COVER_MCTP_6-10A_ST_(5.5x8)

USMC

PCN 147 000008 00

MCTP 6-10A

(Formerly MCRP 6-11D)

U.S. Marine Corps

Sustaining the Transformation

DISTRIBUTION STATEMENT A: Approved for public release; distribution is unlimited.

DEPARTMENT OF THE NAVY

Headquarters United States Marine Corps

Washington, D.C. 20350-3000

4 April 2018

CHANGE 1 to MCTP 6-10A

Sustaining the Transformation

1. This publication has been edited to ensure gender neutrality of

all applicable and appropriate terms, except those terms governed

by higher authority. No other content has been affected.

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

Reviewed and approved this date.

BY DIRECTION OF THE

COMMANDANT OF THE MARINE CORPS

ROBERT S. WALSH

Lieutenant General, U.S. Marine Corps

Deputy Commandant for Combat Development and Integration

Publication Control Numbers:

Publication: 147 000008 00

Change: 147 000008 01

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CD&I (C 116)

2 May 2016

ERRATUM

MCRP 6-11D

SUSTAINING THE TRANSFORMATION

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

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

2. Change PCN 144 000075 00 to PCN 147 000008 00.

3. File this transmittal sheet in the front of this publication.

PCN 147 000008 80

Sustaining the Transformation

iii

This Page Intentionally Left Blank

DEPARTMENT OF THE NAVY

Headquarters United States Marine Corps

Washington, D.C. 20350-3000

6 October 2014

FOREWORD

Since our 31st Commandant, General Charles C. Krulak, first

published Marine Corps Reference Publication 6-11D, Sustaining

the Transformation, in 1999, the Marine Corps has continued our

proud tradition of making Marines, winning battles, and returning

quality citizens to society. Like all previous generations, Marines

today are equally as committed to our time-honored values of

honor, courage, and commitment. Marines of the 21st century are

among the finest we have ever forged; it is every Marine’s duty to

sustain that rich legacy. America trusts its Corps of Marines—we

must always strive to preserve that trust.

The Marine transformation is forever ingrained in our DNA, from

recruit training to Officer Candidates School and throughout the

rest of our lives. The transformation to becoming a Marine is

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

possess a clear understanding that our Eagle, Globe and Anchor

is much more than an emblem, rather that earning the title

“Marine” carries a life-long responsibility to defend our nation, to

care for our fellow Marine, and to keep our honor clean.

This publication is focused on one of our key leadership principles:

know your Marines and look out for their welfare. It is a compan-

ion to Marine Corps Warfighting Publication 6-11, Leading

Marines, and provides more detail to leaders about how to take

care of their Marines through the five phases of the transformation

process. It is a leadership tool that provides sound examples and

methods for success. Sustaining a Marine through this process

requires engaged leadership. I encourage you to use this reference

as a starting point for discussions amongst peers, subordinates, and

seniors. Your dialogue and application will improve the welfare of

all Marines and our institution.

Sustaining our transformation is not a new concept; it has endured

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

holds true because our transformations have been strengthened

throughout our lives. We witness the health of our traditions and

legacy in the proud smile of a new private graduating boot camp,

or in the hearty handshake and greeting of two seasoned warriors.

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

remain, Semper Fidelis…

Semper Fidelis,

JAMES F. AMOS

General, U.S. Marine Corps

Commandant of the Marine Corps

Publication Control Number: 144 000075 00

DISTRIBUTION STATEMENT A: Approved for public release;

distribution is unlimited.

