Military Studies

MCI 8201

MARINE CORPS INSTITUTE

STAFF NONCOMMISSIONED OFFICERS ADVANCED DISTANCE EDUCATION

PROGRAM

MILITARY STUDIES

MARINE BARRACKS WASHINGTON, DC

MCI Course 8201 i Course Introduction

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 non-commissioned officer ranks.

Table of Contents

The following is the table of contents for this course.

Study Unit Title Page

-- Course Introduction i 1 Strategy 1-1 2 Joint Operations 2-1 3 Evaluating Unit Readiness 3-1 4 Advising Marines on Financial Planning 4-1 5 Ceremonial Drill 5-1 6 Developing a Land Navigation Course 6-1 Review Lesson Exercise R-1

Estimated Study Time

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 ii 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 Then you will For more information

1 Enroll in the program Receive your program material

Refer to the Program Introduction

2 Complete the self-paced text

Arrange to take the final examination


3 Pass the final examination

Receive a course completion certificate


MCI Course 8201 1-1 Study Unit 1

STUDY UNIT 1

STRATEGY

Overview


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 • 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.

In This Study Unit

This study unit contains the following lessons:

Topic See Page

Lesson 1 The Strategic Environment 1-3 Lesson 2 Strategy: Ends and Means 1-7 Lesson 3 Strategic Opposites 1-11 Lesson 4 The Making of Strategy 1-17


(This page intentionally left blank.)

MCI Course 8201 1-3 Study Unit 1, Lesson 1

LESSON 1

THE STRATEGIC ENVIRONMENT

Introduction


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 See Page Introduction 1-3 The Nature of Politics and War MCDP 1-1 p. 9 Further Defining War MCDP 1-1 p. 14 The Nature of War-Making Political Entities MCDP 1-1 p. 16 Strategic Constants and Norms MCDP 1-1 p. 20 The Trinity MCDP 1-1 p. 31 Lesson 1 Exercise 1-4


Lesson 1 Exercise


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. manifested b. distributed c. communicated d. produced

Item 2 Any use of organized force for political purposes best describes which of the

following? a. Politics b. Strategy c. War d. Coup d’etat

Item 3 To understand the nature of a problem, strategists must

a. have insight into human political constructs. b. understand the role of the physical environment in each situation. c. understand the networks and structures that create their own rules. d. identify the importance of national character and how each citizen affects

its development.



Lesson 1 Exercise, Continued

Item 4 When one or more participants in the system rebel is a reason

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

Item 5 Which of the aspects below is considered one of the trinities in the

environment of war and strategy? a. Violence b. Government c. Subordination d. Rational thought




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 Answer Reference 1 b MCDP 1-1 p. 11 2 c MCDP 1-1 p. 15 3 b MCDP 1-1 p. 23 4 d MCDP 1-1 p. 29 5 b MCDP 1-1 p. 32


LESSON 2

STRATEGY: ENDS AND MEANS

Introduction


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



Topic See Page Introduction 1-7 National Strategy MCDP 1-1 p. 37 Ends in National Strategy MCDP 1-1 p. 42 Means in National Strategy MCDP 1-1 p. 46 Adapting Ends to Means MCDP 1-1 p. 51 Ends in Military Strategy MCDP 1-1 p. 54 Lesson 2 Exercise 1-8


Lesson 2 Exercise


10 minutes



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. military strategy. b. political ends. c. political means. d. national strategy.

Item 2 Two fundamental national strategic goals in any conflict are

a. survival and victory. b. peace and stability. c. existence and perseverance. d. erosion and annihilation.

Item 3 The means used to influence the perception and attitudes of allies,

adversaries, and interested observers, is the___________ instrument. a. diplomatic b. economic c. military d. informational




Item 4 The strategy of “flexible response” requires

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

Item 5 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. annihilation. b. erosion. c. flexible response. d. unlimited objective.






Item Number Answer Reference 1 d MCDP 1-1 p. 37 2 a MCDP 1-1 p. 42 3 d MCDP 1-1 p. 48 4 c MCDP 1-1 p. 53 5 b MCDP 1-1 p. 55


LESSON 3

STRATEGIC OPPOSITES

Introduction


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.



Introduction, Continued

Required Reading



Topic See Page Introduction 1-11 Defensive and Offensive Strategies MCDP 1-1 p. 63 Symmetrical and Asymmetrical Strategies MCDP 1-1 p. 66 Strategies of Reprisal or Denial MCDP 1-1 p. 68 Standardized or Tailored Strategies MCDP 1-1 p. 70 Strategy by Intent or Default MCDP 1-1 p. 72 Evaluating Opposing Strategies MCDP 1-1 p. 74 Lesson 3 Exercise 1-13


Lesson 3 Exercise


10 minutes



Item 1 At what levels may the attacker and defender roles frequently change hands?

a. Logistical and operational b. Political and strategic c. Tactical and operational d. Political and psychological

Item 2 A symmetrical strategy is one that

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

Item 3 Denial and reprisal as means of deterrence, are often more effective

a. when applied in tandem. b. convincing an enemy that his actions will fail. c. convincing an enemy that his actions are not worth the price. d. when applied independently of each other.




Item 4 The strategy that builds a certain reputation that may strongly influence the

behavior of friends, foes, and neutrals is a. tailored. b. standardized. c. intent. d. reprisal.

Item 5 Dictated by circumstances or determined by ideologies, unconscious

assumptions, and prejudices is a description of which strategy? a. Intent b. Unintentional c. Coalition warfare d. Default

Item 6 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.






Item Number Answer Reference 1 c MCDP 1-1 p. 65 2 d MCDP 1-1 p. 67 3 a MCDP 1-1 p. 69 4 b MCDP 1-1 p. 71 5 d MCDP 1-1 p. 72 6 a MCDP 1-1 p. 74




LESSON 4

THE MAKING OF STRATEGY

Introduction


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



Topic See Page Introduction 1-17 The Strategy-making Process MCDP 1-1 p. 79 Who Makes Strategy MCDP 1-1 p. 91 Just War MCDP 1-1 p. 93 Strategy-making Pitfalls MCDP 1-1 p. 95 Lesson 4 Exercise 1-18


Lesson 4 Exercise


10 minutes



Item 1 Which factor does a strategist look for when assessing the strategic

landscape? a. Observation-orientation-decide-act loop b. The problem solving process c. Fundamental relationships between the ends and means of the problem d. The interplay between the states

Item 2 “What is the political objective the war seeks to achieve?” is a question that

should be answered by a. politicians. b. civilian leadership. c. military leaders. d. the commander of forces




Items 3 through 9

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 Criteria

Column 2 Definition

___ 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

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.

Item 10 An action where the political and military objective is achieved in one action

is the a. strategic panaceas. b. fait accompli. c. limited and unlimited. d. paralysis and recklessness.






Item Answer Reference 1 d MCDP 1-1 p. 81 2 b MCDP 1-1 p. 91 3 e MCDP 1-1 p. 93 4 d MCDP 1-1 p. 94 5 f MCDP 1-1 p. 94 6 g MCDP 1-1 p. 94 7 a MCDP 1-1 p. 94 8 c MCDP 1-1 p. 94 9 b MCDP 1-1 p. 94 10 b MCDP 1-1 p. 97


STUDY UNIT 2

JOINT OPERATIONS

Overview


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 • 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.

In This Study Unit


Topic See Page

Lesson 1 National Security Participants 2-3 Lesson 2 Instruments of National Power 2-13 Lesson 3 Strategic Security Environment 2-23 Lesson 4 United States Military Power 2-33 Lesson 5 Combined Operations 2-45




LESSON 1

NATIONAL SECURITY PARTICIPANTS

Introduction


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 • 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.


Topic See Page Introduction 2-3 National Command Authority 2-4 National Security Council 2-6 Department of Defense 2-8 Lesson 1 Exercise 2-10


National Command Authority

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

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

Function 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.

Channels The diagram below depicts the channels through which the NCA exercises

authority. 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.



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


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.


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

• 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

Breakdown

The diagram below depicts the position the NSC holds to perform its mission and its statutory members.

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



Military Departments

Chairman of Joint Chiefs of Staff

Unified Commands

National Security Council • Advises President and Sec. of Defense • Prepares, disseminates, and oversees

execution of directions from President


National Security Council, Continued

Additional Members

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


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.



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 Other Sec Of the Army Control Orders and Directives

- Dept of the Army President President or Sec of Defense Sec of the Air Force - Dept of the Air Force Sec of Defense Chairman of JCS Sec of the Navy - Dept of the Navy - Navy Unified CinCs Service Commanders

- Marine Corps

Sec of Transportation - Coast Guard


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

Item 2 The functions of the National Command Authority include

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

Item 3 The statutory members of the National Security Council (NSC) are the

a. Counsel to the President and Secretary of Treasury. b. Secretary of State and Director of CIA. c. President and Chief of Staff to the President. d. Secretary of the State and Chief of Staff to the President.




Item 4 The National Security Council functions under the control of the

a. legislative branch of government. b. Executive office of the President. c. Vice-President. d. judicial branch of government.

Item 5 Part of the Department of Defense functions are to

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

Item 6 Which of the following represents the Coast Guard within the Department of

Defense? a. Secretary of Transportation b. Secretary of Navy c. Secretary of the Coast Guard d. Secretary of Commerce




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 a 2-4 2 c 2-4 3 b 2-6 4 b 2-6 5 c 2-8 6 a 2-9


LESSON 2

INSTRUMENTS OF NATIONAL POWER

Introduction


Lesson Scope 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.





Topic See Page Introduction 2-13 Diplomatic 2-15 Economic 2-17 Informational 2-18 Military 2-20 Lesson 2 Exercise 2-21


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.



