (1) WO-Capt (1) Sgt (1) SSgt (3) NCO (1) Seaman-PO1 (24) Pvt-NCO

Capt-Maj NCO WO-Capt Sgt SSgt NCO Seaman-PO1 Pvt-NCO

Capt-Maj NCO WO-Capt Sgt SSgt NCO Seaman-PO1 Pvt-NCO

NOTE: Marching Platoon consists of: Platoon Commander Platoon Sergeant Platoon Guide Squad Leaders Three squads of marching Marines Navy Corpsman Total: 31, (1) officer (29) enlisted Marines (1) Enlisted Navy Encl (2)

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Study Unit 5, Lesson 3

SAMPLE LOI Sequence of Events for the Ceremony 1. Form Time: -1240 a.

The Battalion is formed with the companies in column, platoons in column, at parade rest.

b.

The Quantico Marine Band is in position on the parade deck and will begin playing for ten minutes.

c.

Prior to Adjutant’s call: at 1257, the commander of troops (COT) takes position, with the staff six paces in front of the reviewing area and faces the line of troops. Once in position, the staff comes to parade rest.

d.

Families and guests are seated in the reviewing area stand as appropriate.

2. Parade begins at 1300 with the following sequence: a.

The narrator welcomes personnel to the ceremony and reads the introductory statement. After the narrator’s remarks, the Chaplain gives invocation. Following the invocation, the narrator says “LADIES AND GENTLEMEN, PLEASE TAKE YOUR SEATS.” The Battalion Adjutant (ADJ) takes his position and commands, “SOUND, ATTENTION.”

b.

Quantico Marine Band (QMB) sounds attention.

c.

Company commanders (CCs), in sequence command, “COMPANY, ATTENTION” --“RIGHT SHOULDER, ARMS.”

d.

The ADJ commands, “SOUND ADJUTANT’S CALL.”

e.

QMB plays Adjutant’s Call followed by a quick march. On the first note of the quick march, the battalion staff and companies step off.

f.

CCs command, “FORWARD, MARCH” and march their companies to predestinated areas on the ceremony field.

g.

Companies are marched in column to their designated spot where upon the CCs command, “BY THE LEFT FLANK, MARCH” --- “GUIDES ON LINE.” Once the flanking movement has been executed, all platoon commanders (PCs) will move by the most direct route to a position six paces in front of and centered on their platoon.

h.

CCs will halt on their designated mark, face about, and command “MARK TIME, MARCH” --- “COMPANY, HALT.”

i.

CCs next command will be, “ORDER, ARMS.” The PCs will remain at carry sword. Encl (3)

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Study Unit 5, Lesson 3

SAMPLE LOI j.

CCs will command “DRESS RIGHT, DRESS.” PCs will face about and in sequence beginning with the first PC of Company “A” will command, “DRESS RIGHT, DRESS.”

k.

After verifying alignment, the PCs move back to position 3 paces in front of the guide and facing down the line of troops.

l.

Once the last PC is in position, all PCs will command, “READY, FRONT” --- “COVER” and return to their post centered on the platoon. This is also done in company sequence.

m.

On the first PC’s command, “READY, FRONT” The ADJ will march to his/her designated spot, face the line of troops and command “GUIDES, POST.”

n.

The ADJ, after the narrator’s announcement, will command “MARCH ON THE COLORS.” After the colors march on, the ADJ will command “PRESENT, ARMS.”

o.

The COT will command, “STAFF, HAND SALUTE.” The ADJ executes present sword on the COT’s command of execution, “SALUTE.”

p.

QMB plays the National Anthem.

q.

After the last note of the music, the COT commands, “READY, TWO” at which time the ADJ executes carry sword and commands, “ORDER, ARMS,” --- “POST THE COLORS.”

r.

After the colors have posted and the narrator has asked the spectators to be seated, the ADJ will command “PARADE, REST” --- “SOUND OFF.”

s.

QMB executes SOUND OFF.

t.

Immediately after QMB halts and plays the last note of SOUND OFF, the ADJ commands, “BATTALION, ATTENTION,” --- “PRESENT, ARMS.”

u.

With the troops still at present arms, the ADJ faces the COT, salutes and reports, “SIR, THE PARADE IS FORMED.”

v.

The COT returns the salute and directs the ADJ to “TAKE YOUR POST, SIR.”

w.

When the ADJ is in position, the COT commands, “STAFF, DRAW, SWORD.”

x.

After drawing swords with the troops still at present arms, the COT commands, “ORDER, ARMS” --- “PORT, ARMS” --- “RIGHT SHOULDER, ARMS” --- “PORT, ARMS” --“LEFT SHOULDER, ARMS” --- “PORT, ARMS” --- “ORDER, ARMS.” The staff remains at the carry during rifle manual.

Encl (3) MCI Course 8201

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Study Unit 5, Lesson 3

SAMPLE LOI y.

Personnel armed with a sword come to the carry on the first command of execution to port and remain at the carry throughout the manual sequence. Swords will return to the order on the COT’s command of execution to order. Color guard and guidon bearers remain at the order throughout.

z.

The COT commands, “RECEIVE THE REPORT SIR.”

aa. The ADJ replies, “AYE, AYE, SIR,” salutes and faces about. The ADJ then commands, “REPORT.” bb. On the command “REPORT,” the CCs in succession from right to left, salute and report the status of their companies, “_____ COMPANY, ALL PRESENT OR ACCOUNTED FOR.” cc. The ADJ returns the salute after each report then faces the COT, salutes and reports. “SIR, ALL PRESENT OR ACCOUNTED FOR.” dd. The COT salutes and directs the ADJ to, “PUBLISH THE ORDER, SIR.” ee. The ADJ faces about and commands, “ATTENTION TO ORDERS,” the narrator will then read pertinent excerpts from the outgoing and incoming commander’s orders. ff.

After publishing the order, still facing the battalion, the ADJ immediately commands “OFFICERS, CENTER, MARCH.” The ADJ pauses between each of these commands to allow time for actions by personnel with in the battalion.

gg. On the preparatory command “OFFICERS,” all officers execute “CARRY SWORD”, and all company guidon bearers execute “CARRY GUIDON.” hh. On the preparatory command “CENTER,” the CCs and PCs execute a left or right face depending on the position of their company. On the command of execution “MARCH,” the band plays, CCs, PCs, and guidon bearers close to the center at close interval, halt and face the COT at the same time. ii.

CCs oblique to the front to close on line four paces in front of the line of guidon bearers.

jj.

After all officers and guidon bearers have closed and faced forward, the senior officer commands, “FORWARD, MARCH.” He guides towards the COT and halts the groups six paces from the COT.

kk. The senior officer commands, “OFFICERS, HALT” and the group executes present sword and present guidons using a four-count movement. ll.

The COT commands, “CARRY, SWORD.” On the preparatory command the guidon bearers execute the first step in CARRY GUIDON and officers execute ODER SWORD. On the command of execution guidon bearers and officers complete the movement. Encl (3)

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Study Unit 5, Lesson 3

SAMPLE LOI mm. The COT then commands, “POST --- MARCH.” nn. On the preparatory command all officers and guidon bearers face about. On the command of execution they all step off. The band starts playing. oo. The senior officer commands, “OFFICERS, HALT” six paces from the line of troops. pp. The senior officer commands, “POST, MARCH.” qq. On the preparatory command, officers and guidon bearers face their companies. rr.

On the command of execution, the officers and guidon bearers step off in succession at four pace intervals and resume their posts. PCs will have to angle in the march to resume their position in company formation.

ss.

Upon reaching the predestinated template in front of their units, CCs command, “LEFT or RIGHT, FACE” and PCs and CCs face and come to ORDER SWORD.

tt.

The band stops playing once the last officer has assumed his/her post.

uu. Once the staff has been boxed and both the incoming and outgoing commanders are in their positions, the COT will face about and command, “PRESENT, ARMS.” The COT will face about again and command, “STAFF, PRESENT, ARMS.” vv. After Col Fracasso returns the salute, the COT will command “STAFF, ORDER, ARMS” face about and command “ORDER, ARMS.” The next command will be, “DELIVER THE COLORS TO THE COMMANDING OFFICER.” The narrator will ask spectators to rise. ww. The SgtMaj will march by the most direct route and deliver the organizational color to the CO. Once the SgtMaj has retrieved the color, the COT will command “PRESENT, ARMS,” face about and command “STAFF, PRESENT, ARMS.” xx. The colors are exchanged between incoming and outgoing commanders. Once completed, the new commander will hand the colors back to the SgtMaj. The old and the new commanders salute, exchange positions and the SgtMaj returns the colors to the color guard. yy. Once the colors have been exchanged by the commanders and the SgtMaj is enroute back to the color guard, the COT commands, “STAFF, ORDER, ARMS” faces about and commands, “ORDER, ARMS.” The narrator will ask spectators to be seated. zz. Once the SgtMaj has returned to the reviewing area, the COT will command “PARADE, REST.” aaa. Col Fracasso makes his remarks, then Col Jobe makes his remarks. MCI Course 8201

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Study Unit 5, Lesson 3

SAMPLE LOI Encl (3) bbb. After remarks are complete, The COT will call the staff to attention first, then the battalion. COT commands the staff to “CARRY SWORD.” He then commands “POST, MARCH.” On the preparatory command, the staff executes a right face. On the command of execution, the staff marches ten paces. The COT orders the staff to face about and salutes the colors which are returning to the line of troops. Once the colors have passed, the COT orders the staff back into position. The staff faces to the right, the COT to the left, facing the line of troops. Once the colors are in position, the COT executes an ABOUT FACE. ccc. Colonel Jobe directs the COT to “MARCH THE COMMAND IN REVIEW.”

Encl (3) MCI Course 8201

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Study Unit 5, Lesson 3

SAMPLE LOI

UNIFORM and EQUIPMENT 1.

The parade uniform will be Service “A” with ribbons, badges and garrison cover. i. Women Marines will wear slacks with oxfords. ii. Navy personnel will wear the equivalent uniform.

2. Equipment for sergeants and below in ranks will include: i. M16A2 service rifle with black parade sling (placed on the left side of the pistol grip). ii. Equipment for Navy personnel will be pistol, holster, cartridge belt and first aid pouch. 3. The Commander of Troops, Battalion Staff members, Company Commanders, Platoon Commanders, and Platoon Sergeants will wear the black leather belt and will be armed with the sword. 4. The Color Guard will wear green web gear. Color bearers will not wear ribbons or badges. Flank guards will be armed with the M16A2 service rifle. 5. Sunglasses or specially tinted eyeglasses will not be worn. Only military issued eyeglass frames will be worn.