Sustaining the Transformation

iii

Table of Contents

Chapter 1. The Difference

Training Day 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2

Training Day 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2

Training Day 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-4

Training Day 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-6

Graduation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-6

3 Months Later . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-10

Chapter 2. Defining and Understanding Transformation

Transformation Impacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-3

Transformation Erosion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-4

Marines Today. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-6

Chapter 3. Phase I: Recruitment

Chapter 4. Phase II: Recruit Training

Chapter 5. Phase III: Cohesion

Understanding the Larger Mission . . . . . . . . . . . . . . . . . . . . . 5-1

Forming Esprit de Corps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-2

Understanding Dimensions of Cohesion. . . . . . . . . . . . . . . . . 5-3

Individual Morale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-3

Confidence in the Unit’s Combat Capability . . . . . . . . . . . 5-4

Confidence in Unit Leaders . . . . . . . . . . . . . . . . . . . . . . . . 5-4

MCRP 6-11D

Horizontal Cohesion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-5

Vertical Cohesion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-6

Mutual Support of Horizontal and

Vertical Cohesion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-7

Chapter 6. Phase IV: Sustainment

Command Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-2

For the New Marine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-2

For All Marines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-6

The Marine Corps Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-8

Chapter 7. Phase V: Citizenship

Chapter 8. Critical Factors Affecting Sustainment

Obstacle Reduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-2

Strong Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-2

Be Technically and Tactically Proficient . . . . . . . . . . . . . . 8-4

Know Yourself and Seek Self-Improvement. . . . . . . . . . . . 8-5

Know Your Marines and Look

Out for Their Welfare . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-6

Keep Your Marines Informed. . . . . . . . . . . . . . . . . . . . . . . 8-6

Set the Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-7

Ensure Assigned Tasks are Understood,

Supervised, and Accomplished. . . . . . . . . . . . . . . . . . . . 8-8

Train Your Marines as a Team . . . . . . . . . . . . . . . . . . . . . . 8-9

Make Sound and Timely Decisions . . . . . . . . . . . . . . . . . . 8-9

Sustaining the Transformation

Develop a Sense of Responsibility Among

Your Subordinates . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-10

Employ Your Command in Accordance

with its Capabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-11

Seek Responsibility and Take Responsibility

for Your Actions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-12

Interacting with Schools . . . . . . . . . . . . . . . . . . . . . . . . . 8-13

Attending Unit-Level Corporal Courses . . . . . . . . . . . . . 8-13

Encouraging Professional Military Education. . . . . . . . . 8-13

Briefing New Joins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-14

Maintaining Bachelor Enlisted Quarters . . . . . . . . . . . . . 8-14

Providing Mentors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-14

Educating Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-15

Glossary

References

MCRP 6-11D

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Chapter 1

The Difference

Private James Smith only saw his brother Private Tommy Smith

twice while they were first in the Marine Corps—once in the

chow hall during grass week at boot camp, and then again follow-

ing graduation. However, both Marines did well during recruit

training and were proud of themselves and of each other. This

pride was evident in their eyes and in the eyes of their parents,

Mr. and Mrs. Smith, at graduation. The Smiths felt both their

boys looked and acted much older. After a short period of leave

and some much-deserved rest, the Smith boys returned for train-

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

were in separate platoons. They saw one another occasionally, but

only late in the day or on weekends.

MCRP 6-11D

1-2

TRAINING DAY 10

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

leaders informed the privates of their future duty stations. James

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

was going to the same battalion, the squad leader told them a little

bit about their unit and where it was located. Private James Smith

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

that Marines from his new unit would link up with them later in

the week. These Marines would observe training and do some ini-

tial counseling. That afternoon, the Smith boys crossed paths

during offense “round robin” training. Tommy was told he would

go to 2/X, which was located on the other coast. Both were disap-

pointed that they were headed for opposite ends of the country,

but they had known they would be separated sooner or later. They

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

then headed back to their squads.

TRAINING DAY 15

On the first day of military operations on urbanized terrain train-

ing, James was watching closely as his squad leader, Sergeant

Brown, demonstrated window-entering techniques to the squad.

When the squad broke into teams to practice the techniques

demonstrated, James noticed several other Marines watching the

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

a staff sergeant, and several noncommissioned officers (NCOs).

Sustaining the Transformation

1-3

They were talking to the squad leaders and appeared to be asking a

lot of questions.

Later that night, during the security patrols, Private James Smith

noticed one of these Marines, a corporal, travelling with his squad.

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

attention. Private Smith had been picked to be the patrol leader,

and his focus was to move the patrol along its designated route.

The patrol did well in the linear danger area they encountered. The

other squad members obviously had listened to their squad

instruction that week because they executed their short and long

security patrols without errors. It was dark by the time the patrol

was safely inside friendly lines and their squad leader critiqued

Private Smith and his patrol.

Immediately following the brief, the squad broke up to refill can-

teens and eat chow. A figure approached Private James Smith in

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

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

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

has told me a lot of good things about you. You are going to make

a good addition to the squad. Go grab some chow and water. We

will have some time to talk later this week. Maybe I can answer

any questions you have about the unit. Again, good job, and I will

see you tomorrow.” Private Smith replied, “Good evening, corpo-

ral,” but nothing more. He was happy about what had just taken

place. The next day, James ran into his brother on his way to the

military operations on urbanized terrain fundamentals class. He

told him what had happened the night before. He asked if his

MCRP 6-11D

1-4

brother had seen or met his squad leader. Tommy looked disap-

pointed and answered, “No, not yet.”