Diplomatic, Continued

Military-Diplomatic 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 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.


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: • 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

Government Influence

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

NSC Coordination of Economic and Military

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.


Informational

Broad View 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.

Personnel 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

• Classification requirements • Operation security (OPSEC) • Legal restrictions • Individual privacy

Coordination 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



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.


Military

The Military Instrument

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.

Coordination 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.

Example 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.”


Lesson 2 Exercise




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? ___________________________________________________________






Item Number Answer Reference Page 1 Ambassador and the corresponding

country’s diplomatic team. 2-15

2 National Command Authority 2-20


LESSON 3

STRATEGIC SECURITY ENVIRONMENT

Introduction


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 • 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.


Topic See Page Introduction 2-23 Threats to United States Interests 2-24 National Strategic Situation Assessment 2-26 Relationship Between Political Objectives and Military Action 2-28 Lesson 3 Exercise 2-30


Threats to United States Interests

World Wide Environment

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.

Adversaries

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.



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

Sources of Global Threats

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.


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.



National Strategic Situation Assessment, Continued

Political-Military Plans and Rehearsals

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.


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.


Relationship Between Political Objectives and Military Action, Continued

Political and Military Dimensions.

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


Lesson 3 Exercise




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?

____________________________________________________________






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




LESSON 4

UNITED STATES MILITARY POWER

Introduction


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 • 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.

Lesson Content This lesson contains the following topics:

Topic See Page Introduction 2-33 Military Purpose and Objectives 2-34 Values of Joint Warfare 2-35 Fundamentals of Joint Warfare 2-37 Consideration for Use of Military Forces 2-39 Strategies 2-40 Lesson 4 Exercise 2-41


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.


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.



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: • Trust and confidence • Delegation of authority • Cooperation


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.



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.


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.


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 • Preparing for an uncertain future

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: • 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

Preparing for an Uncertain Future

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.


Lesson 4 Exercise


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.

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________




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.

____________________________________________________________ ____________________________________________________________




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 Answer Reference 1 • To win our nation’s war

• The advancement and protection of national interest in Military Operations Other Than War (MOOTW)

2-34

2 • Promote Peace and Stability • Defeat the Adversaries

2-34

3 • Integrity • Competence • Physical Courage • Moral Courage • Teamwork

2-35

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

2-37

5 • Protection of vital interests • Protection of important national

interests • Protection of other interests, including

humanitarian interests

2-39

6 • Influencing the international security environment

• Preparing for an uncertain future 2-40




LESSON 5

COMBINED OPERATIONS

Introduction


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 • 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.


Topic See Page Introduction 2-45 Joint Operational Art 2-46 Command Relationship 2-49 Fundamentals of Multinational Operations 2-50 Command and Control 2-51 Lesson 5 Exercise 2-53


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 LEVERAGE INDIRECT TIMING AND CENTERS OF GRAVITY TEMPO ARRANGING OPERATIONAL REACH OPERATIONS AND APPROACH FORCES AND FUNCTIONS


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.



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.


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: • Combat command • Operational control • Tactical control • Support

Exercise of Command

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

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.


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.


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 • Lead nation • Combination

Parallel Command Operations

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.



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.


Lesson 5 Exercise




Item 1 List the fourteen elements of the joint operational art.

________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________

Item 2 List the four unified command relationships.

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________




Item 3 List the four fundamentals of multinational operations.

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Item 4 List the three types of combined command structures.

____________________________________________________________ ____________________________________________________________ ____________________________________________________________




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 Answer Reference 1 • 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

2-46

2 • Combat command • Operational control • Tactical control • Support

2-49

3 • Respect • Rapport • Knowledge of partners • Patience

2-50

4 • Parallel • Lead nation • Combination

2-51




STUDY UNIT 3

EVALUATING UNIT READINESS

Overview


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 • 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.

In This Study Unit


Topic See Page

Lesson 1 Assessing Unit Readiness 3-3 Lesson 2 Personal and Family Readiness 3-15 Lesson 3 Mission Readiness 3-25




LESSON 1

ASSESSING UNIT READINESS

Introduction


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

• 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.

In This Lesson This lesson contains the following topics.

Topic See Page Introduction 3-3 Evaluating Readiness Through Inspection 3-4 Inspector General Marine Corps (IGMC) 3-7 Non-IGMC Inspections 3-9 Lesson 1 Exercise 3-10


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 • 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

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 • 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

Mission Essential Task List (METL)

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.



Evaluating Readiness Through Inspection, Continued

Preliminary Standards: Mission/Non-mission Capable

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.

Mission Performance Standards (MPS)

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.



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

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


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)

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.

IGMC Inspection Schedules

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.



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


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 (MCAAT)

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.

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.


Lesson 1 Exercise


10 minutes



Item 1 Inspections are expected to

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

Item 2 A unit’s ____________ is the compilation of tasks critical to combat mission

accomplishment. a. Mission Performance Standard (MPS) b. Task Analysis Worksheet (TAW) c. Mission Essential Task List (METL) d. Inspection Checklist

Item 3 Principles that establish performance criteria for Marine Corps units to satisfy

combat requirements are a. Marine Corps standards. b. Mission Performance Standards (MPS’s). c. Goal oriented standards. d. Training standards.




Item 4 What is a fundamental goal of Marine Corps Combat Readiness and

Evaluation System (MCCRES)? a. To prepare a unit for combat b. To provide an insight of efficiency to all commanders c. To develop a training program d. To conduct a trend analysis of formal training

Items 5 Through 8

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 Inspection Program

Column 2 Functions

___ 5. IGMC ___ 6. IGUIP ___ 7 CIP ___ 8 CGI

a. Inspects units not in chain of command of an MSC

b. Assesses overall effectiveness of the CGIP

c. Advises CMC on all inspection matters

d. Inspects units and personnel biennially to promote economy, efficiency, effectiveness, and readiness

Item 9 Which functional areas are evaluated during an IGMC inspection?

a. Personnel Administration and Hazardous Material b. Medical and Dental and Semper Fit c. Personnel and training d. Logistics and deployment procedures




Item 10 Which is evaluated during a (Non-IGMC) MCAAT inspection?

a. Marine Corps Total Force System (MCTFS) b. Supply and Maintenance c. Training d. Accounting procedures




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 Reference 1 a 3-4 2 c 3-4 3 b 3-5 4 d 3-6 5 c 3-7 6 a 3-8 7 b 3-8 8 d 3-8 9 c 3-8 10 a 3-9




LESSON 2

PERSONAL AND FAMILY READINESS

Introduction


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 • 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.


Topic See Page Introduction 3-15 Family Care Plan 3-16 Personal Services Branch (PSB) 3-19 Lesson 2 Exercise 3-21


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.



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). • Legal Assistance Office. • Child Development Programs.

Personal Services Branch (PSB)

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 child-care 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.



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. • 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


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 • 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.

Locations PSBs are located at each major command. The following locations have

established a PSB:

MCAS Cherry Point, NC MCB Camp Lejuene, NC MCAS MCAS Beaufort, SC MCB Camp Pendleton, CA MCAS Iwakuni, Japan MCB Camp Butler, Okinawa, Japan MCAS Yuma, AZ MCCDC Quantico, VA MCAS Kaneohe Bay HI MCLB Albany, GA MCAS New River, NC MCLB Barstow, CA MCAGCC Twentynine Palms, CA MCRD San Diego, CA Henderson Hall, Arlington, VA



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.


Lesson 2 Exercise


10 minutes


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. Legal, dental, financial provisions b. Financial, shopping limitations, logistics provisions c. Family advocacy assistance, legal, financial arrangements d. Credit card procedures, logistics provisions, personal services branch

(PSB) facilities




Item 4 Serving as the focal point for family concerns in the military community is

the objective of the a. commanding officer. b. personal services branch. c. childcare center. d. legal office.

Item 5 Which of the following are functions of the personal services branch?

a. Family advocacy, relocation assistance, will preparation b. Medical counseling, employment resource, special needs program c. Financial counseling, tutoring, personal best program d. Information and referral, career resource management, personal financial

management






Item Number Answer Reference 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.)

3-16

2 a 3-17 3 c 3-18 4 b 3-19 5 d 3-20




LESSON 3

MISSION READINESS

Introduction


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.





Topic See Page Introduction 3-25 Commander’s Guidance 3-27 Administrative Analysis 3-29 Equipment Readiness 3-31 Training and Evaluation 3-34 Lesson 3 Exercise 3-38


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.



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 plans • Operation orders

Operation Plan 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: When a commander directs its execution, an operation plan becomes an

operation order.


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

Individual and Family Preparedness

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.



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

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


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.



Equipment Readiness, Continued

Maintenance Procedures

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 Defined

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) • Mission-Essential Equipment (Pacing)

Reportable Principal End Items (PEIs)

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.



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 • 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.

Command Responsibility

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.


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: • 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 Process

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.



Training and Evaluation, Continued

METL and Training Assessment

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.

Assessment of Training Proficiency

The following steps must be taken during the assessment of a unit’s training proficiency: • Identify unit missions and requirements • Determine individual and collective proficiency • Establish training priorities • Prepare a long-, mid-, and short-range training plans

Training Standards

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.




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 Time Requirement

Marksmanship annually Physical Fitness 3 times per week Physical Fitness Test semiannually Marine Corps Common Skills (MCCS) command directed Combat water Survival Training (Swimmer’s ability determines requalification times)

CWS4 every year CWS3 every 2 years CWS2 every 3 years CWS1 every 4 years WSQ every 6 years

Nuclear, Biological, and Chemical 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




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: • 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.

Evaluation Results

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.