Encl (4) MCI Course 8201

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Study Unit 5, Lesson 3

SAMPLE LOI Inclement Weather Sequence of Events 1. General. In the event of inclement weather, the Commanding Officer will activate this plan. a. Time/Date. 1300 Friday, 13 July 2001. b. Location. Little Hall, main auditorium. c. Formation. Two platoons on line with color guard and COT. d. Primary Participating Units. (1) Battalion staff (COT and SgtMaj only). (2) Platoons will be composed of one 10-Marine squad from Service Company and one from Training and Education Center Company. (3) Battalion color guard. (4) Narrator. (5) Quantico Marine Band. 2. Sequence of Events EVENT

TIME

REMARKS

Concert

1230 1245

Ceremony Begins

1300

Participating Marines are mustered and positioned backstage. Band plays prearranged selections, the platoons take their positions on stage, centered so the color guard will have room and assume parade rest. Narrator, “LADIES AND GENTLEMEN, PLEASE RISE AND REMAIN STANDING FOR THE INVOCATION AND FOR OUR NATIONAL ANTHEM.” Chaplain delivers the invocation • COT commands, “SOUND ATTENTION” • The band sounds attention. Color guard takes position centered between platoons.

Invocation Sound Attention March on the Colors National Anthem

Band plays National Anthem.

Encl (5) MCI Course 8201

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Study Unit 5, Lesson 3

SAMPLE LOI Sequence of Events (continued) Transfer Colors

REMARKS Retire the Colors Conclusion

MCI Course 8201

• • •

Colonel Fracasso and Colonel Jobe position center stage. COT commands, “PUBLISH THE ORDERS.” Narrator reads pertinent excerpts from outgoing commander’s orders, followed by pertinent excerpts from the incoming commander’s orders. • COT commands, “SGTMAJ, DELIVER THE COLOR TO TH E COMMANDING OFFICER.” • Battalion color is exchanged and returned to the color guard. • COT commands color guard to, “PARADE REST.” • Colonel Fracasso delivers prepared remarks. • Colonel Jobe delivers prepared remarks. Colors are retired upon completion of the remarks. • Once the color guard moves off stage, the band plays Anchors Aweigh and the Marines’ Hymn. • Narrator, “LADIES AND GENTLEMEN, THIS CONCLUDES THE CEREMONY, THANK YOU FOR YOUR ATTENDANCE.”

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Study Unit 5, Lesson 3

Lesson 3 Exercise

Estimated Study Time

10 minutes

Directions

Complete the following items by performing the action required. Check your answers against those listed at the end of this lesson.

Item 1

Before creating the LOI, you must first a. b. c. d.

Item 2

In what part of the LOI should you list time/date of the event, location of the event, and formation type? a. b. c. d.

Item 3

create the letterhead. receive the commander’s guidance. meet with all staff members. delegate assignments.

Introduction Heading Information Action

What is a topic included in the information section of the LOI instruct guests? b. c. d. e.

What type of gift to bring Where they will be seated Appropriate attire for civilians How long the ceremony will last Continued on next page

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Study Unit 5, Lesson 3

Lesson 3 Exercise, Continued

Item 4

Who should receive the LOI? a. b. c. d.

Company commanders Staff NCO’s and officers Distribution list and key personnel involved Officers only Continued on next page

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Study Unit 5, Lesson 3

Lesson 3 Exercise, Continued

Solutions

The table below provides the correct answers to the exercise items. If you have any questions, refer to the reference page listed for each item. Item Number 1 2 3 4

MCI Course 8201

Answer b c c c

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Study Unit 5, Lesson 3

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Study Unit 5, Lesson 3

STUDY UNIT 6 DEVELOPING A LAND NAVIGATION COURSE Overview Estimated Study Time

1 hour

Unit Scope

Land navigation is a task that must be mastered by all Marines. Ensuring that your unit is well trained is an integral part of being an SNCO. Setting up a land navigation course on which your unit can train will enable them to become more proficient at this task. The purpose of this unit is to review some of the fundamentals of land navigation and provide some basic guidelines on how to develop a land navigation course.

Learning Objectives

After completing this study unit you should be able to

Unit Content

•

Use a compass and map to navigate in any condition.

•

Develop a land navigation course.

This study unit contains the following lessons: Topic Lesson 1 Navigation Fundamentals Lesson 2 Developing a Land Navigation Course

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Study Unit 6

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Study Unit 6

LESSON 1 NAVIGATION FUNDAMENTALS Introduction Estimated Study Time

30 minutes

Lesson Scope

To develop a land navigation course, you must have a solid grasp of the fundamentals of land navigation. The purpose of this lesson is to refresh your knowledge of land navigation fundamentals.

Learning Objectives

After completing this lesson, you should be able to •

Identify items found in the marginal information.

•

Determine how close a 4-, 6-, or 8-digit grid coordinate will get you to an objective.

•

Identify the method used to convert distance to pace count.

•

Using a declination diagram, convert a grid azimuth to magnetic azimuth.

•

Using a declination diagram, convert a magnetic azimuth to grid azimuth.

•

Identify terrain features and their representation on a map.

•

Identify two techniques used to orient a map.

•

Identify a situation in which you would use one-point resection to determine your location.

•

Identify the method for following a compass azimuth during the day.

•

Identify the method for setting your compass for navigating at night. Continued on next page

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Study Unit 6, Lesson 1

Introduction, Continued In This Lesson

This lesson contains the following topics. Topic Introduction Topographical Map Grid System Distance Direction Terminology Terrain Features Determining Your Location `Navigating With A Compass Navigating At Night Lesson 1 Exercise

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Study Unit 6, Lesson 1

Topographical Map Definition

A topographical map is defined as a type of map that portrays terrain features as well as the horizontal positions of the features represented. The vertical positions, or relief, are normally represented by contour lines.

Contents

Marginal information (shown below) consists of 1. 2. 3. 4. 5. 6.

MCI Course 8201

Sheet name Sheet number Series name Scale Series number Edition number

7. Index to boundaries 8. Adjoining sheets diagram 9. Elevation guide 10. Declination diagram 11. Bar scales 12. Contour interval 13. Legend

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Study Unit 6, Lesson 1

Grid System Grid Lines

A military map uses sets of parallel vertical and horizontal lines called grid lines to allow for the terrain on the map to be identified using a numbering system. These grid lines forms squares called grid squares.

Grid Squares

A grid square identifies an area 1,000 meters long by 1,000 meters wide. . The four-digit grid coordinate identifies the grid square. To determine a fourdigit grid coordinate, you combine the number of the vertical grid line that forms the left side of the grid square with the number of the horizontal grid line that forms the bottom of the grid square. When you do this on your map, follow the cardinal rule: read right, then up.

Example

Using the map below, determine the four-digit grid coordinate for the grid square in which Hill 450 is located. Remember the cardinal rule; : read right, then up. The vertical grid line (called the easting) always comes before the horizontal grid line (the northing).

First, reading right, you identify the 11-grid line as forming the left side of the grid square. Then, reading up, you identify the 43-grid line as forming the bottom of the grid square. Combining these numbers, you determine the fourdigit grid coordinate in the example is 1143. The point where the grid lines intersect in the lower left corner of the grid square identifies the grid square as 1143. You have identified a four-digit grid coordinate, which will place you within 1,000 meters of an objective. Continued on next page

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Study Unit 6, Lesson 1

Grid System, Continued Six-Digit Grid Coordinate

A six-digit grid coordinate identifies a 100-meter square. Imagine dividing a grid square into 100 smaller squares. Each grid square is 1,000 meters long by 1,000 meters wide. Note:

Reading the Six-Digit Grid Coordinate

You do not actually draw the lines within the grid square since the lines would obstruct other information. You determine a six-digit grid coordinate by approximation or by using the coordinate scale on your protractor.

Grid square 3050 (figure-3) is divided into 100 smaller squares, each 100meters long by 100-meters wide. Note that the lines within the grid square also read right, then up.

Continued on next page

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Study Unit 6, Lesson 1

Grid System, Continued Example

To approximate the location of point C in grid square 3050 reading the sixdigit coordinate, complete the procedure in the table below. Step 1 2 3

4 5 6

7

On the Protractor

Action Read right to vertical line 30. Determine that point C is 3/10 of the distance toward vertical line 31. (The division of grid square 3050 clearly shows this.) Write the vertical coordinate of point C as 303--30 for the grid square and 3 because it is another 3/10 of the distance towards the next vertical line. Read up to horizontal line 50. Determine that point C is 7/10 of the distance toward horizontal line 51. (The division of grid square 3050 clearly shows this.) Write the horizontal coordinate as 50750 for the grid square and 7 because it is another 7/10 of the distance towards the next horizontal line. Write the six-digit grid coordinate for point C by combining the two readings 303507. The vertical reading is always placed before the horizontal reading.

To obtain a more accurate six-digit coordinate by approximation, use a coordinate scale (shown below left) on your protractor (shown below right).

Continued on next page MCI Course 8201

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Study Unit 6, Lesson 1

Grid System, Continued Example

To locate point C in grid square 3050 (as shown in reading the six-digit coordinate) using the coordinate scale on your protractor, complete the procedure in the table below.

There are three coordinate scales located on your protractor: 1:1,000,000, 1:50,000 and 1:25,000. Use the one that corresponds with the scale of the map you are using. In most cases, this will be 1:50,000. Step 1 2

3

Action Place the zero-zero point of your coordinate scale at the lower left corner of the grid square. Keeping the horizontal line of the coordinate scale directly on top of the east-west grid line (in this case, line 50), slide it to the right until the vertical line of the coordinate scale touches point C (as shown below).

Examine the two sides of the coordinate scale to be sure the horizontal line of the scale is aligned with the east-west grid line and the vertical line of the scale is parallel to the north-south grid line. Continued on next page

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Study Unit 6, Lesson 1

Grid System, Continued Eight-Digit Grid Coordinate

MCI Course 8201

In some mapping situations, it is desirable to further divide a 100-meter grid square into 10-meter grid squares. This is done in the same manner as dividing a 1,000 meter grid squares, either through estimation or using of a coordinate scale. The result is an 8-digit grid coordinate, which identifies a point on the map to within 10 meters. The 100-meter squares are further divided into 10-meter squares, which are identified by an eight-digit grid coordinate. It is necessary to use an eight-digit grid coordinate when developing a land navigation course.

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Study Unit 6, Lesson 1

Distance Introduction

To navigate with map and compass, before stepping off you need to determine • • • •

The distance to the objective (pace count) The direction to the object (azimuth) Your location The location of the objective and the best routes to follow

A further understanding of land navigation terminology and techniques will help you to navigate properly.

Determining Distance

The two ways to determine distance between two points on a map are • •

Straight-line distance Irregular map distance Continued on next page

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Study Unit 6, Lesson 1

Distance, Continued Straight-Line Distance

The table below lists the steps to determine straight-line distance on a map. Step 1 2

Action Lay a straight-edged piece of paper on the map so the edge of the paper touches both points. Make a tick mark on the edge of the paper at both points (as shown below).

3

Move the paper down to the graphic bar scale and align the right tick mark (b) with a printed number on the primary scale so the left tick mark (a) is on the extension scale (as shown below).

4

Add the distance on the primary scale (3,000 meters) and the distance on the extension scale (950 meters). Estimate distances between the increments on the extension scale. Continued on next page

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Study Unit 6, Lesson 1

Distance, Continued Irregular Map Distance

The table below lists the steps to measure distance along a winding road, stream, or other irregular terrain feature. Step 1 2

3

4

5 6

Action Place a straight edged piece of paper strip on the map at the start point of the irregular terrain feature. Make a tick mark on the paper strip at the start point (as shown below).