TRAINING DAY 19

After live-fire rehearsals, James was called off to the side by

Sergeant Brown. The sergeant told him to report to Corporal

Wilson, who was sitting a hundred meters away on an MRE

[meal, ready to eat] box looking through some folders. James

hurried over and reported to the corporal. Corporal Wilson and

Private James Smith spoke for some time. They discussed

James’ family, his training, his performance at SOI, and his

physical fitness. Corporal Wilson seemed interested that James

had a brother in the same class. Corporal Wilson leafed through

the pages of the training folder that James had seen Sergeant

Wilson use to track his test scores and training data.

After he closed the folder, Corporal Wilson began to tell James

about 1/X. He told the young private that he was lucky to join a

battalion with such a rich legacy. He told Private Smith of the bat-

talion’s accomplishments during World War I, of the numerous

amphibious landings it had made in World War II, and how it held

the line in Korea. In Vietnam, the battalion distinguished itself

again in several battles and produced numerous Medal of Honor

recipients)—three of which had been awarded to Marines in the

same company that James would soon join. Corporal Wilson then

explained, in detail, how the company was organized and gave an

Sustaining the Transformation

1-5

overview of the company’s senior leadership. James was then

told about the upcoming months of squad and platoon training,

followed by two company field operations before the holidays.

Corporal Wilson told James that he should be able to get home for

the holidays, but that he would have to keep an eye on the duty

roster. Following the holidays, the battalion would conduct a

combined arms exercise in February and deploy that following

summer to Okinawa, Japan. Private James Smith was extremely

happy to hear about the overseas tour because one of the reasons

he joined the Corps was to travel to foreign countries.

Once Corporal Wilson was finished, James had more information

than he could remember. Corporal Wilson saw the overwhelmed

look in his eyes and said, “Don’t worry, there isn’t a test on this

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

tled into the company area. By the way, if your folks are coming

to graduation, they are more than welcome to come over to the

battalion area afterwards. We’ll be passing out maps after the cer-

emony. They can head over to the battalion chow hall for noon

chow where they can meet with the battalion commander and the

sergeant major. Any questions for me?”

James could not think of any questions that the corporal hadn’t

already answered. He shook his head and said, “No, Corporal.”

Corporal Wilson said, “All right then, pay attention at your live-

fire ambush patrols next week. One more thing, the battalion is

sending over a truck the morning of graduation to help with your

trash. So don’t throw any of your gear away just because it won’t

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

company barracks.”

MCRP 6-11D

1-6

James went back to training feeling good and looking forward

to the future. Although the training had been tough and almost

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

couldn’t wait to join his new unit.

TRAINING DAY 27

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

ers met again. Private Tommy Smith still had little information on

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

from his unit would be out to talk to them.

On Friday, the gunnery sergeant spoke to Tommy and about

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

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

dismissed, and the gunny then spoke to seven of the Marines who

were headed to Company F. Tommy was slated for Company G.

GRADUATION

The day that both brothers had been looking forward to for so

long had finally arrived: graduation day. Their parents had trav-

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

well as they moved on to yet another adventure.

Sustaining the Transformation

1-7

The graduation ceremony was full of music and Marine Corps

customs. Officers and staff NCOs were dressed in their Service C

uniforms. James noticed the same officer and staff NCOs he had

seen in the field, Corporal Wilson, and several other NCOs were

sitting up front. When the guest of honor was introduced, James

swore he had heard the lieutenant colonel’s name before. He then

heard the announcer say that the lieutenant colonel was the com-

manding officer of 1/X, his unit. James thought the lieutenant col-

onel had a hard, tough facial expression and graying hair that

caused him to look older than his dad. But the lieutenant colonel

looked like he was in good shape. His commanding officer

praised the Marines for the hard work that had brought them this

far, and he congratulated them on their accomplishments. He wel-

comed those new Marines who were coming to his battalion, and

he went over some of the battles and victories Corporal Wilson

had discussed with James during their meeting. After the speech,

the commanding officer invited the families to lunch in the battal-

ion area and told them the graduates would join their families in

the afternoon.