Lesson 3 Exercise


10 minutes



Item 1 Identifying training objectives clearly, arranging for support, supervising, and

evaluating individual and unit proficiency are roles of the a. maintenance management officer. b. staff noncommissioned officer. c. unit commander. d. Marine in charge of training.

Item 2 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. commodity manager. b. maintenance management officer. c. training officer. d. inspecting officer.




Item 4 What are the two categories of equipment readiness?

a. Mission capable, non mission capable b. Components, end items c. Ready equipment, non ready equipment d. Reportable PEIs, mission essential equipment

Item 5 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. 1, 3, and 4 b. 2, 3, and 4 c. 1, 2, and 3 d. 3 and 4

Item 6 Individual training standards establish specific performance objectives based

on a Marine’s a. line number. b. military occupational specialty (MOS). c. billet requirements. d. training assessment.




Item 7 MCCRES evaluations are used during which technique when evaluating

training performances? a. Post training checks b. Sampling c. On-the-job observation d. Evaluation by higher headquarters






Item Number Answer Reference 1 c 3-27 2 a 3-29 3 b 3-31 4 d 3-32 5 c 3-34 6 b 3-35 7 d 3-37




STUDY UNIT 4

ADVISING MARINES ON FINANCIAL PLANNING

Overview


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 See Page Lesson 1 Financial Plans 4-3 Lesson 2 Types of Investments 4-25 Lesson 3 Retirement Financing 4-57




LESSON 1

FINANCIAL PLANS

Introduction


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.





Topic See Page Introduction 4-3 Calculating Net Worth 4-5 Financial Goals 4-6 Using Financial Goals 4-8 Setting Up a Budget 4-10 Financial Pyramid 4-14 Lesson 1 Exercise 4-21


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 Action Calculation

1 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.

$

2 List all of your liquid assets: cash, certificates of deposit, stocks, bonds, and bank accounts.

$

3 List the current value of all your jewelry, furniture, and household items.

$

4 Add lines 1, 2, and 3. These are your total assets.

$

5 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.

$


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 goals • Mid-term goals • Long-term goals

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

Mid-Term 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 long-term 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



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 • 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


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 Description

1 You would need savings (a healthy bank account) to buy a house. How would you get a healthy bank account?

2 You would have to get a steady job with a steady income. How would you get a steady job with a steady income?

3 You would have to get education/training/certification/skills. What is the first step toward getting qualified?

4 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?

5 Obtain education by enrolling in courses or training.

Plan 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!



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.


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.



Setting Up a Budget, Continued

Sample Budget Worksheet

A sample budget worksheet is presented below.

Category Monetary Record Total

Net Income Record the total of all sources of income minus social security, taxes, etc. to get the total net income

$

Fixed Expenses Record the amount you spend each month on each item. Add them together to get your total monthly fixed expenses.

• Rent/mortgage $525 • Utilities

• Gas $34 • Electric $101 • Water $18

• Telephone $45 • Automobile payment $310 • Furniture/appliance $38 • Other (identify and

list separately) Cable TV

$25

$1,096

Variable Expenses Record the amount you spend each week on each item. Add everything together to get your total monthly variable expenses.

Week 1

Week 2

Week 3

Week 4

Monthly Total

• Food $75 $48 $43 $39 $205 • Auto expenses $21 $30 $29 $25 $105 • Clothing $49 $12 $21 $16 $98 • Other necessities $28 $12 $37 $23 $100 • Entertainment $25 $10 $16 $40 $91 • Savings $100 $100 $200 • Unexpected expenses (Any category not listed)

$799




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

(Total amount spent divided by net income)

Percentage of 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

Clothing 5% Food 15% Housing 30% Medical 5% Savings/Investment 5% to 10% Transportation 15% to 20% Other 15%

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.




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

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.


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

Emergency/ Mid-term Liquidity Fund

Short-term Risk Management (such as insurance)

Will



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.




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 • 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

Major 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.




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.




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.




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 Explanation

Allows you to self-insure for minor risks

• 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 Provides living expense if you lose your job

• 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

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

• 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.




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 2-year 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.


Lesson 1 Exercise


10 minutes



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




Items 2 Through 7

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 Definition

Column 2 Financial Term

___ 2. Building blocks for attaining long-term financial security

___ 3. The means to reach long-term 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. Long-term goals b. Mid-term goals c. Short-term goals d. Variable expenses e. Net income f. Fixed income g. Goals h. Fixed expenses

Item 8 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.






Item Number Answer Reference Page 1 c 4-5 2 c 4-6 3 b 4-7 4 g 4-6 5 h 4-10 6 d 4-10 7 e 4-10 8 d 4-14




LESSON 2

TYPES OF INVESTMENTS

Introduction


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.





Topic See Page Introduction 4-25 Investment Terminology 4-27 Choosing to Invest 4-29 Types of Risks 4-31 Dollar Cost Averaging 4-32 Compound Interest 4-34 Investment Markets 4-39 Stocks 4-41 Mutual Funds 4-43 Money Market Mutual Funds 4-46 Government Bonds and Bills 4-47 Certificate of Deposit 4-49 Choosing a Financial Advisor 4-50 Lesson 2 Exercise 4-52


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.



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.


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)



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: • 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


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.


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.



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 Unit Price Purchase Units

$100 $25 4 $100 $25 4 $100 $20 5 $100 $20 5 $100 $18 5.6 $100 $16 6.3 $100 $15 6.7 $100 $15 6.7 $100 $17 5.9 $100 $20 5 $100 $20 5 $100 $25 4

Total invested Average price per share

Total shares

$1,200 $18.98 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.


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: • 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)

Frequency of Compounding

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



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 6% 8% 10% 12%

Annually 6.0 8.0 10.0 12.0 Quarterly 6.14 8.24 10.38 12.55 Monthly 6.17 8.30 10.47 12.68

Daily 6.18 8.33 10.52 12.75




$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 10 Years 20 Years 30 Years

6% $1,791 $3,207 $5,743 8% $2,159 $4,661 $10,063 10% $2,594 $6,727 $17,449

Compounded

Monthly 10 Years 20 Years 30 Years

6% $1,819 $3,310 $6,022 8% $2,219 $4,926 $10,935 10% $2,707 $7,328 $18,837




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.




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%


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.



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.


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.



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 Number Of

Shares Dollar Value

02/91 $7.07 70.72 $499.99 06/92 12.00 70.72 $848.64 10/92 5.05 70.72 357.13 10/93 6.62 70.72 468.16 05/94 5.75 70.72 406.64 10/94 10.00 70.72 707.20

07/31/95 16.00 70.72 1,131.52 08/1/95* 8.00 141.44 1,131.52

02/96 9.10 141.44 1,287.10 04/96 9.25 141.44 1,308.32

02/28/97 10.50 141.44 1,485.12 03/1/97** 7.00 212.16 1,485.12

06/98 6.50 212.16 1,379.04 06/99 6.25 212.16 1,326.00 06/00 5.50 212.16 1,166.88 06/01 5.05 212.16 1,071.41

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


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.



Mutual Funds, Continued

Types The table below defines the different kinds of mutual funds by different

investment objectives.

Type of Mutual Fund Investment objective Balanced Funds A balanced lower risk portfolio; invests in

bonds, preferred stock, and common stock Income Funds Current income rather than growth of

capital; usually invests in stocks and bonds that normally pay higher dividends and interest

Growth Funds Long-term capital growth; invests principally in common stocks with growth potential

Growth and Income Funds A balance between income and long-term growth

Aggressive Growth Funds High risk for the highest possible capital gains

Special Funds 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.



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

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

Considerations Before Purchase

When selecting a mutual fund, ask yourself • 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?


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 well-rated corporations.

Dividends Received

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.


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.



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 six-month 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.


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.


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?



Choosing a Financial Advisor, Continued

Maintain Control

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.


Lesson 2 Exercise


10 minutes



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 Definition

Column 2 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. Liquidity b. Marketability c. Risk d. Safety of principal e. Yield




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

Item 8 Dollar cost averaging is a strategy that can be used to

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

time.

Item 9 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.




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 Description

Column 2 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 electronic-based 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. NASDQ b. Dow Jones Industrial Average c. S&P 500 d. Major markets e. AMEX f. NYSE




Item 16 Which of the following lists two ways to choose a financial advisor?

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

Item 17 List three resources that can give you information on investing.

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________






Item Number Answer Reference 1 e 4-27 2 a 4-27 3 d 4-27 4 c 4-27 5 b 4-28 6 • Age

• Number and age of dependents • Job security and income • Your spending habits • Additional sources of income • Personal temperament • Stage of life cycle

4-29

7 a 4-31 8 d 4-32 9 a 4-34

10 d 4-39 11 f 4-39 12 e 4-39 13 a 4-39 14 b 4-40 15 c 4-40 16 a 4-50 17 • The Wall Street Journal

• Business Week • Forbes • Kiplinger’s Personal Finance • Money Magazine • On the web,

http://www.motleyfool.com

4-50


LESSON 3

RETIREMENT FINANCING

Introduction


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.




Lesson Content This lesson contains the following topics.

Topic See Page Introduction 4-57 Retirement Financing 4-59 Tax-Deferred Income 4-60 Social Security Benefits 4-64 Pension Plans 4-66 Military Retirement Benefits 4-67 Disabled Veterans Benefits 4-70 Survivors Benefit Plan (SBP) 4-71 Lesson 3 Exercise 4-73


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


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) • 401(k) plans • Deferred compensation • Thrift savings plan • Simplified employee pension (SEP-IRA) • Keogh plans

Individual Retirement Accounts (IRAs)

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 ½ to 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.



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: • You are age 59 ½ or 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.

Difference Between IRAs

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 ½ year 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




Eligibility for Partial Deduction

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

No Deductions 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.