At the point where the straight edge of the paper strip leaves the center of the irregular terrain feature, make a tick mark on both the paper and the map. Using the second tick mark as a pivot point or anchor, pivot the paper until you align it with the next portion of the terrain feature or route you are measuring (as shown below).

Repeat steps 3 and 4 until you have ticked off the entire distance to be measured. Place the paper strip on the graphic bar scale and determine the distance measured. Continued on next page

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Study Unit 6, Lesson 1

Distance, Continued Scales

A scale is the tool used to determine distance on a map. If used correctly, any of the following three scales will accurately measure distance on your map: • • •

Bar scale Lensatic compass scale Coordinate scale on the protractor

Use whichever one is available and is most practical for the problem at hand.

Pace Counts

The pace count for the average Marine is 60-70 paces (per 100 meters) on rough terrain. To obtain a pace count, walk through Aa distance of exactly 100 meters is marked on the ground. As you walk this distance, keep a count of the steps you take. Count every other step (every left foot) to determine your individual pace count. Pacing helps, you to determine how much ground distances you have covered. Dense vegetation and changes in elevation (hills, steep inclines, declines) will affect the pace count.

Converting Distance Into Pace Count

Once you know your pace count, you need to know how to apply it to land navigation. Once you determine the distance that you need to cover, you must convert this distance into a number of steps you must take to cover that distance. The formula to do this is simple: D/100 x PC = P D is the distance you must travel. PC is your pace count. P is the number of paces you must take to travel that distance. For example, if you need to travel 500 meters and your pace count is 62 paces (per 100 meters), how many paces will you take? 500/100 x 62 = 310 The answer is 310 paces.

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Study Unit 6, Lesson 1

Direction Azimuths

An azimuth is a straight line from one point on a map to another. An azimuth is used to determine which direction you will travel. In other words, azimuth is the direction you are moving to get from one point to another. In land navigation, an azimuth is the angle formed from the direction of the azimuth and a base line.

Types of North

The base line can be true north, magnetic north, or grid north. The diagram below is an illustration of the three norths.

True North

True north is a line from any point on the earths surface to the North Pole. True north can be found at night by locating the North Star, which always points towards true north. True north is used almost exclusively when navigating without the compass.

Magnetic North

The earth has a magnetic field that is close to (but not exactly on) the North Pole. The north-seeking arrow of your lensatic compass indicates the direction to this magnetic north pole. Anytime you use the compass to plan or follow an azimuth in the field, you must work with azimuths measured from magnetic north. Continued on next page

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Study Unit 6, Lesson 1

Direction, Continued Grid North

This base line is established by using the vertical grid lines on the map. Any time you use the protractor in conjunction with a vertical grid line to determine or plot an azimuth, you are using an azimuth measured from grid north. To navigate, you must convert the grid azimuth to a magnetic azimuth using the grid-magnetic (G-M) angle.

Determining a Grid Azimuth

The table below lists the steps to determine the azimuth from one point to another on a map. Step 1

Action Draw a line connecting the two points A and B (as shown below).

2

Keeping the index at this point, align the 0-180 degree line of your protractor with the vertical grid line. At the point where the drawn line crosses the outer edge of the protractor, read the value of the angle from the scale on the protractor. This is the grid azimuth from point A to B.

3

Continued on next page

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Study Unit 6, Lesson 1

Direction, Continued Plotting a Grid Azimuth

The table below lists the steps to plot a grid azimuth. Step 1

2 3

Action Place your protractor on your map with the index mark at the point at which you want the azimuth to start. Ensure the 0-180 degree base line is parallel with a vertical grid line. Locate the desired azimuth on the scale on the outer edge of your protractor. Make a mark on your map adjacent to this point. Remove your protractor and draw a line between your start point and the mark on the map. You have now plotted the grid azimuth (shown below).

Continued on next page

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Study Unit 6, Lesson 1

Direction, Continued Determining Back Azimuths

A back azimuth is the opposite direction of an azimuth. The table below gives instructions on how to determine a back azimuth: If the zimuth is… Less than 180 degrees More than 180 degrees 180 degrees

G-M Angle

Then… Add 180 degrees Subtract 180 degrees State it as 0 or 360 degrees

The G-M angle displays the angular difference between grid and magnetic north. There is no standard or constant G-M angle. G-M angles differ throughout the world depending on your location. When converting azimuths, always express the G-M angle to the nearest whole degree. The G-M angle for a particular map can be found in the marginal information. This information is displayed in the declination diagram (shown below) that shows the user how the three types of north appear on a particular map, depending on the G-M angle in that area.

Continued on next page

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Study Unit 6, Lesson 1

Direction, Continued Conversion Notes

Refer to the conversion notes that appear with the declination diagrams explaining the use of the G-M angle in converting azimuths. If your declination diagram does not have conversion notes, look to see if magnetic north is to the left or right of grid north. Then use the acronym LARS (Left - Add, Right Subtract) to convert an azimuth.

Converting Grid Azimuth to Magnetic Azimuths

The following is an example of part of a declination diagram: TO CONVERT A GRID AZIMUTH TO A MAGNETIC AZIMUTH ADD G-M ANGLE Example:

Converting Magnetic Azimuths to Grid Azimuths

Again, examine the following declination diagram. The conversion note states: TO CONVERT A MAGNETIC AZIMUTH TO A GRID AZIMUTH SUBTRACT G-M ANGLE Example:

MCI Course 8201

On a map with a G-M angle of 15 degrees, to convert a 39degree grid azimuth to a magnetic azimuth you simply follow the instructions. Adding the G-M angle (15 degrees) to the grid azimuth (39 degrees), you get the correct magnetic azimuth of 54 degrees.

To convert a 238-degree magnetic azimuth to a grid azimuth you simply follow the instructions. Subtracting the G-M angle (15 degrees) to the magnetic azimuth (238 degrees), gives you the correct grid azimuth of 223 degrees.

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Study Unit 6, Lesson 1

Terminology Attack Point

An attack point is a readily identifiable, well-defined position on the ground that is also marked on the map. Usually a permanent manmade feature (road, intersection, building, or tower), it is used as a starting point to obtain the most accurate azimuth and pace counts.

Collecting Features

Collecting features are features that you plan to cross en route to your objective. These features will serve as checkpoints and will allow you to be confident of your location every step of the way.

Limiting (Catching) Feature

A limiting (catching) feature is a predetermined, preferably linear feature (such as a stream, finger, or road), beyond your objective. If you reach this feature when navigating, you will know that you have traveled past your objective without finding it. Your pace count is a built-in catching feature.

Steering Marks

An important part of navigating is selecting and guiding on steering marks. A steering mark is a well-defined object on your line of march on which you can guide. The object can be manmade or natural. Examples of steering marks are a hill, tree, building, or possibly another person.

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Study Unit 6, Lesson 1

Terrain Features Contour Lines

Contour lines are used to determine depict elevation on a map. They are the most common method of showing relief and elevation on a standard topographic map and also help you identify specific types of terrain features, select routes, etc. Contour lines on your map illustrate ground forms and terrain features. These imaginary lines are a specific distance above or below sea level (as shown below).

Contour Intervals

The contour interval is the change in elevation between adjacent contour lines. The contour interval note, which is part of the marginal information on your map, states the contour interval. The following is an example of a contour interval note: Elevation in meters: Contour interval 10 meters Continued on next page

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Study Unit 6, Lesson 1

Terrain Features, Continued Types of Contour Lines

The three types of contour lines are •

Index contour lines. Starting at zero elevation, every fifth contour line is drawn with a heavier line. The index contour lines elevation is given someplace along each index contour where the line is broken.

•

Intermediate contour lines. The contour lines falling between index contours are called intermediate contour lines. Intermediate contour lines are drawn with a finer line than the index contours and their elevations are not given.

•

Supplementary contour lines. Supplementary contour lines are dashed. They show sudden changes of elevation of at least 1/2 the contour interval.

Using Terrain Features

To plan and execute land navigation, you must recognize these ground forms and terrain features. When you understand how to recognize these features on a map and on the ground, you can use certain terrain features to your advantage, and avoid the ones that might hinder your movement and deployment.

Hills

Being able to recognize hills on a map will greatly aid you in land navigation. You can plan your routes to avoid unnecessary travel over them. You can use a prominent hilltop that can be seen in the distance to guide on. Identifying hilltops on the ground and on your map can assist you in locating your position accurately.

Continued on next page

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Study Unit 6, Lesson 1

Terrain Features, Continued Ridgeline

A ridgeline can often serve as an ideal reference line while conducting land navigation. You can move along or to the right or left of the ridgeline if it runs in the same direction that you want to travel.

Saddles

A distinct saddle often provides a suitable steering mark. A saddle is usually the easiest place to cross a ridge.

Continued on next page

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Study Unit 6, Lesson 1

Terrain Features, Continued Fingers

A distinct finger can provide a suitable and easy route to follow to an objective. A finger is usually the easiest route up to a ridgeline.

Draws

A draw can be an easy or hard route to follow depending on the amount of erosion and vegetation caused by the water flow. . The sides of a draw are often steep and hard to navigate. . The bottom of a draw is usually steeper than the fingers on each side of the draw. . In mountainous terrain, it is usually easier to navigate on the fingers, using the draw as a reference line. . An exception to this is if the fingers contain a lot of vegetation. . In this case, it is often easier to move on the streambed at the bottom of the draw. . Keep in mind, however, that the streambed will often fork in many directions and will dwindle and disappear somewhere short of the crest of the ridgeline.

Continued on next page

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Study Unit 6, Lesson 1

Terrain Features, Continued Valleys

Valleys can provide easy routes to move through. Keep in mind that often the stream or river will wind back and forth. If you travel close to the stream, you might end up having to cross it many times. In addition, the ground next to the stream or river is often densely vegetated, making movement difficult. If the stream is shallow or dry, the easiest route might be in the streambed.

Cuts and Fills

Prominent cuts and fills are suitable steering marks. Many cuts and fills along the route of a road or railroad indicate that an effort has been made to eliminate radical changes in slope. If it is tactically feasible, routes found on or near cuts and fills are usually the easiest to travel along.

Continued on next page

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Study Unit 6, Lesson 1

Terrain Features, Continued Depressions

Because of the steep sides of a depression, they should be bypassed if possible.

Cliffs

Prominent cliffs make suitable catching and limiting features and steering marks. For obvious reasons, you should usually bypass cliffs.

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Study Unit 6, Lesson 1

Determining Your Location Orient a Map

Your first step when navigating in the field is to orient your map. A map is oriented when its north and south correspond to the north and south on the ground. There are two ways of orienting your map with compass and terrain association. You should incorporate both techniques whenever possible.

Using a Compass

When orienting a map with a compass, remember that compasses measure magnetic azimuths. Since the north-seeking arrow of the compass points to magnetic north, pay special attention to the declination diagram. Use the following technique to orient your map: •

• •

With the map flat on the ground, place the straight edge (the left side of the compass) along the magnetic north arrow on the declination diagram so that the cover of the compass is pointing toward the top of the map. This will put the fixed black index line of the compass parallel to the magnetic north arrow of the declination diagram. Keeping the compass aligned as directed above, rotate the map and compass simultaneously until the north-seeking arrow is below the fixed black index line on the compass. Your map is now oriented. Here is an example of a map oriented using the compass where the G-M angle is to the right of grid north.