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 (SEP-IRA)

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 tax-deferred 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.


Social Security Benefits

Purpose Social security benefits make an important contribution to financial well-

being 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



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.


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.


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.



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 Explanation

1 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.

2 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 Action

1 Add your last 36 months of earnings (basic pay only). 2 Divide the sum from step 1 by 3 to achieve a yearly average of

those 36 months. 3 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).



Military Retirement Benefits, Continued

Retirement Plans, continued

Plan Explanation

3 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 20-year 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.


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.

Nonservice-Related 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 80-96-1).


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.



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.


Lesson 3 Exercise


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

on a later date.

Item 3 List four types of tax-deferred income.

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________




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. 65; 65 b. 40; 10 c. 55; 20 d. 30; 15

Item 5 Social security is meant to be used to supplement

a. other investments, insurance, savings, and your lifestyle. b. profit sharing, insurance, savings, and your pension. c. your insurance, savings, your lifestyle, and pension. d. other investments, insurance, savings, and pensions.

Item 6 List five pension plans discussed in this lesson.

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Item 7 On what criteria are military retirement benefits based?

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________




Item 8 Disabled retirees are veterans who receive compensation from

a. either the Department of Defense or the Department of Veterans Affairs. b. only the Department of Defense. c. only the Department of Veterans Affairs. d. either the Department of Veterans Affairs, social security, or the

Department of Defense.

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

Item 10 What is the purpose of the survivor benefit plan?

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________




Solutions The table below lists the answers to the exercise items. If you have any


Item Number Answer Reference Page 1 • Tax-deferred individual retirement

plans • Social security retirement benefits • Employer pension plans • Military retirement

4-59

2 a 4-60 3 • Individual retirement accounts

(IRAs) • 401(k) plans • Deferred compensation • Thrift savings plan • Simplified employee pension (SEP-

IRA) • Keogh plans

4-60

4 b 4-64 5 d 4-64




Solutions

Item Number Answer Reference Page 6 • Thrift savings plan

• Simplified employee plan • Corporate • Military • Federal • Teacher retirement • State or local government

4-66

7 • 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

4-68

8 a 4-70 9 c 4-70 10 To provide income for your family after

your death 4-71




STUDY UNIT 5

CEREMONIAL DRILL

Overview


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

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.

Unit Content This study unit contains the following topics:

Topic See Page Lesson 1 Reviews 5-3 Lesson 2 Parades 5-23 Lesson 3 Letters of Instruction (LOI) 5-39




LESSON 1

REVIEWS

Introduction


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.





Topic See Page Reviews 5-5 Forming The Units For Review 5-7 Sequence of Events For The Review 5-9 Honors and Presentations 5-10 The Inspection 5-13 March in Review 5-16 Reviewing Party 5-17 Lesson 1 Exercise 5-18


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

Elements The four elements of a review are

• Formation of troops • Presentation of honors • Inspection • March in review

Key Participants

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.



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

the units.


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.



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)


Sequence of Events For The Review

Sequence The table below lists the steps to form for battalion or regimental reviews.

Step Action 1 Posting of the commander of troops (COT) and staff. 2 Adjutant’s Call

• Units march and form in line • Units dress to the right • Guides post • Bayonets fixed (if so armed)

3 Colors trooped. 4 Formation presented to the COT. 5 Posting of the adjutant/publication of the orders. 6 Staff draws swords. 7 Staff is boxed. 8 Posting of the reviewing officer. (RO)

Large Reviews 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

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


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 Then The reviewing official (RO) posts

The commander of troops (COT) brings the command to attention (Subordinate commands will be utilized when the unit is larger than a battalion.)

The RO is posted The COT directs his command to present arms All units have rendered appropriate salutes

The COT faces the RO and salutes. (His staff salutes with him.)

Honors to the RO are rendered

• The COT salutes • Honors music sounds

Honors are complete The COT • Terminates his salute (his staff with him) • Brings his troops to order arms

The commanding officer deems a gun salute practicable and saluting guns are available, or when artillery is present in the formation

A gun salute may be fired.

Last note of honors is sounded

The first gun is fired

The last gun is fired The firing detachment rejoins its unit Honors and gun salutes are being rendered

• Each organizational color salutes with its command

• Military personnel in uniform

• Salute at the first note of the music and • Hold salute until the music and gun salute are

completed.



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.



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.


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 Action

1 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. 2 The COT and the RO exchange salutes. 3 The COT reports, “Sir, the command is formed for inspection.” 4 The COT and the local commander (host) march to the right of the

RO (away from the troops). 5 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.

6 The reviewing party passes around the rear of the troops. 7 After the reviewing party has completed the inspection, the RO

and COT exchange salutes, then return to their positions.



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. • 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. 2 The command vehicle (approaching from the COT’s left) moves to

the post of the COT and stops. • 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. 3 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.



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.



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

Troops march in review in the same manner as prescribed for a parade.

A regiment or larger unit is conducting the review with battalions or regiments and independent companies or battalions in mass formation

The march in review is conducted as follows after the band has halted: • 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.


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 The diagram below depicts the position of the reviewing party.


Lesson 1 Exercise


10 minutes

Directions Complete the following items by performing the action required. Check your


Item 1 Select the four elements of a review.

a. Formation of troops, presentation and honors, inspection, march in review b. Formation of troops, inspection, troop the colors and march in review c. Adjutants call, inspection, troop the colors, march in review d. Adjutants call, troop the line, troop the colors, march in review

Item 2 One type of occasion when reviews are held when practicable would be

a. promotions. b. wet downs. c. retirements. d. re-enlistment.

Item 3 Who is typically in command of troops in review?

a. Adjutant b. Guest of honor c. Senior officer participating in the ceremony d. Reviewing officer

Item 4 Who designates and marks the review site?

a. Sergeant major b. Guest of honor c. Commanding officer d. Adjutant




Item 5 Normally, troops will form in ____________ for reviews.

a. mass b. line c. column d. massed column

Item 6 What is the final step when forming for a review?

a. Adjutant’s call b. Trooping the colors c. Posting of the reviewing officer d. Marching in review

Item 7 Who receives the presentation and honors?

a. Commander of troops b. Guidon c. National Ensign d. RO and or the guest of honor (GOH)

Item 8 When colors are to be decorated, how many paces behind the colors are the

persons to be decorated placed? a. 3 b. 4 c. 5 d. 6

Item 9 When inspecting the line of troops, the COT and the local commander will

march a. one on either side of the RO. b. between the RO and the line of troops. c. to the right of the RO away from the line of troops. d. in a single file behind the RO.




Item 10 What is the command given to march the unit in review?

a. “MARCH IN REVIEW” b. “FORM FOR REVIEW” c. “EYES RIGHT” d. “PASS IN REVIEW”






Item Number Answer Reference Page 1 a 4-5 2 c 4-5 3 c 4-6 4 d 4-7 5 b 4-8 6 c 4-9 7 d 4-10 8 c 4-12 9 c 4-13 10 d 4-16




LESSON 2

PARADES

Introduction


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.





Topic See Page Introduction 5-23 Battalion and Regimental Ceremonial Parades 5-25 Formation of Troops For Battalion/Regimental Size Units 5-26 Change of Command/Post and Relief 5-29 Street Parades 5-31 Lesson 2 Exercise 5-34


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.


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 Action 1 Posting of the COT and staff. 2 Adjutant’s Call

• Units march and form in line • Units dress to the right • Guides post • Bayonets fixed (if so armed)

3 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” Note: Steps three and four can be inverted. In other words, one

can be done before the other. 4 Colors trooped. 5 Formation presented to the COT and the staff execute “DRAW

SWORD” as commanded. 6 COT then commands the manual of arms sequence with the

troops. 7 The COT then commands the ADJ to “RECEIVE THE REPORT.” 8 ADJ then ordered to “PUBLISH THE ORDERS SIR.” 9 ADJ orders “OFFICERS, CENTER, MARCH. 10 COT commands “POST, MARCH” to return the officers to their

prospective positions. 11 Staff is boxed. 12 Posting of the reviewing officer. 13 Presentation and honors takes place at this point in the parade as

prescribed during lesson 1. 14 March in Review takes place after command “PASS IN

REVIEW” has been given by the COT.



Formation of Troops, Continued

Sequence, continued

The table below lists the steps to form for battalion or regimental parades.

Step Action 15 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 Description

Adjutant’s Call Units march in on the second time it is played. It is sometimes referred to as Regimental Adjutant’s Call.

Manual of Arms 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 companies “IN LINE”

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.



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 Description

Pass in Review companies “IN MASS”

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.

Next 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.


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 Action Attention to Orders 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. Officers, Center, March • 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.

Deliver the colors to the commanding officer.

• 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.



Change of Command/Post and Relief, Continued

Specific Changes, continued

Step Action

Present, 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.

Order, Arms • 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.”


Street Parades

Use The following are times when a street parade may be better suited for the

review: • When the unit on parade is of a size too large to form in one area • When large vehicles are involved

Grand Marshal 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



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 ½ paces 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.



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 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.


Lesson 2 Exercise


10 minutes



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. Pass in review b. Presentation and honors c. Sound off d. Inspection

Item 3 After the units have marched in, dressed to the right, and the guides have

posted, what is the next sequence? a. Manual of arms b. Present arms to the COT c. Fix bayonets (if so armed) d. Officers center




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. “SOUND OFF” b. “PUBLISH THE ORDERS, SIR” c. “TAKE YOUR POST” d. “TAKE CHARGE, CARRY OUT THE PLAN OF THE DAY”

Item 5 The change of command ceremony is similar to a ceremonial parade up to the

point when the COT commands a. “FIX BAYONETS.” b. “SOUND ATTENTION.” c. “POST THE COLORS.” d. “PUBLISH THE ORDERS, SIR.”