Continued on next page MCI Course 8201

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Study Unit 6, Lesson 1

Determining Your Location, Continued Using Terrain Association

Determining Your Location by One-Point Resection

You can orient your map using terrain association when a compass is not available. Using this technique requires careful examination of the map and the features on the ground: •

Identify prominent terrain features on the map that you can find on the ground.

•

For instance if there is a tower to your right front, then orient the map so that the tower is to your right front. If there is a road off to your left, then ensure the road on the map is parallel to the road on the ground. Once all of the features are lined up, your map is oriented.

One-point resection is an accurate technique of determining your location when you are on or near a linear feature that you can identify both on the ground and on a map. You must also be able to identify another prominent feature, both on ground and on the map. Note: When selecting a terrain feature, chose one that is perpendicular to the axis of the linear feature more or less at a right angle. The figure below illustrates the result of a good selection and a poor selection.

The table on the next page lists the steps to determine your location by onepoint resection. Continued on next page

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Study Unit 6, Lesson 1

Determining Your Location, Continued Determining Your Location by One-Point Resection , continued

Step 1 2 3 4 5 6

7

Determining Your Location by Two-Point Resection

The procedures for two-point resections are the same as for one-point resections except you must select two features instead of one. The table below lists the steps for two-point resections. Step 1

2 3 4 5 6

MCI Course 8201

Action Identify the linear terrain feature that you are located on or near in respect to the ground on your map. Identify a prominent feature on the ground and locate that feature on the map. Using the compass-to-cheek technique, sight in on the feature and read the magnetic azimuth. Convert the magnetic azimuth to a grid azimuth. Convert this azimuth to a back azimuth. With your protractor, plot this grid back azimuth from the feature on the map and extend it until it crosses the linear feature that you are on. The point at which it crosses your location. Conduct a map inspection to verify your resection.

Action Select two prominent features on the ground whose positions can be located on the map. These features should be at least 30 degrees but not greater than 150 degrees apart. Using the compass-to-cheek technique, determine the magnetic azimuth to each object. Convert these magnetic azimuths to grid back azimuths. With your protractor, draw the respective back azimuths from these two points on your map. Extend the azimuth lines from these two points until they intersect. You are located at the point where these two lines cross. Conduct a map inspection to verify your position.

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Study Unit 6, Lesson 1

Navigating With A Compass Nomenclature of Compass

The table below lists some parts and functions of the lensatic compass.

Part

Techniques for Holding the Compass

Function Protects the lens and contains the sighting wire Provides a platform for the floating dial • Contains the mil scale, degree scale, and north pointing arrow • Determines magnetic direction Presets an azimuth Slides over your thumb Provides stability

You can hold the compass using the • •

Centerhold technique Compass-to-cheek technique Continued on next page

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Study Unit 6, Lesson 1

Navigating With A Compass, Continued Effects of Metal and Electricity

Metal objects and electrical sources can affect the performance of a compass (nonmagnetic metals and alloys do not affect compass readings). The table below lists some of the items that affect compass readings and the safe distances from which you may use a compass effectively. Affecting Item High-tension power lines Field gun, truck, or tank Telegraph or telephone wires and barbed wire Machinegun Rifle Steel rim glasses

Following a Compass Azimuth During the Day

Safe Distance (in Meters) 55 10 10 2 1/2 1/3

The procedure for following a compass azimuth during the day utilizes the compass-to-cheek technique and the selection and use of appropriate steering marks. The table below lists the steps to follow for this technique. Step 1 2 3 4 5 6

Action Shoot your desired azimuth using the compass-to-cheek technique. Using the sighting slot and the sighting wire, choose the best steering mark that is directly in line with your azimuth. Recheck your azimuth. The few seconds required for this are well spent. Close your compass to protect it during movement and step off towards your steering mark. Periodically spot-check your azimuth by using the centerhold technique. You can do this without stopping. When you arrive at your steering mark, stop and select a new steering mark. Continue repeating the steps until you reach your destination. Continued on next page

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Study Unit 6, Lesson 1

Navigating With A Compass, Continued Navigational Techniques

The three basic techniques utilized for land navigation are • • •

Dead Reckoning

Dead reckoning Terrain association A combination of the two

Dead reckoning is a process of simply and blindly following an established azimuth for a specific distance without regard to terrain. To navigate by dead reckoning, you must • • •

•

Determine your location by any means Then determine the distance and magnetic azimuth to your objective During movement • Frequently reference your compass to ensure you are moving in the correct direction • Carefully select your steering marks • Maintain an accurate pace count When you have paced off the appropriate number of steps on the appropriate azimuth, you then have reached your objective. Continued on next page

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Study Unit 6, Lesson 1

Navigating With A Compass, Continued Terrain Association

Combinations

MCI Course 8201

Navigation by terrain association depends largely on your ability to visualize what a terrain feature on the ground looks like from its graphic representation on the map. To accurately navigate using terrain association, you must •

Orient your map every time you attempt to associate the map with the ground.

•

Determine your starting position. Always start from a location you can identify on the map and associate with on the ground.

•

Study your map and identify major terrain features you can expect to see or encounter as the march progresses.

•

Maintain an accurate pace count. As you move along, remember that the actual distance you cover should match the ground distance determined from the map.

•

Verify your position at every checkpoint. When you arrive at a checkpoint or the objective, conduct a detailed comparison between the ground position and the map position to ensure you are at the correct point.

Good land navigation is the result of combining dead reckoning with terrain association to ensure you reach your intended objective. For beginner and intermediate level navigators, this combination is the best method of navigation. It can be utilized under almost any conditions of terrain and weather.

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Study Unit 6, Lesson 1

Navigating At Night Navigating At Night

The procedure for following an azimuth at night is the same as for following an azimuth during daylight. However, because of the reduced visibility, night navigation will require more reliance on the lensatic compass, pacing, dead reckoning, and selecting steering marks.

Setting the Compass for Night Use

At night, you can preset your compass using the click method. The table below lists the steps to preset your compass using the click method. Step 1

Action Rotate the bezel ring until the luminous line is over the fixed black line.

2

Divide the azimuth you plan to travel by 3 to get the number of clicks you must rotate the bezel ring.

3

Rotate the bezel ring the desired number of clicks in the appropriate direction. • •

4 5

Counterclockwise if the desired azimuth is less than 180 degrees Clockwise if the desired azimuth is more than 180 degrees

The compass is now preset. Hold the compass in the centerhold position and rotate your body until the north-seeking arrow is under the short luminous line. Step off by following the line indicated by the two luminous sighting dots on the compass cover. Note: Do not follow the north-seeking arrow.

Pace Counts at Night

Try to get at pace count at night. Having an accurate pace count becomes even more important when navigating at night because many of your visual aids will be obscured from your sight.

Dead Reckoning at Night

Dead reckoning is much more important at night. You should frequently refer to your compass to ensure you are moving in the correct direction. Continued on next page

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Study Unit 6, Lesson 1

Navigating At Night, Continued Selecting Steering Marks For Night Use

MCI Course 8201

The general characteristics of a good steering mark for daylight navigation apply to steering marks selected for night navigation. However, as darkness approaches, keep the following factors in mind when selecting steering marks: •

Colors disappear at night and objects appear as black or gray silhouettes. If you select a steering mark during daylight because of its distinctive color, it will be of little value as darkness sets in.

•

During darkness, steering marks must be closer than during daylight.

•

During darkness, steering marks must have a distinctive silhouette. The silhouette of trees, bushes, and similar objects will change because you see them from slightly different angles as you move up or down hills and if you bypass an obstacle. This also applies during daylight, but to a lesser degree.

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Study Unit 6, Lesson 1

Lesson 1 Exercise Estimated Study Time

10 minutes

Directions

Complete items 1 through 15 by performing the action required. Check your answers against those listed at the end of this lesson.

Item 1

Which of the following is marginal information on a map? a. b. c. d.

Item 2 Through Item 4

Item 5

Sheet name, bar scales, location chart Series number, scale, edition number Legend, identification card, contour interval Declination diagram, ruler, elevation guide

Matching: For items 2 through 4, place the letter of the distance to objective in column 2 that best describes the map grid coordinate in column 1. The answers in column 2 may be used only once. Column 1

Column 2

Grid Coordinate

Distance to Objective

___ 2. Four-digit grid ___ 3. Six-digit grid ___ 4. Eight-digit grid

a. Within 10 meters b. Within 100 meters c. Within 1000 meters

How many paces should you take if you must travel 1200 meters and your pace count is 70 paces per 100 meters? a. b. c. d.

780 800 840 880 Continued on next page

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Study Unit 6, Lesson 1 Exercise

Lesson 1 Exercise, Continued Graphic for Items 6 and 7

Refer to the declination diagram pictured below to answer items 6 and 7.

Item 6

Using the declination diagram pictured above, convert a grid azimuth of 6° to a magnetic azimuth. a. b. c. d.

Item 7

6° 14° 352° 358°

Using the declination diagram provided above, convert a magnetic azimuth of 355° to a grid azimuth. a. b. c. d.

5° 9° 358° 370° Continued on next page

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Study Unit 6, Lesson 1 Exercise

Lesson 1 Exercise, Continued Item 8 Through Item 11

Matching: For items 8 through 11, place the letter of the terrain feature in column 2 to its description in column 1. The answers in column 2 may be used only once. Column 1

Column 2

Definition or Operational Value

Terrain Feature

___ 8. Ideal reference lines while conducting land navigation ___ 9. Indicates that an effort has been made to eliminate changes in slope. Easiest to travel along. ___ 10. Easiest route up to a ridgeline. ___ 11. Can be easy or hard to follow depending on the amount of erosion and vegetation caused by the water flow.

a. b. c. d. e.

Cuts and fills Saddle Ridgeline Finger Draw

Continued on next page

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Study Unit 6, Lesson 1 Exercise

Lesson 1 Exercise, Continued Item 12

What are the two techniques used to orient a map? a. b. c. d.

Item 13

Intersection, resection Terrain features, intersection Compass, terrain association Resection, compass

One-point resection is an accurate technique of determining your location when you are on a. or near a linear feature that you can identify both on the ground and on the map. b. or near two linear features, you can identify both on the ground and on the map. c. a linear feature that is easy to identify with a compass. d. a hilltop that can be identified on a map

Item 14

Listed below, in scrambled order, are the steps for following a compass azimuth during the day. Read the steps and arrange them in the proper sequence. Then, answer the question below. (1) (2) (3) (4) (5)

Close your compass and step off towards your steering mark. Periodically spot-check your azimuth. Shoot the azimuth using the compass-to-cheek method. Recheck your azimuth. When you arrive at your steering mark, repeat the process until you arrive at your objective. (6) Choose a steering mark using the sighting slot and the sighting wire. In which sequence should the steps be taken? a. b. c. d.