Item 6 A post and relief ceremony is for

a. senior officers. b. senior enlisted. c. retirees. d. reservists.

Item 7 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.




Item 8 For street parades, who will assign the marshals of divisions?

a. Commander of troops b. Grand marshal c. Chief of staff d. Commanding officer






Item Number Answer Reference Page 1 b 5-25 2 d 5-25 3 c 5-26 4 b 5-26 5 d 5-29 6 b 5-30 7 a 5-31 8 b 5-31




LESSON 3

LETTER OF INSTRUCTION (LOI)

Introduction


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 • Identify key points to receive commander’s guidance.

• Identify steps to prepare the LOI.

• Identify steps to execute the LOI.


Topic See Page Introduction 5-39 Commander’s Guidance 5-40 Preparing the LOI 5-41 Executing the LOI 5-43 Sample LOI 5-44 Lesson 3 Exercise 5-59



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 • 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


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 • The purpose of the LOI • Information about the ceremony • Delegation of assignments • Coordinating instructions

Purpose State the purpose of the LOI, for example, “To publish information,

responsibilities, and details regarding the change of command ceremony.”



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 • Muster times • Special uniform instructions • Points of contact


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.

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) Dates and Times for Rehearsals and Ceremony (2) Task Organization (3) Sequence of Events for Ceremony (4) Uniform and Equipment (5) 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

SAMPLE LOI


(1) Battalion Staff (2) MCB Band (3) Organic Companies (4) MCB Color Guard

e. Guests. The uniform for military attendees is the designated uniform of the day. Non-service 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.

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.

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

SAMPLE LOI


Dates and Times for Rehearsals and Parade

Date/Time Event Location Uniform Personnel 6 July/0900 Chalk Talk Bn Conf Room Utilities (Note 1) Key 6 July/0900 Parade Practice Lejeune Field Utilities (Note 2) Key 10 July/0900 Parade Practice Lejeune Field Utilities (Note 2) Key 11 July/0900 Parade Practice Lejeune Field Utilities (Note 2) Key 12 July/0900 Parade Practice Lejeune Field Utilities (Note 2) All 12 July/TBD Inclement Weather

Rehearsal Little Hall Utilities (Note 2) (Note 3)

13 July/1300 Ceremony Lejeune Field SVC “A” All

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

Officer/SNCOs Enlisted Navy

Swords w/belt Garrison cover, M-16 Pistol Holster, Cartridge belt, First Aid Pouch

Note 3: Personnel

Adjutant SgtMaj Color Guard

Encl (1)

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 Maj-LtCol S-1 ADJ Lt-Capt S-1 Chief SNCO S-2 Officer Lt-Capt S-2 Chief SNCO S-3 Officer Capt-Maj S-3 Chief SNCO S-4 Officer Lt-Capt S-4 Chief SNCO Quantico Marine Band Headquarters Company/A Co # Personnel Required CoCmdr (1) Capt-Maj Guidon Bearer (1) NCO Platoon Cmdr (1) WO-Capt Platoon Guide (1) Sgt Platoon Sergeant (1) SSgt Squad Leaders (3) NCO Navy Corpsman (1) Seaman-PO1 Marching Platoon (24) Pvt-NCO

Operations Company/B Co # Personnel Required CoCmdr (1) Capt-Maj Guidon Bearer (1) NCO Platoon Cmdr (TACO) (1) WO-Capt Platoon Guide (SVCCO) (1) Sgt Platoon Sergeant (TECO) (1) SSgt Squad Leaders (TA, SVC, TECO) (3) NCO Navy Corpsman (1) Seaman-PO1 Marching Platoon (TA, SVC, TECO) (24) Pvt-NCO Color Guard (4) Pvt-NCO

Encl (2)

SAMPLE LOI


Tenant Activities Company/C Co # Personnel Required CoCmdr (1) Capt-Maj Guidon Bearer (1) NCO Platoon Cmdr (1) WO-Capt Platoon Guide (1) Sgt Platoon Sergeant (1) SSgt Squad Leaders (3) NCO Navy Corpsman (1) Seaman-PO1 Marching Platoon (24) Pvt-NCO Training and Education Company/D Co # Personnel Required CoCmdr (1) Capt-Maj Guidon Bearer (1) NCO Platoon Cmdr (1) WO-Capt Platoon Guide (1) Sgt Platoon Sergeant (1) SSgt Squad Leaders (3) NCO Navy Corpsman (1) Seaman-PO1 Marching Platoon (24) Pvt-NCO Service Company/E Co # Personnel Required CoCmdr (1) Capt-Maj Guidon Bearer (1) NCO Platoon Cmdr (1) WO-Capt Platoon Guide (1) Sgt Platoon Sergeant (1) SSgt Squad Leaders (3) NCO Navy Corpsman (1) Seaman-PO1 Marching Platoon (24) 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)

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)

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)

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)

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.

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)

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)

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 1230 Participating Marines are mustered and positioned backstage. Concert 1245 Band plays prearranged selections, the platoons take their

positions on stage, centered so the color guard will have room and assume parade rest.

Ceremony Begins 1300 Narrator, “LADIES AND GENTLEMEN, PLEASE RISE AND REMAIN STANDING FOR THE INVOCATION AND FOR OUR NATIONAL ANTHEM.”

Invocation Chaplain delivers the invocation Sound Attention • COT commands, “SOUND ATTENTION”

• The band sounds attention. March on the Colors

Color guard takes position centered between platoons.

National Anthem Band plays National Anthem.

Encl (5)

SAMPLE LOI


Sequence of Events (continued) Transfer Colors • 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.”

REMARKS • Colonel Fracasso delivers prepared remarks. • Colonel Jobe delivers prepared remarks.

Retire the Colors Colors are retired upon completion of the remarks. Conclusion • 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.”


Lesson 3 Exercise


10 minutes



Item 1 Before creating the LOI, you must first

a. create the letterhead. b. receive the commander’s guidance. c. meet with all staff members. d. delegate assignments.

Item 2 In what part of the LOI should you list time/date of the event, location of the

event, and formation type? a. Introduction b. Heading c. Information d. Action

Item 3 What is a topic included in the information section of the LOI instruct guests?

b. What type of gift to bring c. Where they will be seated d. Appropriate attire for civilians e. How long the ceremony will last




Item 4 Who should receive the LOI?

a. Company commanders b. Staff NCO’s and officers c. Distribution list and key personnel involved d. Officers only






Item Number Answer Reference Page 1 b 5-40 2 c 5-42 3 c 5-42 4 c 5-43




STUDY UNIT 6

DEVELOPING A LAND NAVIGATION COURSE

Overview


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 • Use a compass and map to navigate in any condition. • Develop a land navigation course.

Unit Content This study unit contains the following lessons:

Topic See Page Lesson 1 Navigation Fundamentals 6-3 Lesson 2 Developing a Land Navigation Course 6-42




LESSON 1

NAVIGATION FUNDAMENTALS

Introduction


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.





Topic See Page Introduction 6-3 Topographical Map 6-5 Grid System 6-6 Distance 6-11 Direction 6-15 Terminology 6-20 Terrain Features 6-21 Determining Your Location 6-27 `Navigating With A Compass 6-30 Navigating At Night 6-34 Lesson 1 Exercise 6-36


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. Sheet name 7. Index to boundaries 2. Sheet number 8. Adjoining sheets diagram 3. Series name 9. Elevation guide 4. Scale 10. Declination diagram 5. Series number 11. Bar scales 6. Edition number 12. Contour interval 13. Legend


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 four-digit 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 four-digit 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.



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: 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.

Reading the Six-Digit Grid Coordinate

Grid square 3050 (figure-3) is divided into 100 smaller squares, each 100-meters long by 100-meters wide. Note that the lines within the grid square also read right, then up.




Example To approximate the location of point C in grid square 3050 reading the six-

digit coordinate, complete the procedure in the table below.

Step Action 1 Read right to vertical line 30. 2 Determine that point C is 3/10 of the distance toward vertical line

31. (The division of grid square 3050 clearly shows this.) 3 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.

4 Read up to horizontal line 50. 5 Determine that point C is 7/10 of the distance toward horizontal

line 51. (The division of grid square 3050 clearly shows this.) 6 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.

7 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.

On the Protractor

To obtain a more accurate six-digit coordinate by approximation, use a coordinate scale (shown below left) on your protractor (shown below right).




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 Action

1 Place the zero-zero point of your coordinate scale at the lower left corner of the grid square.

2 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).

3 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.




Eight-Digit Grid Coordinate

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.


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



Distance, Continued

Straight-Line Distance

The table below lists the steps to determine straight-line distance on a map.

Step Action

1 Lay a straight-edged piece of paper on the map so the edge of the paper touches both points.

2 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.



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 Action

1 Place a straight edged piece of paper strip on the map at the start point of the irregular terrain feature.

2 Make a tick mark on the paper strip at the start point (as shown below).

3 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.

4 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).

5 Repeat steps 3 and 4 until you have ticked off the entire distance to

be measured. 6 Place the paper strip on the graphic bar scale and determine the

distance measured.



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.


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.



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 Action

1 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.

3 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.




Plotting a Grid Azimuth

The table below lists the steps to plot a grid azimuth.

Step Action

1 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.

2 Locate the desired azimuth on the scale on the outer edge of your protractor. Make a mark on your map adjacent to this point.

3 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).




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… Then…

Less than 180 degrees Add 180 degrees More than 180 degrees Subtract 180 degrees 180 degrees State it as 0 or 360 degrees

G-M Angle 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.




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: On a map with a G-M angle of 15 degrees, to convert a 39-

degree 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.

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: 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.


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.


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



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.




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.




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.




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.




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.


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.



Determining Your Location, Continued

Using Terrain Association

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.

Determining Your Location by One-Point Resection

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 one-point resection.



Determining Your Location, Continued

Determining Your Location by One-Point Resection , continued

Step Action

1 Identify the linear terrain feature that you are located on or near in respect to the ground on your map.

2 Identify a prominent feature on the ground and locate that feature on the map.

3 Using the compass-to-cheek technique, sight in on the feature and read the magnetic azimuth.

4 Convert the magnetic azimuth to a grid azimuth. 5 Convert this azimuth to a back azimuth. 6 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.

7 Conduct a map inspection to verify your resection.

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 Action

1 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.

2 Using the compass-to-cheek technique, determine the magnetic azimuth to each object.

3 Convert these magnetic azimuths to grid back azimuths. 4 With your protractor, draw the respective back azimuths from

these two points on your map. 5 Extend the azimuth lines from these two points until they intersect.

You are located at the point where these two lines cross. 6 Conduct a map inspection to verify your position.


Navigating With A Compass

Nomenclature of Compass

The table below lists some parts and functions of the lensatic compass.

Part 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

Techniques for Holding the Compass

You can hold the compass using the • Centerhold technique • Compass-to-cheek technique



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 Safe Distance (in Meters)

High-tension power lines 55 Field gun, truck, or tank 10 Telegraph or telephone wires and barbed wire 10 Machinegun 2 Rifle 1/2 Steel rim glasses 1/3

Following a Compass Azimuth During the Day

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 Action

1 Shoot your desired azimuth using the compass-to-cheek technique. 2 Using the sighting slot and the sighting wire, choose the best

steering mark that is directly in line with your azimuth. 3 Recheck your azimuth. The few seconds required for this are well

spent. 4 Close your compass to protect it during movement and step off

towards your steering mark. 5 Periodically spot-check your azimuth by using the centerhold

technique. You can do this without stopping. 6 When you arrive at your steering mark, stop and select a new

steering mark. Continue repeating the steps until you reach your destination.




Navigational Techniques

The three basic techniques utilized for land navigation are • Dead reckoning • Terrain association • A combination of the two

Dead Reckoning

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.




Terrain Association

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.

Combinations 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.


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 Action

1 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. • 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.

4 Hold the compass in the centerhold position and rotate your body until the north-seeking arrow is under the short luminous line.

5 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.



Navigating At Night, Continued

Selecting Steering Marks For Night Use

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.

MCI Course 8201 6-36 Study Unit 6, Lesson 1 Exercise

Lesson 1 Exercise


10 minutes



Item 1 Which of the following is marginal information on a map?

a. Sheet name, bar scales, location chart b. Series number, scale, edition number c. Legend, identification card, contour interval d. Declination diagram, ruler, elevation guide

Item 2 Through Item 4

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 Grid Coordinate

Column 2 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

Item 5 How many paces should you take if you must travel 1200 meters and your

pace count is 70 paces per 100 meters? a. 780 b. 800 c. 840 d. 880




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. 6° b. 14° c. 352° d. 358°

Item 7 Using the declination diagram provided above, convert a magnetic azimuth of

355° to a grid azimuth. a. 5° b. 9° c. 358° d. 370°




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 Definition or Operational Value

Column 2 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. Cuts and fills b. Saddle c. Ridgeline d. Finger e. Draw




Item 12 What are the two techniques used to orient a map?

a. Intersection, resection b. Terrain features, intersection c. Compass, terrain association d. Resection, compass

Item 13 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) Close your compass and step off towards your steering mark. (2) Periodically spot-check your azimuth. (3) Shoot the azimuth using the compass-to-cheek method. (4) Recheck your azimuth. (5) 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. 3, 4, 1, 6, 2, 5 b. 6, 3, 4, 5, 1, 2 c. 3, 6, 4, 1, 2, 5 d. 2, 1, 3, 6, 4, 5




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. 2, 5, 4, 3, 1 b. 2, 4, 5, 3, 1 c. 4, 2, 3, 5, 1 d. 4, 5, 2, 3, 1






Item Number Answer Reference 1 b 6-5 2 c 6-6 3 b 6-6 4 a 6-10 5 c 1-14 6 c 1-19 7 b 6-19 8 c 6-23 9 a 6-25

10 d 6-24 11 e 6-24 12 c 6-27 13 a 6-28 14 c 6-31 15 b 5-34




LESSON 2

DEVELOPING A LAND NAVIGATION COURSE

Introduction


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 • 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.

Lesson Content The table below lists the topics covered in this lesson.

Topic See Page Introduction 6-43 Commander’s Guidance 6-44 Course Development 6-45 Using the Course 6-49 Lesson 2 Exercise 6-50



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 • 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

Standards The unit commander determines the standards for the course. Recommended

minimum standards are • 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.


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: • 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?

Establish Your Own Course

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



Course Development, Continued

Map Survey When conducting a map survey

• 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.

Checkpoints 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




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.




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.


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 • Give each Marine/team a radio • Simply run vehicles around the course boundaries to pick up lost Marines.

Safety Procedures

You should establish safety procedures by • 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.

Testing Criteria Prepare an evaluation sheet to record a Marines progress on the navigation

course. Keep these sheets on file. The evaluation sheet should contain the • Time limits • Number of checkpoints that must be found, etc. • Answer keys for testing personnel


Lesson 2 Exercise


10 minutes



Item 1 Which of the following guidelines does the unit commander create when

establishing a land navigation course? a. Length of legs, pace count, time of training b. Length of legs, number of the legs, time and date of training c. Length of legs, number of legs, pace count d. Number of legs, time and date of training, pace count

Item 2 Which of the following items are needed when establishing a land navigation

course? a. Military map, compass, checkpoint markers b. Military map, pen and pencil, GPS/PLGR c. Pen and pencil, stakes, grid coordinates d. Pace count station, grid coordinates, Marines

Item 3 When conducting a map survey to select a training area, select an area

a. that is familiar to the majority of Marines. b. that is large enough for your needs. c. where the terrain is not similar to terrain used in tactical exercises. d. that has obstacles.




Item 4 When establishing checkpoints for a land navigation course, they should be

a. far apart to challenge the Marine. b. numerous to create confusion. c. on a variety of terrain features. d. marked so they are easily identified.

Item 5 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. 1, 2, 3 b. 2, 3, 1 c. 2, 1, 3 d. 3, 1, 2

Item 6 Who is preferred to validate the navigation course after the course developers

have validated it? a. The Commanding Officer b. A Marine from outside of the unit c. The training NCO d. A Gunnery Sergeant

Item 7 Which of the following is considered a safety precaution when navigating a

course? a. Ensure each Marine has a first aid kit. b. Ensure each Marine has a green star cluster. c. Ensure each Marine has enough time to negotiate course. d. Ensure each Marine is familiar with the terrain.






Item Number Answer Reference Page 1 b 6-44 2 a 6-45 3 b 6-46 4 c 6-46 5 c 6-48 6 b 6-48 7 a 6-49

MCI Course 8201 R-1 Review Lesson Examination

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. manifested b. distributed c. communicated d. produced

Item 2 An instrument of policy best describes which of the following?

a. Politics b. Strategy c. War d. Force

Item 3 The reason the complex adaptive system is used as a model is that it provides

a. insight into human political constructs. b. social, economic, and political systems associated with war-making. c. networks and structures that create their own rules. d. massive superiority in manpower, technology, and military skills.



Review Lesson, Continued

Item 4 When one or more participants in the system rebel is a reason that

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

Item 5 Which of the following is considered one of the trinities in the environment of

war and strategy? a. Violence b. Government c. Subordination d. Rational thought

Item 6 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. military strategy. b. political ends. c. political means. d. national strategy.

Item 7 Two fundamental national strategic goals in any conflict are

a. survival and victory. b. peace and stability. c. existence and perseverance. d. erosion and annihilation.




Item 8 The means used to influence the perception and attitudes of allies,

adversaries, and interested observers, is the ________ instrument. a. Diplomatic b. Economic c. Military d. Informational

Item 9 The strategy of flexible response requires

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

Item 10 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. annihilation. b. erosion. c. flexible response. d. unlimited objective.

Item 11 At what levels may the attacker and defender roles frequently change hands?

a. Logistical and operational b. Political and strategic c. Tactical and operational d. Political and psychological




Item 12 A symmetrical strategy is one that

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

Item 13 Denial and reprisal are often more effective

a. when applied in tandem. b. convincing an enemy that his actions will fail. c. convincing an enemy that his actions are not worth the price. d. when applied independently of each other.

Item 14 The strategy that builds a certain reputation that may strongly influence the

behavior of friends, foes, and neutrals is a. tailored. b. standardized. c. intent. d. reprisal.

Item 15 Dictated by circumstances or determined by ideologies, unconscious

assumptions, and prejudices is a description of which strategy? a. Intentional b. Unintentional c. Coalition warfare d. Default

Item 16 The evaluation of opposing strategies

a. throws new light on a sometimes inscrutable opponents. b. provides a prescription for defeating our opponents. c. is not an analytical perspective of concepts. d. prepares us to deal with the constants and norms of conflict.




Item 17 Which is a factor a strategist looks for when assessing a strategic problem?

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

Item 18 “What is the political objective the war seeks to achieve?” is a question that

should be answered by a. politicians. b. civilian leadership. c. military leaders. d. commander of forces.

Item 19 Through 25

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

Rightness in going to war (Jus ad bellum)

Column 2 Definition

___ 19. Just Cause ___ 20. Right authority ___ 21. Right intention ___ 22. Proportionality of ends ___ 23. Last resort ___ 24. Reasonable hope of success ___ 25. The aim of peace

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.