3, 4, 1, 6, 2, 5 6, 3, 4, 5, 1, 2 3, 6, 4, 1, 2, 5 2, 1, 3, 6, 4, 5 Continued on next page

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Study Unit 6, Lesson 1 Exercise

Lesson 1 Exercise, Continued Item 15

Listed below, in scrambled order, are the steps for setting a lensatic compass for night use. Read the steps and arrange them in the proper sequence. Then, answer the question below. (1) Step off in the desired direction by using either the two luminous dots as guides or by using steering marks. (2) Rotate the bezel ring until the short luminous line is over the black index line. (3) Hold your compass in the center hold position. Rotate your body until the north-seeking arrow is under the short luminous line. (4) Divide the azimuth by 3. (5) Rotate the bezel ring the desired number of clicks in the appropriate direction. In which sequence should the steps be taken? a. b. c. d.

2, 5, 4, 3, 1 2, 4, 5, 3, 1 4, 2, 3, 5, 1 4, 5, 2, 3, 1 Continued on next page

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Study Unit 6, Lesson 1 Exercise

Lesson 1 Exercise, Continued Solutions

The table below provides the answers to the exercise items. If you have any questions, refer to the reference page listed for each item. Item Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

MCI Course 8201

Answer b c b a c c b c a d e c a c b

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Reference 6-5 6-6 6-6 6-10 1-14 1-19 6-19 6-23 6-25 6-24 6-24 6-27 6-28 6-31 5-34

Study Unit 6, Lesson 1 Exercise

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Study Unit 6, Lesson 1 Exercise

LESSON 2 DEVELOPING A LAND NAVIGATION COURSE Introduction Estimated Study Time

15 minutes

Lesson Scope

The purpose of this lesson is to give you a working knowledge of how to set up a land navigation course.

Learning Objectives

After completing this lesson, you should be able to

Lesson Content

•

Identify the guidelines for establishing a land navigation course.

•

Identify recommended minimum standards when establishing a land navigation course.

•

Identify items needed to establish a land navigation course.

•

Identify procedures used to set up a land navigation course.

•

Identify safety procedures used when navigating on a course.

The table below lists the topics covered in this lesson. Topic Introduction Commander’s Guidance Course Development Using the Course Lesson 2 Exercise

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See Page 6-43 6-44 6-45 6-49 6-50

Study Unit 6, Lesson 2

Commander’s Guidance Unit Commander

The unit commander determines his units level of proficiency and problems in land navigation by • • •

Evaluating levels of experience and proficiency of personnel Soliciting input from subordinates (platoon commanders, platoon sergeants, NCOs) Personally observing land navigation performance and the amount of prior training the unit has had in this task

Once the unit commander has determined what and how much training his unit needs, the CO gives guidance of some sort on how to set the course up.

Guidelines

The unit commander establishes some guidelines for establishing the course, such as • • • • • • •

Standards

The unit commander determines the standards for the course. Recommended minimum standards are • • •

MCI Course 8201

The length of the legs The number of the legs The number of Marines to participate in training Whether the Marines will run the course individually or as teams The time and date of the training (to include day/night) The training support required The personal gear that each Marine will take

Distance between points: no less than 300 meters; no more than 1,200 meters. Total distance of lanes: no less than 2,700 meters and no more than 11,000 meters. Time allowed should be no less than three hours and no more than four eight hours.

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Study Unit 6, Lesson 2

Course Development Items Needed

The following items are needed when establishing a land navigation course: • • • • • • • •

Military map (1:50,000 scale) Protractor (use scale that corresponds with map used) Compass Checkpoint markers (e.g. ammo cans) Stakes Grid coordinates Global positioning system (GPS) or precision lightweight GPS receiver (PLGR) (if available) Pace count station

Note: Additional information about the PLGR can be found in FM 21-26 and a job aid AN/PSN-11 that can be found on http://www.mci.usmc.mil

Existing Courses

Determine if any existing land navigation courses exist that satisfy the COs intent. Check any existing courses for appropriate answers to the following issues: • • •

Establish Your Own Course

Is the course available when you need it? Will the course meet your needs in such areas as the length of the legs, the numbers of Marines you have to train, and the difficulty of the terrain? What materials are available to run the course such as checkpoint boxes (and their grid coordinates), pre-established courses/lanes, answer keys and answer sheets, and boundaries?

If existing courses do not meet your needs or are not available for use, you will have to set up your own course. To set up a land navigation course follow the steps listed below. • • • • •

Conduct a map survey to select a suitable training area Establish tentative checkpoints on the map Establish tentative courses on the map Lay the course out on the ground Validate the course Continued on next page

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Study Unit 6, Lesson 2

Course Development, Continued Map Survey

When conducting a map survey • • • • •

Checkpoints

Select an available area that is unfamiliar to the majority of your Marines. Select an area that has linear features that surround the training area to act as boundaries. Select an area that is large enough for your needs and meets other requirements established in the guidance your commander has given you. Use terrain that is similar to terrain that will be used in tactical exercises. The training area should be • At least 25 square kilometers for a dismounted course. • At least 50 square kilometers for a mounted course so that vehicles are not too close to each other.

Establish tentative checkpoints on the map. Each checkpoint should be identified with an eight-digit grid and should be • •

•

On a variety of terrain features Spaced • Far enough apart from each other so that they will not get confused with other checkpoints • Close enough together that they fall within CO’s guidance Numerous enough so multiple individuals/teams are not searching for the same one checkpoint at the same time Continued on next page

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Study Unit 6, Lesson 2

Course Development, Continued Number of Lanes

Some land navigation courses are set up with lanes throughout the course where Marines must navigate from one point to the next in sequential order. The number of lanes in your course will depend on the number of Marines that will be participating in the training and on the size of the course. If you are using a large training area with several checkpoints throughout, Marines can be allowed to navigate from one point to another in any order. They can then plan their route and use good attack points without putting themselves in the position where they can not find several boxes if they have trouble locating one of the first few they must find. However, if the training area is small or you have a large number of Marines training, then you may want to establish lanes in the course where Marines must find the checkpoints in a sequential order. If more than one Marine/team is using the same lane, you can stagger their starting times or locations.

Exit Azimuth

Establish an emergency exit azimuth in a cardinal direction (preferably east/west) as a means to help a lost Marine/team off the course. The emergency exit azimuth is an azimuth that the Marine/team can follow from anywhere on the course to get to an easily recognizable linear feature such as a hardball road. This azimuth should be used if the Marine/team gets completely lost or someone gets hurt, etc. Continued on next page

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Study Unit 6, Lesson 2

Course Development, Continued Lay the Course Out on the Ground

Once the guidelines have been established, complete the following steps to set up the respective courses: • •

•

Navigate to each checkpoint on the course. Confirm the eight-digit grid coordinates of each checkpoint, preferably using a GPS to avoid any inaccuracies on your part. If a GPS is not available, use other methods to confirm each checkpoint, such as terrain inspection and intersection. Mark the location of each checkpoint with a durable marker, such as a painted ammo can mounted on a stake. Each checkpoint should be reasonably visible, and you should accurately record its location and identity information.

Validate Course

Run the course to see if it can be navigated in the allotted time and that the grid coordinates for the checkpoints are accurate. Have a second person (preferably from outside the unit) validate the course for accuracy. If problems are identified, conduct several checks and correct them accordingly.

Establishing Pace Counts

Establish an area for Marines to get their pace count. The terrain to establish the pace count should not be on the actual course but should be similar to the terrain or near the course.

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Study Unit 6, Lesson 2

Using the Course Monitoring Course Participants

The method for monitoring course participants depends on the training level of your Marines and the support that is available. Some alternatives are to • •

Safety Procedures

You should establish safety procedures by • • •

Testing Criteria

Giving a whistle to each Marine/team. Ensuring each Marine has a first aid kit Ensuring each Marine knows • The emergency exit azimuth. • The time limit of the course (drop dead time). • The procedures that will be used to end the exercise, such as a green star cluster • How lost Marines will be found, such as emergency vehicles blowing their horns as they travel around boundaries of the course.

Prepare an evaluation sheet to record a Marines progress on the navigation course. Keep these sheets on file. The evaluation sheet should contain the • • •

MCI Course 8201

Give each Marine/team a radio Simply run vehicles around the course boundaries to pick up lost Marines.

Time limits Number of checkpoints that must be found, etc. Answer keys for testing personnel

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Study Unit 6, Lesson 2

Lesson 2 Exercise Estimated Study Time

10 minutes

Directions

Complete the following items. Check your answers against the correct answers at the end of this lesson. If you have any questions, refer to the reference page listed for each item.

Item 1

Which of the following guidelines does the unit commander create when establishing a land navigation course? a. b. c. d.

Item 2

Which of the following items are needed when establishing a land navigation course? a. b. c. d.

Item 3

Length of legs, pace count, time of training Length of legs, number of the legs, time and date of training Length of legs, number of legs, pace count Number of legs, time and date of training, pace count

Military map, compass, checkpoint markers Military map, pen and pencil, GPS/PLGR Pen and pencil, stakes, grid coordinates Pace count station, grid coordinates, Marines

When conducting a map survey to select a training area, select an area a. b. c. d.

that is familiar to the majority of Marines. that is large enough for your needs. where the terrain is not similar to terrain used in tactical exercises. that has obstacles. Continued on next page

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Study Unit 6, Lesson 2 Exercise

Lesson 2 Exercise, Continued Item 4

When establishing checkpoints for a land navigation course, they should be a. b. c. d.

Item 5

far apart to challenge the Marine. numerous to create confusion. on a variety of terrain features. marked so they are easily identified.

Read the following list of steps, in scrambled order, for laying the course out on the ground. Then, answer the question below. (1) Confirm the eight-digit grid coordinates of each checkpoint (2) Navigate to each checkpoint on the course (3) Mark the location of each checkpoint with a durable marker In which sequence should the steps be taken? a. b. c. d.

Item 6

Who is preferred to validate the navigation course after the course developers have validated it? a. b. c. d.

Item 7

1, 2, 3 2, 3, 1 2, 1, 3 3, 1, 2

The Commanding Officer A Marine from outside of the unit The training NCO A Gunnery Sergeant

Which of the following is considered a safety precaution when navigating a course? a. b. c. d.

Ensure each Marine has a first aid kit. Ensure each Marine has a green star cluster. Ensure each Marine has enough time to negotiate course. Ensure each Marine is familiar with the terrain. Continued on next page

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Study Unit 6, Lesson 2 Exercise

Lesson 2 Exercise, Continued Solutions

The table below provides the correct answers to the exercise items. If you have any questions, refer to the reference page listed for each item. Item Number 1 2 3 4 5 6 7

MCI Course 8201

Answer b a b c c b a

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Reference Page 6-44 6-45 6-46 6-46 6-48 6-48 6-49

Study Unit 6, Lesson 2 Exercise

MILITARY STUDIES REVIEW LESSON EXAMINATION Review Lesson

Introduction

The purpose of the review lesson examination is to prepare you for your final examination. We recommend that you try to complete your review lesson examination without referring to the text, but for those items (questions) you are unsure of, restudy the text. When you finish your review lesson and are satisfied with your responses check them against the answers provided at the end of this review lesson examination.

Directions

Select the ONE answer that BEST completes the statement or that answers the item. For multiple choice items, circle your response. For matching items, place the letter of your response in the space provided.

Item 1

Politics is the process by which power is _____________ in any society. a. b. c. d.

Item 2

An instrument of policy best describes which of the following? a. b. c. d.