Item 26 The pitfall of characterizing wars as _______________ may lead to an

incorrect strategy. a. strategic panaceas b. fait accompli c. limited and unlimited d. paralysis and recklessness

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. President b. Vice-President c. Secretary of Defense d. Chairman of the Joint Chiefs of Staff

Item 28 Select the member who is the chief military advisor to the National Security

Council (NSC). a. Secretary of Defense b. Secretary of State c. Chairman of the Joint Chiefs of Staff d. Under-Secretary of Defense

Item 29 The member that provides advice through the Secretary of Defense is the

a. Unified Commanders in Chief (CinC). b. National Security Council. c. Secretary of the Treasury. d. National Security Agency.




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. Legislative branch of government. b. Executive branch of government. c. Judicial branch of government. d. Military branch of government.

Item 33 The personnel who are responsible for economic integration with military

powers abroad are the a. National Command Authority. b. National Security Council. c. Department of Defense. d. Department of Treasury.




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. the information instrument b. military action c. diplomatic action d. the Department of Defense

Item 35 Which instrument includes the key element of being a backer of a strong

national defense? a. Information instrument b. Military instrument c. Economic instrument d. Diplomatic instrument

Item 36 Without ________________, diplomacy has historically proven to be

inadequate against a determined and powerful adversary. a. integration of military, diplomacy, and economics forces b. information and military security c. strong willed diplomats d. credible use of force

Item 37 Who is primarily responsible for the integration of the economic and military

instruments of power abroad? a. National Security Council b. National Command Authority c. Secretary of State d. Chairman of the Joint Chiefs of Staff




Item 38 What types of threats are long-range delivery systems that threaten the United

States and its allies? a. Threats to international norms of behavior b. Regional and space threats c. Transnational threats d. Economic threats

Item 39 Senior military leaders provide advice and recommendations on the feasible

military options, resources required, and a. the significance of diplomatic intervention. b. strategies of opposing military forces. c. anticipated consequences of military action. d. outcomes on the morale of the friendly units.

Item 40 The military is tasked with the development of strategies to achieve the

objectives as well as to a. define criteria for cessation of operations. b. establish the level of political involvement. c. determine the limit of control of military leaders. d. request coalition forces to support military operations.

Item 41 To win our nation’s war is the first fundamental purpose of the

a. joint forces. b. U. S. Armed Forces. c. Congress. d. national military strategies.




Item 42 An objective of the military is to

a. promote peace and stability. b. gain unity of effort. c. protect vital interests. d. prepare for an uncertain future.

Item 43 Integrity, physical courage, moral courage, teamwork, and ______________

are joint warfare values a. cooperation b. initiative c. knowledge d. competence

Item 44 Taking an operation to the fullest breadth and depth feasible, given political,

physical, and logistic constraints, is which fundamental of joint warfare? a. Unity of effort b. Extension c. Clarity d. Agility

Item 45 A consideration for use of military force is to

a. protect important national interests. b. promote peace and stability. c. defeat the adversaries. d. enable freedom of action.




Item 46 A fundamental principle that guides national military strategy is to

a. promote stability. b. defeat the adversaries. c. demonstrate unity of effort. d. prepare for an uncertain future.

Item 47 An element of the joint operational art is

a. combat control. b. balance. c. support. d. rapport.

Item 48 Which one of the following is a command relationship?

a. Direct b. Indirect c. Support d. Respect

Item 49 Respect, rapport, knowledge of partners and patience are all fundamentals of

a. command relationships. b. arranging operations. c. multinational operations. d. supporting relationships.

Item 50 Parallel, lead nation, and ________________ are three types of command

structures. a. multinational b. combination c. support d. mutual




Item 51 Inspections are expected to

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

Item 52 A unit’s _______ is the compilation of tasks critical to combat mission

accomplishment. a. Mission Performance Standard (MPS) b. Task Analysis Worksheet (TAW) c. Inspection Checklist d. Mission Essential Task List (METL)

Item 53 Principles that establish performance criteria for Marine Corps units to satisfy

combat requirements are a. Mission Performance Standards (MPSs). b. Marine Corps Standards. c. Goal oriented Standards. d. Training Standards.

Item 54 What is a fundamental goal of Marine Corps Combat Readiness and

Evaluation System (MCCRES)? a. Prepare a unit for combat b. Provide an insight of efficiency to all commanders c. Conduct a trend analysis of formal training d. Develop a training program




Item 55 Through 58

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 Inspection Program

Column 2 Function

___ 55. CGI ___ 56. IGUIP ___ 57. IGMC ___ 58. CIP

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.

Item 59 Which functional areas are evaluated during an IGMC inspection?

a. Personnel and training b. Personnel administration and hazardous material c. Medical and dental, and semper fit d. Logistics, and deployment procedures

Item 60 Which is evaluated during a (Non-IGMC) MCAAT inspection?

a. Training b. Marine Corps Total Force System (MCTFS) c. Supply and maintenance d. Accounting procedures




Item 61 The document that states which person(s) provide care for the Marine’s

family member in the Marines absence is the a. power of attorney (POA). b. service record book (SRB). c. family care plan. d. notarized legal document.

Item 62 Which of the following is a responsibility of the SNCO to the Marine when

developing a family care plan? a. Preparing the plan for the Marine b. Allowing a Marine adequate time to prepare a plan c. Identifying discrepancies within a plan d. Informing a Marine that failure to provide an adequate plan will result in

disciplinary action

Item 63 Which of the following components should be included in a family care plan?

a. Legal, dental, and financial provisions b. Family advocacy assistance, legal, and financial arrangements c. Financial limitations, shopping restrictions, and logistics provisions d. Credit card procedures, logistics provisions, and personal services branch

(PSB) facilities

Item 64 Serving as the focal point for family concerns in the military community is

the objective of the a. legal office. b. commanding officer. c. child care center. d. personal services branch.

Continued on next



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. unit commander. b. maintenance management officer. c. Staff non commissioned officer. d. Marine in charge of training.

Item 67 An administrative requirement for analyzing readiness is the T/O because it

a. lists all Marines by Name, SSN, and MOS. b. identifies the weaknesses of each unit. c. stands alone as a document that identifies the mission. d. is a document which prescribes the mission, structure, and description of a

unit.

Item 68 The primary billet responsible for monitoring maintenance management is the

a. Commodity manager. b. Inspecting officer. c. Maintenance Management Officer. d. Training Officer.




Item 69 What are the two categories of equipment readiness?

a. Reportable PEIs, Mission Essential Equipment b. Mission, Non/Mission Capable c. Components, End Items d. Ready Equipment, Non Ready Equipment

Item 70 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. 1, 2, and 4 b. 2, 3, and 4 c. 1, 3, and 4 d. 1, 2, and 3

Item 71 Individual training standards establish specific performance objectives based

on a Marine’s a. training assessment. b. billet requirements. c. military occupational specialty (MOS). d. line number.




Item 72 When evaluating training performances, which process uses MCCRES

evaluations? a. Evaluation by higher headquarters b. Sampling c. On-the-job observation d. Post training checks

Item 73 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.




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 ___74. financial goals that are the building blocks

for attaining long-term and mid-term financial security

___75. eventual goals you strive to achieve ___76. These goals include purchasing major

necessary items, luxury items, and nonessential items

Financial Goal a. Short-Term b. Long-Term c. Mid-Term

Item 77 The key to proper budgeting is keeping a complete and accurate record that

considers all known foreseeable expenses and a. allows for unforeseeable expenses. b. financial goals. c. tracks expenditures. d. percentages gained.

Item 78 Which of the following is not one of the factors to consider when investing?

a. Information about investments b. How you will be taxed. c. How you will receive your yield. d. Military retirement benefits.




Items 79 Through 82

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 Definition

Column 2 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. financial risk b. Market risk c. Purchasing power

risk d. Interest rate risk

Items 83 Through 86

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 Definition

Column 2 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. Diversification b. Tax consequences c. Cost of investing d. Size of investment

unit




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. involves dividing your investments between those that are relatively safe

and those that have more risk. b. is the ease with which your investment can be converted to cash without

loss. c. is the yield rate or amount of financial return that you earn from

investments. d. is the interest you earn is added to your account and that new money is

reinvested.




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 Investment Market Description

Column 2 Name of the Market

___ 89. Was introduced to find a better way of measuring the performance of the U.S. stock market

___ 90. The first electronic based market. It has become the model for developing markets worldwide.

___ 91. The largest stock market in the U. S. ___ 92. Investments such as stocks and

individual funds are bought, sold, and traded in environments known as financial markets.

___ 93. The world’s most widely followed stock market indicator.

___ 94. The nation’s second largest floor based exchange. It has significant presence in common stocks, index shares, and derivatives.

a. NYSE b. AMEX c. NASDQ d. Dow Jones e. Major markets f. S&P 500

Item 95 Identify one of the ways you can choose a financial advisor.

a. Ask your spouse. b. Ask friends or people you work with. c. Choose one from the newspapers. d. Go with your intuition.




Item 96 The following are wise alternatives for accumulating retirement income

except for a. military retirement benefits. b. Social Security retirement benefits. c. taking your chances at a casino. d. tax-deferred individual retirement accounts.

Item 97 The following are types of tax-deferred income except for

a. deferred compensation. b. Keogh plans. c. simplified employee pension (SEP-IRA). d. savings accounts.

Item 98 Social Security was meant to be used to supplement pensions,

a. savings, and insurance. b. savings and other investments. c. insurance and other investments. d. insurance, savings, and other investments.