Item 3

manifested distributed communicated produced

Politics Strategy War Force

The reason the complex adaptive system is used as a model is that it provides a. b. c. d.

insight into human political constructs. social, economic, and political systems associated with war-making. networks and structures that create their own rules. massive superiority in manpower, technology, and military skills. Continued on next page

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Review Lesson Examination

Review Lesson, Continued

Item 4

When one or more participants in the system rebel is a reason that a. b. c. d.

Item 5

Which of the following is considered one of the trinities in the environment of war and strategy? a. b. c. d.

Item 6

Violence Government Subordination Rational thought

The art and science of developing and using the political, economic, and psychological powers of a nation, together with its armed forces, during peace and war, to secure national objectives is the definition of a. b. c. d.

Item 7

the physical environment constantly changes. patterns in national character change very slowly through history. every enemy has political fault lines that can be exploited. the balance of power system breaks down.

military strategy. political ends. political means. national strategy.

Two fundamental national strategic goals in any conflict are a. b. c. d.

survival and victory. peace and stability. existence and perseverance. erosion and annihilation. Continued on next page

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Review Lesson Examination

Review Lesson, Continued

Item 8

The means used to influence the perception and attitudes of allies, adversaries, and interested observers, is the ________ instrument. a. b. c. d.

Item 9

The strategy of flexible response requires a. b. c. d.

Item 10

time, determination, and creativity to achieve reasonable goals. relying on nuclear superiority to deter aggression. forces capable of deterring and fighting at all levels of conflict. an emphasis of a series of bilateral and multilateral alliances.

The strategy that seeks to pursue a limited political objective when one combatant is either unable or unwilling to destroy the opponent’s war-making capability is an example of a. b. c. d.

Item 11

Diplomatic Economic Military Informational

annihilation. erosion. flexible response. unlimited objective.

At what levels may the attacker and defender roles frequently change hands? a. b. c. d.

Logistical and operational Political and strategic Tactical and operational Political and psychological Continued on next page

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Review Lesson Examination

Review Lesson, Continued

Item 12

A symmetrical strategy is one that a. b. c. d.

Item 13

Denial and reprisal are often more effective a. b. c. d.

Item 14

tailored. standardized. intent. reprisal.

Dictated by circumstances or determined by ideologies, unconscious assumptions, and prejudices is a description of which strategy? a. b. c. d.

Item 16

when applied in tandem. convincing an enemy that his actions will fail. convincing an enemy that his actions are not worth the price. when applied independently of each other.

The strategy that builds a certain reputation that may strongly influence the behavior of friends, foes, and neutrals is a. b. c. d.

Item 15

pursues different kinds of goals or dissimilar means. undermines the legitimacy and credibility of a government. seeks to create new advantages based on similarities. attempts to match or overmatch the enemy strength for strength.

Intentional Unintentional Coalition warfare Default

The evaluation of opposing strategies a. b. c. d.

throws new light on a sometimes inscrutable opponents. provides a prescription for defeating our opponents. is not an analytical perspective of concepts. prepares us to deal with the constants and norms of conflict. Continued on next page

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Review Lesson Examination

Review Lesson, Continued

Item 17

Which is a factor a strategist looks for when assessing a strategic problem? a. b. c. d.

Item 18

“What is the political objective the war seeks to achieve?” is a question that should be answered by a. b. c. d.

Item 19 Through 25

Observation-orientation-decide-act loop The problem solving process Fundamental relationships between the ends and means of the problem The interplay between the states

politicians. civilian leadership. military leaders. commander of forces.

Matching: In the space provided, place the letter of the definition from column 2 that matches the rightness of going to war in column 1. The answer in column 2 may be used only once. Column 1

Column 2

Rightness in going to war (Jus ad bellum)

Definition

___ 19. ___ 20. ___ 21. ___ 22. ___ 23. ___ 24. ___ 25.

a. There is no logical alternative. b. Establishment of stability and peace. c. Hope for success must exist. d. Representative of a sovereign political entity. e. The protection and perseverance of value. f. No selfish aim masked as a just cause. g. Harm in war cannot outweigh overall good.

Just Cause Right authority Right intention Proportionality of ends Last resort Reasonable hope of success The aim of peace

Continued on next page

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Review Lesson Examination

Review Lesson, Continued

Item 26

The pitfall of characterizing wars as _______________ may lead to an incorrect strategy. a. b. c. d.

Item 27

Which member of the National Command Authority (NCA) has the authority, under the War Powers Act Resolution, to commit Armed Forces personnel to areas of conflict or hostility? a. b. c. d.

Item 28

President Vice-President Secretary of Defense Chairman of the Joint Chiefs of Staff

Select the member who is the chief military advisor to the National Security Council (NSC). a. b. c. d.

Item 29

strategic panaceas fait accompli limited and unlimited paralysis and recklessness

Secretary of Defense Secretary of State Chairman of the Joint Chiefs of Staff Under-Secretary of Defense

The member that provides advice through the Secretary of Defense is the a. b. c. d.

Unified Commanders in Chief (CinC). National Security Council. Secretary of the Treasury. National Security Agency. Continued on next page

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Review Lesson Examination

Review Lesson, Continued

Item 30

The direct responsibilities of the national command authority exclude a. training and equipping the military departments. b. executing action of forces not assigned to combatant commands through the service secretaries. c. conducting worldwide strategic operations using unified commanders. d. authorizing budgetary allowances for operations.

Item 31

The functions of the National Security Council include a. advising the Vice-President on national security policies. b. preparing directives from the Secretary of Defense on U.S. national security strategy. c. advising the President on foreign policies. d. supporting the Chairman of the Joint Chiefs of Staff.

Item 32

The Department of Defense functions under the control of the a. b. c. d.

Item 33

Legislative branch of government. Executive branch of government. Judicial branch of government. Military branch of government.

The personnel who are responsible for economic integration with military powers abroad are the a. b. c. d.

National Command Authority. National Security Council. Department of Defense. Department of Treasury. Continued on next page

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Review Lesson Examination

Review Lesson, Continued

Item 34

U.S. Government agencies coordinating with the Armed Forces will ensure that ____________________is employed to support the NSC’s abilities in using economic instruments. a. b. c. d.

Item 35

Which instrument includes the key element of being a backer of a strong national defense? a. b. c. d.

Item 36

Information instrument Military instrument Economic instrument Diplomatic instrument

Without ________________, diplomacy has historically proven to be inadequate against a determined and powerful adversary. a. b. c. d.

Item 37

the information instrument military action diplomatic action the Department of Defense

integration of military, diplomacy, and economics forces information and military security strong willed diplomats credible use of force

Who is primarily responsible for the integration of the economic and military instruments of power abroad? a. b. c. d.

National Security Council National Command Authority Secretary of State Chairman of the Joint Chiefs of Staff Continued on next page

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Review Lesson Examination

Review Lesson, Continued

Item 38

What types of threats are long-range delivery systems that threaten the United States and its allies? a. b. c. d.

Item 39

Senior military leaders provide advice and recommendations on the feasible military options, resources required, and a. b. c. d.

Item 40

the significance of diplomatic intervention. strategies of opposing military forces. anticipated consequences of military action. outcomes on the morale of the friendly units.

The military is tasked with the development of strategies to achieve the objectives as well as to a. b. c. d.

Item 41

Threats to international norms of behavior Regional and space threats Transnational threats Economic threats

define criteria for cessation of operations. establish the level of political involvement. determine the limit of control of military leaders. request coalition forces to support military operations.

To win our nation’s war is the first fundamental purpose of the a. b. c. d.

joint forces. U. S. Armed Forces. Congress. national military strategies. Continued on next page

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Review Lesson Examination

Review Lesson, Continued

Item 42

An objective of the military is to a. b. c. d.

Item 43

Integrity, physical courage, moral courage, teamwork, and ______________ are joint warfare values a. b. c. d.

Item 44

cooperation initiative knowledge competence

Taking an operation to the fullest breadth and depth feasible, given political, physical, and logistic constraints, is which fundamental of joint warfare? a. b. c. d.

Item 45

promote peace and stability. gain unity of effort. protect vital interests. prepare for an uncertain future.

Unity of effort Extension Clarity Agility

A consideration for use of military force is to a. b. c. d.

protect important national interests. promote peace and stability. defeat the adversaries. enable freedom of action. Continued on next page

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Review Lesson Examination

Review Lesson, Continued

Item 46

A fundamental principle that guides national military strategy is to a. b. c. d.

Item 47

An element of the joint operational art is a. b. c. d.

Item 48

Direct Indirect Support Respect

Respect, rapport, knowledge of partners and patience are all fundamentals of a. b. c. d.

Item 50

combat control. balance. support. rapport.

Which one of the following is a command relationship? a. b. c. d.

Item 49

promote stability. defeat the adversaries. demonstrate unity of effort. prepare for an uncertain future.

command relationships. arranging operations. multinational operations. supporting relationships.

Parallel, lead nation, and ________________ are three types of command structures. a. b. c. d.

multinational combination support mutual Continued on next page

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Review Lesson Examination

Review Lesson, Continued

Item 51

Inspections are expected to a. b. c. d.

Item 52

A unit’s _______ is the compilation of tasks critical to combat mission accomplishment. a. b. c. d.

Item 53

Mission Performance Standard (MPS) Task Analysis Worksheet (TAW) Inspection Checklist Mission Essential Task List (METL)

Principles that establish performance criteria for Marine Corps units to satisfy combat requirements are a. b. c. d.

Item 54

inform a commander of leadership negligence. prepare a unit for deployment. reinforce the importance of all aspects of unit readiness. identify financial requirements.

Mission Performance Standards (MPSs). Marine Corps Standards. Goal oriented Standards. Training Standards.

What is a fundamental goal of Marine Corps Combat Readiness and Evaluation System (MCCRES)? a. b. c. d.

Prepare a unit for combat Provide an insight of efficiency to all commanders Conduct a trend analysis of formal training Develop a training program Continued on next page

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Review Lesson Examination

Review Lesson, Continued

Item 55 Through 58

Item 59

Matching: In the space provided, place the letter of the action from column 2 that best represents the inspection program in column 1. The answer in column 2 may not be used more than once. Column 1

Column 2

Inspection Program

Function

___ ___ ___ ___

a. Inspects units not in the chain of command of an MSC. b. Assesses overall effectiveness of the CGIP. c. Advises the CMC on all inspection matters. d. Inspects units and personnel biennially to promote economy, efficiency, effectiveness, and readiness.

CGI IGUIP IGMC CIP

Which functional areas are evaluated during an IGMC inspection? a. b. c. d.

Item 60

55. 56. 57. 58.

Personnel and training Personnel administration and hazardous material Medical and dental, and semper fit Logistics, and deployment procedures

Which is evaluated during a (Non-IGMC) MCAAT inspection? a. b. c. d.

Training Marine Corps Total Force System (MCTFS) Supply and maintenance Accounting procedures Continued on next page

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Review Lesson Examination

Review Lesson, Continued

Item 61

The document that states which person(s) provide care for the Marine’s family member in the Marines absence is the a. b. c. d.

Item 62

Which of the following is a responsibility of the SNCO to the Marine when developing a family care plan? a. b. c. d.

Item 63

Preparing the plan for the Marine Allowing a Marine adequate time to prepare a plan Identifying discrepancies within a plan Informing a Marine that failure to provide an adequate plan will result in disciplinary action

Which of the following components should be included in a family care plan? a. b. c. d.

Item 64

power of attorney (POA). service record book (SRB). family care plan. notarized legal document.

Legal, dental, and financial provisions Family advocacy assistance, legal, and financial arrangements Financial limitations, shopping restrictions, and logistics provisions Credit card procedures, logistics provisions, and personal services branch (PSB) facilities

Serving as the focal point for family concerns in the military community is the objective of the a. b. c. d.

legal office. commanding officer. child care center. personal services branch. Continued on next

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Review Lesson Examination

Review Lesson, Continued

Item 65

Which of the following are functions of the Personal Services Branch? a. Information and referral, employment resource, personal counseling b. Medical counseling, Career resource management, Personal financial management c. Financial counseling, Tutoring, Personal best program d. Family advocacy, Relocation assistance, Will preparation

Item 66

Identifying training objectives clearly, arranging for support, supervising, and evaluating individual and unit proficiency are roles of the a. b. c. d.

Item 67

An administrative requirement for analyzing readiness is the T/O because it a. b. c. d.

Item 68

unit commander. maintenance management officer. Staff non commissioned officer. Marine in charge of training.

lists all Marines by Name, SSN, and MOS. identifies the weaknesses of each unit. stands alone as a document that identifies the mission. is a document which prescribes the mission, structure, and description of a unit.

The primary billet responsible for monitoring maintenance management is the a. b. c. d.

Commodity manager. Inspecting officer. Maintenance Management Officer. Training Officer. Continued on next page

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Review Lesson Examination

Review Lesson, Continued

Item 69

What are the two categories of equipment readiness? a. b. c. d.

Item 70

Reportable PEIs, Mission Essential Equipment Mission, Non/Mission Capable Components, End Items Ready Equipment, Non Ready Equipment

1. The METL is derived from the organization’s T/O mission statement, doctrinal employment, combat missions, and other related tasks. 2. Unit Training Management guides commanders in the development of the METL. Each organization’s METL must support and complement higher headquarter’s METL. 3. Unit Training Management guides commanders in the development of the METL. 4. The METL states whether a unit is ready for war or not. Which fundamentals from the list above apply to METL development? a. b. c. d.

Item 71

1, 2, and 4 2, 3, and 4 1, 3, and 4 1, 2, and 3

Individual training standards establish specific performance objectives based on a Marine’s a. b. c. d.

training assessment. billet requirements. military occupational specialty (MOS). line number. Continued on next page

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Review Lesson Examination

Review Lesson, Continued

Item 72

When evaluating training performances, which process uses MCCRES evaluations? a. b. c. d.

Item 73

Evaluation by higher headquarters Sampling On-the-job observation Post training checks

After gathering the relevant data, what is the sequence of steps to calculate your net worth? a. List the current value of all of your fixed assets. List all of your liquid assets. List the current value of all of your jewelry, furniture, and household items. Add the above values and then divide all of your debts. b. List the current value of all of your fixed assets. List all of your debts. Subtract your debts from the value of your fixed assets. c. List the current value of all of your fixed assets. List all of your liquid assets. List the current value of all your jewelry, furniture, and household items. Add the above values and subtract all of your debts. d. List the current value of all your fixed assets. List all of your liquid assets. Add the above values and subtract all of your debts. Continued on next page

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Review Lesson Examination

Review Lesson, Continued

Items 74 through 76

Matching: For items 74 through 76, match the letter of the financial goal in column 2 to the appropriate definition in column 1. Place your response in the space provided. The answers in column 2 may be used only once. Column 1

Column 2

Definition

Financial Goal

___74. financial goals that are the building blocks for attaining long-term and mid-term financial security

a. Short-Term b. Long-Term c. Mid-Term

___75.

eventual goals you strive to achieve

___76. These goals include purchasing major necessary items, luxury items, and nonessential items

Item 77

The key to proper budgeting is keeping a complete and accurate record that considers all known foreseeable expenses and a. b. c. d.

Item 78

allows for unforeseeable expenses. financial goals. tracks expenditures. percentages gained.

Which of the following is not one of the factors to consider when investing? a. b. c. d.

Information about investments How you will be taxed. How you will receive your yield. Military retirement benefits. Continued on next page

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Review Lesson Examination

Review Lesson, Continued

Items 79 Through 82

Items 83 Through 86

Matching: For items 79 through 82, match the definition of the type of risk in column 1 to the name of the type of risk in column 2. Place your responses in the space provided. The answers in column 2 may be used only once. Column 1

Column 2

Definition

Type of Risk

___ 79. Risk that affects several types of investments at the same time ___ 80. Risks that are caused by changes in the general level of interest rates. ___ 81 Risk associated with changes in price levels within the economy. ___ 82. Risk related to the way debt and equity are used to finance a business.

a. b. c. d.

financial risk Market risk Purchasing power risk Interest rate risk

Matching: For items 83 through 86, match the definition of the investment term in column 1 with the investment term in column 2. Place your response in the space provided. The answers in column 2 may be used only once. Column 1

Column 2

Definition

Investment Term

___ 83. Dividing your investments between those that are relatively safe and those involving more risk ___ 84. The amount of money you have to invest at any one time will determine the investment options available to you ___ 85. Before buying, get disclosures in writing about management fees and commissions ___ 86. Income tax can have a major impact on your investment earnings. Consider how taxes will affect your earnings before you invest.

a. b. c. d.

Diversification Tax consequences Cost of investing Size of investment unit

Continued on next page

MCI Course 8201

R-19

Review Lesson Examination

Review Lesson, Continued

Item 87

Dollar cost averaging is a strategy that can be used to a. identify the risks associated with investing. b. compute annual, quarterly, monthly, weekly and daily earnings. c. purchase stocks, mutual funds, or other investments over a long period of time d. analyze how quickly your money will grow.

Item 88

Compound interest a. b. c. d.

involves dividing your investments between those that are relatively safe and those that have more risk. is the ease with which your investment can be converted to cash without loss. is the yield rate or amount of financial return that you earn from investments. is the interest you earn is added to your account and that new money is reinvested. Continued on next page

MCI Course 8201

R-20

Review Lesson Examination

Review Lesson, Continued

Items 89 Through 94

Matching: For items 89 through 94, match the letter of the investment market description in column 1 with the name of the market in column 2. Place, your response in the space provided. The answers in column 2 may be used only once. Column 1

Column 2

Investment Market Description

Name of the Market

___ 89.

a. b. c. d. e. f.

___ 90.

___ 91. ___ 92.

___ 93. ___ 94.

Item 95

Was introduced to find a better way of measuring the performance of the U.S. stock market The first electronic based market. It has become the model for developing markets worldwide. The largest stock market in the U. S. Investments such as stocks and individual funds are bought, sold, and traded in environments known as financial markets. The world’s most widely followed stock market indicator. The nation’s second largest floor based exchange. It has significant presence in common stocks, index shares, and derivatives.

NYSE AMEX NASDQ Dow Jones Major markets S&P 500

Identify one of the ways you can choose a financial advisor. a. b. c. d.

Ask your spouse. Ask friends or people you work with. Choose one from the newspapers. Go with your intuition. Continued on next page

MCI Course 8201

R-21

Review Lesson Examination

Review Lesson, Continued

Item 96

The following are wise alternatives for accumulating retirement income except for a. b. c. d.

Item 97

The following are types of tax-deferred income except for a. b. c. d.

Item 98

military retirement benefits. Social Security retirement benefits. taking your chances at a casino. tax-deferred individual retirement accounts.

deferred compensation. Keogh plans. simplified employee pension (SEP-IRA). savings accounts.

Social Security was meant to be used to supplement pensions, a. b. c. d.

savings, and insurance. savings and other investments. insurance and other investments. insurance, savings, and other investments. Continued on next page

MCI Course 8201

R-22

Review Lesson Examination

Review Lesson, Continued

Items 99 Through 102

Matching: For items 99 through 102, match the definition of the pension plan in column 1 to the type of the pension plan in column 1. Place your response in the space provided. The answers in column 2 may be used only once. Column 1

Column 2

Definition

Type of Pension Plan

___ 99.

a. Simplified employee pension (SEP-IRA) b. Thrift savings plan c. Profit sharing d. Stock ownership plan

Your contributions are matched, either completely or in part, by your employer’s contribution. ___ 100 Your contribution is vested and you pay no tax on your employer’s contribution. ___ 101. The company puts up cash for common stock in the company. The cash is deposited into a trust account for the benefit of all participants. ___ 102. The company makes annual contributions (when it has profits) to a profit sharing account for each employee.

Item 103

Which of the following is not one of the defining criteria that determines basic retirement benefits? a. b. c. d.

Being a disabled veteran Your rank Your basic pay at the time of your retirement The length of time you serve in the military Continued on next page

MCI Course 8201

R-23

Review Lesson Examination

Review Lesson, Continued

Item 104

Which of the following is not one of the basic, non-disability retirement plans? a. If you entered the military before September 8, 1980 and retire at the 20year mark, you will receive half of your basic pay of your last active duty paycheck. b. If you entered the military and become injured in the line of duty, you may be entitled to disability retirement pay from DOD. c. If you entered the military after July 31, 1986, you are eligible to retire at 20 years of service and will receive 40 percent of your “high three” basic pay. d. If you entered the military between September 8, 1980 and July 31, 1986, your retirement pay will be based on the 36 months when it was the greatest.

Item 105

The purpose of the survivor benefit plan is to provide a. b. c. d.

Item 106

The four elements of a review are a. b. c. d.

Item 107

money for burial upon member’s death. educational support to dependants. income to your family after your death. medical coverage for your family.

adjutant’s call, inspection, troop the colors, march in review formation of troops, inspection, troop the colors and march in review formation of troops, presentation and honors, inspection, march in review Adjutant’s call, troop the line, troop the colors, march in review

One occasion on which reviews are held is a. b. c. d.

decoration of organizational colors. wet downs. formation of troops. to sound liberty call. Continued on next page

MCI Course 8201

R-24

Review Lesson Examination

Review Lesson, Continued

Item 108

The senior officer participating in the ceremony is typically a. b. c. d.

Item 109

The Adjutant designates and ___________ the review site. a. b. c. d.

Item 110

mass massed column column line

The final step for forming for the review is a. b. c. d.

Item 112

inspects marks walks marches on

Normally, troops will form in ____________ for reviews. a. b. c. d.

Item 111

the Adjutant. in command of troops in review. the guest of honor. the reviewing officer.

Adjutant’s call. trooping the colors. posting of the reviewing officer. marching in review.

The RO and or the guest of honor (GOH) receives the a. b. c. d.

presentation and honors. commander of troops. National Ensign. guidon. Continued on next page

MCI Course 8201

R-25

Review Lesson Examination

Review Lesson, Continued

Item 113

When colors are to be decorated, how many paces behind the colors are the persons to be decorated placed? a. b. c. d.

Item 114

The COT and the Local Commander will march to the right of the RO away from the line of troops when a. b. c. d.