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 Definition

Column 2 Type of Pension Plan

___ 99. 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.

a. Simplified employee pension (SEP-IRA)

b. Thrift savings plan c. Profit sharing d. Stock ownership plan

Item 103 Which of the following is not one of the defining criteria that determines

basic retirement benefits? a. Being a disabled veteran b. Your rank c. Your basic pay at the time of your retirement d. The length of time you serve in the military




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 20-

year 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. money for burial upon member’s death. b. educational support to dependants. c. income to your family after your death. d. medical coverage for your family.

Item 106 The four elements of a review are

a. adjutant’s call, inspection, troop the colors, march in review b. formation of troops, inspection, troop the colors and march in review c. formation of troops, presentation and honors, inspection, march in review d. Adjutant’s call, troop the line, troop the colors, march in review

Item 107 One occasion on which reviews are held is

a. decoration of organizational colors. b. wet downs. c. formation of troops. d. to sound liberty call.




Item 108 The senior officer participating in the ceremony is typically

a. the Adjutant. b. in command of troops in review. c. the guest of honor. d. the reviewing officer.

Item 109 The Adjutant designates and ___________ the review site.

a. inspects b. marks c. walks d. marches on

Item 110 Normally, troops will form in ____________ for reviews.

a. mass b. massed column c. column d. line

Item 111 The final step for forming for the review is

a. Adjutant’s call. b. trooping the colors. c. posting of the reviewing officer. d. marching in review.

Item 112 The RO and or the guest of honor (GOH) receives the

a. presentation and honors. b. commander of troops. c. National Ensign. d. guidon.




Item 113 When colors are to be decorated, how many paces behind the colors are the

persons to be decorated placed? a. 3 b. 4 c. 5 d. 6

Item 114 The COT and the Local Commander will march to the right of the RO away

from the line of troops when a. on either side of the RO. b. inspecting the line of troops. c. reviewing the troops. d. in a single file behind the RO.

Item 115 What is the command given to march the unit in review?

a. “MARCH IN REVIEW” b. “FORM FOR REVIEW” c. “EYES RIGHT” d. “PASS IN REVIEW”

Item 116 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




Item 117 What is the biggest difference between a parade and a review?

a. Pass in review b. Presentation of honors c. Inspection is omitted from the parade d. Colors presentation

Item 118 After the units have marched in and dressed to the right and the guides have

posted, what is the next sequence? a. Present arms to the COT b. Manual of arms c. Officers center d. Fix bayonets (if so armed)

Item 119 During a parade, the COT orders the ADJ to “RECEIVE THE REPORT.”

What is the next order the COT gives to the ADJ? a. “PUBLISH THE ORDERS, SIR” b. “SOUND OFF” c. “TAKE YOUR POST” d. “TAKE CHARGE, CARRY OUT THE PLAN OF THE DAY”

Item 120 The change of command ceremony is similar to a ceremonial parade up to the

point when the COT commands a. “FIX BAYONETS.” b. “SOUND ATTENTION.” c. “PUBLISH THE ORDERS, SIR.” d. “POST THE COLORS.”




Item 121 A post and relief ceremony is for

a. senior officers. b. senior enlisted. c. retirees. d. reservists.

Item 122 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. Commander of Troops b. Grand Marshal c. Chief of Staff d. Commanding Officer

Item 124 Before creating the LOI, you must first

a. create the letterhead. b. delegate assignments. c. meet with all staff members. d. receive the commander’s guidance.

Item 125 In what part of the LOI should you list time/date of the event, location of the

event, and formation type? a. Introduction b. Heading c. Information d. Action




Item 126 What is a topic included in the information section of the LOI that instructs

guests? a. What type of gift to bring b. Appropriate attire for civilians c. Where they will be seated d. How long the ceremony will last

Item 127 Who should receive the LOI?

a. Distribution list and key personnel involved b. Staff NCOs and officers c. Company commanders d. Officers only

Item 128 Which of the following is marginal information on a map?

a. Sheet name, bar scales, and location chart b. Series name, scale, and edition number c. Declination diagram, ruler, and elevation guide d. 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 Grid Coordinate

Column 2 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




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. 840 b. 780 c. 800 d. 880

Item 133 Using the declination diagram picture below, convert a grid azimuth of 6° to a

magnetic azimuth.

a. 14 b. 352° c. 358° d. 6°




Item 134 Using the declination diagram provided above, convert a magnetic azimuth of

355° to a grid azimuth. a. 9° b. 358° c. 5° d. 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 Description

Column 2 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. Cuts and fills b. Draw c. Finger d. Ridgeline

Item 139 What are the two techniques used to orient a map?

a. Resection, compass b. Compass, terrain association c. Intersection, resection d. Terrain features, intersection




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) Close your compass and step off. (2) Periodically spot-check your azimuth. (3) Shoot the azimuth using the compass-to-cheek method. (4) Recheck your azimuth. (5) 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. 3, 4, 1, 6, 2, 5 b. 2, 1, 3, 6, 4, 5 c. 3, 6, 4, 1, 2, 5 d. 6, 3, 4, 5, 1, 2




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. 2, 4, 5, 3, 1 b. 2, 5, 4, 3, 1 b. 4, 5, 2, 3, 1 c. 4, 2, 3, 5, 1

Item 143 Which of the following guidelines does the unit commander dictate when

establishing a land navigation course? a. Length of legs, number of the legs, time and date of training b. Length of legs, pace count, time of training c. Number of legs, time and date of training, pace count d. Length of legs, number of legs, pace count

Item 144 Which of the following items are needed when establishing a land navigation

course? a. Pace count station, grid coordinates, Marines b. Pen and pencil, stakes, grid coordinates c. Military map, pen and pencil, GPS/PLGR d. Military map, compass, checkpoint markers




Item 145 When conducting a map survey to select a training area, which of the

following considerations applies? a. Select an area that is large enough for your needs. b. Select an area that is familiar to the majority of Marines. c. Select an area that has obstacles. d. Select an area where the terrain is not similar to terrain used in tactical

exercises.

Item 146 When establishing checkpoints for a land navigation course, they should be

a. marked so they are easily identified. b. on a variety of terrain features. c. far apart to challenge the Marine. d. numerous to create confusion.

Item 147 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. 3, 1, 2 b. 2, 1, 3 c. 1, 2, 3 d. 2, 3, 1

Item 148 Who is preferred to validate the navigation course after the course developers

have established it? a. A Marine from outside of the unit b. The commanding officer c. A gunnery sergeant d. The training NCO




Item 149 Which of the following is considered a safety precaution when navigating a

course? Ensuring each Marine a. is familiar with the terrain. b. has enough time to negotiate course. c. has a green star cluster. d. has a first aid kit.




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 Answer Reference

1 b 1-11 2 c 1-12 3 b 1-18 4 d 1-29 5 b 1-32 6 d 1-37 7 a 1-42 8 d 1-48 9 c 1-53 10 b 1-55 11 a 1-65 12 d 1-66 13 a 1-69 14 b 1-71 15 d 1-72 16 a 1-74 17 d 1-81 18 b 1-91 19 e 1-94 20 d 1-94 21 f 1-94 22 g 1-94 23 a 1-94 24 c 1-94 25 b 1-94 26 c 1-100




Solutions, continued

Item Number Answer Reference 27 a 2-5 28 c 2-6 29 a 2-9 30 a 2-4 31 c 2-6 32 b 2-8 33 b 2-17 34 b 2-17 35 c 2-17 36 d 2-16 37 a 2-17 38 b 2-25 39 c 2-26 40 a 2-28 41 b 2-34 42 a 2-34 43 d 2-35 44 b 2-38 45 a 2-39 46 d 2-40 47 b 2-46 48 c 2-49 49 c 2-50 50 b 2-51 51 c 3-4 52 d 3-4 53 a 3-5 54 c 3-6 55 d 3-7 56 a 3-8 57 c 3-8





Item Number Answer Reference 58 b 3-8 59 a 3-8 60 b 3-9 61 c 3-16 62 d 3-17 63 b 3-18 64 d 3-19 65 a 3-20 66 a 3-26 67 d 3-28 68 c 3-30 69 a 3-31 70 d 3-33 71 c 3-34 72 a 3-36 73 c 4-5 74 a 4-6 75 b 4-6 76 c 4-7 77 c 4-13 78 d 4-30 79 b 4-31 80 d 4-31 81 c 4-31 82 a 4-31 83 a 4-27 84 d 4-28 85 c 4-28 86 b 4-28 87 c 4-32 88 d 4-34 89 f 4-40 90 c 4-39 91 a 4-39





Item Number Answer Reference 92 e 4-39 93 d 4-40 94 b 4-39 95 b 4-50 96 c 4-59 97 d 4-60 98 d 4-64 99 b 4-63

100 a 4-63 101 d 4-66 102 c 4-66 103 a 4-68 104 b 4-68 105 c 4-71 106 c 5-5 107 a 5-5 108 b 5-6 109 b 5-7 110 d 5-8 111 c 5-9 112 a 5-10 113 c 5-12 114 b 5-13 115 d 5-16 116 a 5-25 117 c 5-25 118 d 5-26 119 a 5-26 120 c 5-29 121 b 5-30 122 a 5-31 123 b 5-31 124 d 5-38 125 c 5-40





Item Number Answer Reference 126 b 5-40 127 a 5-41 128 b 6-4 129 c 6-6 130 b 6-6 131 a 6-6 132 a 6-9 133 b 6-15 134 a 6-15 135 d 6-18 136 a 6-19 137 c 6-19 138 b 6-20 139 b 6-23 140 d 6-24 141 c 6-25 142 a 6-28 143 a 6-43 144 d 6-44 145 a 6-45 146 b 6-46 147 b 6-47 148 a 6-47 149 d 6-48

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