Item 115

on either side of the RO. inspecting the line of troops. reviewing the troops. in a single file behind the RO.

What is the command given to march the unit in review? a. b. c. d.

Item 116

3 4 5 6

“MARCH IN REVIEW” “FORM FOR REVIEW” “EYES RIGHT” “PASS IN REVIEW”

What are the three parts of a parade? a. Formation of troops, presentation and honors to the reviewing officer, and the march in review b. Formation of color guard, honors and presentation, movement of troops c. Formation of troops, presentation and honors to the COT, and the march in review d. Publishing the orders, march in review, and pass in review Continued on next page

MCI Course 8201

R-26

Review Lesson Examination

Review Lesson, Continued

Item 117

What is the biggest difference between a parade and a review? a. b. c. d.

Item 118

After the units have marched in and dressed to the right and the guides have posted, what is the next sequence? a. b. c. d.

Item 119

Present arms to the COT Manual of arms Officers center Fix bayonets (if so armed)

During a parade, the COT orders the ADJ to “RECEIVE THE REPORT.” What is the next order the COT gives to the ADJ? a. b. c. d.

Item 120

Pass in review Presentation of honors Inspection is omitted from the parade Colors presentation

“PUBLISH THE ORDERS, SIR” “SOUND OFF” “TAKE YOUR POST” “TAKE CHARGE, CARRY OUT THE PLAN OF THE DAY”

The change of command ceremony is similar to a ceremonial parade up to the point when the COT commands a. b. c. d.

“FIX BAYONETS.” “SOUND ATTENTION.” “PUBLISH THE ORDERS, SIR.” “POST THE COLORS.” Continued on next page

MCI Course 8201

R-27

Review Lesson Examination

Review Lesson, Continued

Item 121

A post and relief ceremony is for a. b. c. d.

Item 122

senior officers. senior enlisted. retirees. reservists.

When might a street parade be better suited for a review? a. When the unit on parade is too large to form in one area, and when large vehicles are used b. When a regimental formation is used with large pieces of equipment c. When vehicles are going to be used to transport the troops during a parade d. When the commanding officer deems it appropriate

Item 123

For street parades, who assigns the marshals of divisions? a. b. c. d.

Item 124

Before creating the LOI, you must first a. b. c. d.

Item 125

Commander of Troops Grand Marshal Chief of Staff Commanding Officer

create the letterhead. delegate assignments. meet with all staff members. receive the commander’s guidance.

In what part of the LOI should you list time/date of the event, location of the event, and formation type? a. b. c. d.

Introduction Heading Information Action Continued on next page

MCI Course 8201

R-28

Review Lesson Examination

Review Lesson, Continued

Item 126

What is a topic included in the information section of the LOI that instructs guests? a. b. c. d.

Item 127

Who should receive the LOI? a. b. c. d.

Item 128

Distribution list and key personnel involved Staff NCOs and officers Company commanders Officers only

Which of the following is marginal information on a map? a. b. c. d.

Items 129 Through 131

What type of gift to bring Appropriate attire for civilians Where they will be seated How long the ceremony will last

Sheet name, bar scales, and location chart Series name, scale, and edition number Declination diagram, ruler, and elevation guide Legend, identification card, and contour interval

Matching: For items 129 through 131, place the letter of the distance to objective in column 1 that best describes the map grid coordinate in column 2. The answers in column 2 may be used only once. Column 1

Column 2

Grid Coordinate

Distance to Objective

___129. Four-digit grid ___130. Six-digit grid ___131. Eight-digit grid

a. Within 10 meters b. Within 100 meters c. Within 1000 meters Continued on next page

MCI Course 8201

R-29

Review Lesson Examination

Review Lesson, Continued

Item 132

How many paces should you take if you must travel 1200 meters and your pace count is 70 paces (per 100 meters)? a. b. c. d.

Item 133

840 780 800 880

Using the declination diagram picture below, convert a grid azimuth of 6° to a magnetic azimuth.

a. b. c. d.

14 352° 358° 6° Continued on next page

MCI Course 8201

R-30

Review Lesson Examination

Review Lesson, Continued

Item 134

Using the declination diagram provided above, convert a magnetic azimuth of 355° to a grid azimuth. a. b. c. d.

Items 135 Through 138

Item 139

9° 358° 5° 370°

Matching: For items 135 through 138, place the letter of the terrain feature in column 2 to its description in column 1. The answers in column 2 may be used only once. Column 1

Column 2

Description

Terrain Feature

___135. Ideal reference lines while conducting land navigation ___136. Indicates that an effort has been made to eliminate changes in slope (easiest to ravel along) ___137. Easiest route up to a ridgeline ___138. Can be easy or hard to follow depending on amount of erosion and vegetation

a. b. c. d.

Cuts and fills Draw Finger Ridgeline

What are the two techniques used to orient a map? a. b. c. d.

Resection, compass Compass, terrain association Intersection, resection Terrain features, intersection Continued on next page

MCI Course 8201

R-31

Review Lesson Examination

Review Lesson, Continued

Item 140

One-point resection is an accurate technique of determining your location when you are on a. a hilltop that can be identified on a map. b. a linear feature that is easy to identify with a compass. c. or near two linear features, you can identify, both on the ground and on the map. d. or near a linear feature that you can identify, both on the ground, and on the map.

Item 141

Listed below, in scrambled order, are the steps for following a compass azimuth during the day. In which sequence should the steps be taken? (1) (2) (3) (4) (5)

Close your compass and step off. Periodically spot-check your azimuth. Shoot the azimuth using the compass-to-cheek method. Recheck your azimuth. When you arrive at your steering mark, repeat the process until you arrive at your objective. (6) Choose a steering mark using the sighting slot and the sighting wire. a. b. c. d.

3, 4, 1, 6, 2, 5 2, 1, 3, 6, 4, 5 3, 6, 4, 1, 2, 5 6, 3, 4, 5, 1, 2 Continued on next page

MCI Course 8201

R-32

Review Lesson Examination

Review Lesson, Continued

Item 142

Listed below, in scrambled order, are the steps for setting a lensatic compass for night use. In which sequence should the steps be taken? (1) Step off in the desired direction by using either the two luminous dots as guides or by using steering marks. (2) Rotate the bezel ring until the short luminous line is over the black index line. (3) Hold your compass in the centerhold position. Rotate your body until the north-seeking arrow is under the short luminous line. (4) Divide the azimuth by 3. (5) Rotate the bezel ring the desired number of clicks in the appropriate direction. a. b. b. c.

Item 143

Which of the following guidelines does the unit commander dictate when establishing a land navigation course? a. b. c. d.

Item 144

2, 4, 5, 3, 1 2, 5, 4, 3, 1 4, 5, 2, 3, 1 4, 2, 3, 5, 1

Length of legs, number of the legs, time and date of training Length of legs, pace count, time of training Number of legs, time and date of training, pace count Length of legs, number of legs, pace count

Which of the following items are needed when establishing a land navigation course? a. b. c. d.

Pace count station, grid coordinates, Marines Pen and pencil, stakes, grid coordinates Military map, pen and pencil, GPS/PLGR Military map, compass, checkpoint markers Continued on next page

MCI Course 8201

R-33

Review Lesson Examination

Review Lesson, Continued

Item 145

When conducting a map survey to select a training area, which of the following considerations applies? a. b. c. d.

Item 146

When establishing checkpoints for a land navigation course, they should be a. b. c. d.

Item 147

Select an area that is large enough for your needs. Select an area that is familiar to the majority of Marines. Select an area that has obstacles. Select an area where the terrain is not similar to terrain used in tactical exercises.

marked so they are easily identified. on a variety of terrain features. far apart to challenge the Marine. numerous to create confusion.

Read the following list of steps, in scrambled order, for laying the course out on the ground. Then answer the question below. (1) Confirm the eight-digit grid coordinates of each checkpoint. (2) Navigate to each checkpoint on the course. (3) Mark the location of each checkpoint with a durable marker. In which sequence should the steps be taken? a. b. c. d.

Item 148

3, 1, 2 2, 1, 3 1, 2, 3 2, 3, 1

Who is preferred to validate the navigation course after the course developers have established it? a. b. c. d.

A Marine from outside of the unit The commanding officer A gunnery sergeant The training NCO Continued on next page

MCI Course 8201

R-34

Review Lesson Examination

Review Lesson, Continued

Item 149

Which of the following is considered a safety precaution when navigating a course? Ensuring each Marine a. b. c. d.

is familiar with the terrain. has enough time to negotiate course. has a green star cluster. has a first aid kit. Continued on next page

MCI Course 8201

R-35

Review Lesson Examination

Review Lesson, Continued

Solutions

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

Item Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Answer b c b d b d a d c b a d a b d a d b e d f g a c b c

Reference 1-11 1-12 1-18 1-29 1-32 1-37 1-42 1-48 1-53 1-55 1-65 1-66 1-69 1-71 1-72 1-74 1-81 1-91 1-94 1-94 1-94 1-94 1-94 1-94 1-94 1-100 Continued on next page

MCI Course 8201

R-36

Review Lesson Examination

Review Lesson, Continued

Solutions, continued

Item Number 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57

Answer a c a a c b b b c d a b c a b a d b a d b c c b c d a c d a c

Reference 2-5 2-6 2-9 2-4 2-6 2-8 2-17 2-17 2-17 2-16 2-17 2-25 2-26 2-28 2-34 2-34 2-35 2-38 2-39 2-40 2-46 2-49 2-50 2-51 3-4 3-4 3-5 3-6 3-7 3-8 3-8 Continued on next page

MCI Course 8201

R-37

Review Lesson Examination

Review Lesson, Continued

Solutions, continued

Item Number 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91

Answer b a b c d b d a a d c a d c a c a b c c d b d c a a d c b c d f c a

Reference 3-8 3-8 3-9 3-16 3-17 3-18 3-19 3-20 3-26 3-28 3-30 3-31 3-33 3-34 3-36 4-5 4-6 4-6 4-7 4-13 4-30 4-31 4-31 4-31 4-31 4-27 4-28 4-28 4-28 4-32 4-34 4-40 4-39 4-39 Continued on next page

MCI Course 8201

R-38

Review Lesson Examination

Review Lesson, Continued

Solutions, continued

Item Number 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125

Answer e d b b c d d b a d c a b c c a b b d c a c b d a c d a c b a b d c

Reference 4-39 4-40 4-39 4-50 4-59 4-60 4-64 4-63 4-63 4-66 4-66 4-68 4-68 4-71 5-5 5-5 5-6 5-7 5-8 5-9 5-10 5-12 5-13 5-16 5-25 5-25 5-26 5-26 5-29 5-30 5-31 5-31 5-38 5-40 Continued on next page

MCI Course 8201

R-39

Review Lesson Examination

Review Lesson, Continued

Solutions, continued

Item Number 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149

MCI Course 8201

Answer b a b c b a a b a d a c b b d c a a d a b b a d

R-40

Reference 5-40 5-41 6-4 6-6 6-6 6-6 6-9 6-15 6-15 6-18 6-19 6-19 6-20 6-23 6-24 6-25 6-28 6-43 6-44 6-45 6-46 6-47 6-47 6-48

Review Lesson Examination