Upon conclusion of the ceremony, the Smith brothers were exhila-

rated and quickly made their way over to their folks. After some

time was spent slapping backs and posing for photos, the boys

knew they needed to grab their bags and move out. Mr. Smith said

he had a map to James’ battalion area and would meet him after

lunch. Mr. Smith turned to Tommy and asked where he would be.

With a look of disappointment, Tommy answered that he was get-

ting on a bus in a half an hour that would take him down to the air-

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

Smith brothers realized this would be the last time they would see

each other for some time and said their goodbyes.

MCRP 6-11D

1-8

James went to his barracks. His roommates told him the truck out-

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

his bags on the truck and made his way to the bus where Corporal

Wilson was standing. Corporal Wilson saw Private James Smith

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

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

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

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

the other side of the parking lot. Tommy had his head down as he

climbed aboard the bus bound for the airport.

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

pointed out several ranges, training areas, and hike routes along

the way. When they arrived at the barracks, several Marines were

waiting for the buses. Corporal Wilson took the six Marines

assigned to his squad and led them to their rooms after they picked

up their gear from the truck. James’ name and the names of his

roommates were already on the door when they arrived. Clean

linen was folded neatly on their racks along with a folder labeled

“Information Packet 1/X.”

Corporal Wilson said they had an hour to unpack and make their

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

the chow hall to see their families. After the corporal left, James

Sustaining the Transformation

1-9

opened the information packet. It contained a base map; bus

routes and schedules; and information about the gym, banks, bar-

ber shops, the chow hall, and other facilities.

An hour later, Corporal Wilson appeared outside. He formed up

his squad and marched them about a quarter mile to a large

parade deck. On it were several large tents with tables containing

food and refreshments. Surrounding the parade deck were various

tactical vehicles mounted with weapon systems. Several Marines

were dressed in utilities with full field gear and they had weapons

that included the M-16, an 81-mm mortar, and a .50 caliber

machine gun. Corporal Wilson pointed out the battalion head-

quarters and chow hall. He said their families would be finished

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

He told the Marines they had 2 hours before evening formation to

look at the static displays, tour the battalion area, and show their

families their barracks. Once Corporal Wilson dismissed the

Marines, James found his parents at one of the demonstration

sites. His father told him that the battalion commander spoke

again at lunch, along with the sergeant major and the chaplain.

Private James Smith spent the next 2 hours with his parents look-

ing at the weapon demonstrations and touring the headquarters

and barracks. That evening, James said goodbye to his parents

and he made his way to evening formation.

MCRP 6-11D

1-10

3 MONTHS LATER

Private First Class James Smith was promoted this morning. His

entire squad congratulated him immediately following the com-

pany formation. During that same formation, Corporal Wilson

received his sergeant chevrons. Private First Class Smith was

excited and could not wait to tell his brother Tommy and his par-

ents about his accomplishment.

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

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

had much to talk about, James would fill the conversation with

stories about Sergeant Wilson, his platoon, and the Marines in his

squad. When James asked Tommy what was wrong, Tommy

would only reply that James was lucky.

James called to tell his brother about his promotion. Tommy didn’t

react well to the news. James asked Tommy when he’d be pro-

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

gotten into some trouble about a month ago and he wasn’t sure

what would happen. James tried, but he couldn’t get Tommy to tell

him what happened. Tommy would only say that he had made

some bad choices since joining his unit, that he had made friends

with some of the wrong people, and he had paid the price. Tommy

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

wanted to turn himself around and be the type of Marine they

always dreamed of becoming. When James hung up, he felt bad

about their conversation and he was concerned for his brother.

Sustaining the Transformation

1-11

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

excited to hear about James’ promotion. They told James about

the letter they had received from his platoon commander stating

what a fine job he was doing and his upcoming promotion. His

parents said it had been some time since Tommy had called home,

and they were starting to worry. They asked if James had heard

from Tommy lately. James assured them that Tommy was okay

and that they had recently spoken.

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

because he was worried about his brother, and he wondered what

could have happened to him and how he could have gotten into

trouble. Both of them had wanted to be Marines since they were

kids and couldn’t wait for the day they could wear the Eagle,

Globe, and Anchor. Now, only 3 months after arriving at his unit,

Tommy wasn’t hacking it. Although Private First Class Smith

was bothered by the news of his brother, he had little time to

waste. Sergeant Wilson had assigned him to teach a class on

crossing linear danger areas during the squad patrolling exercise

the next day. James was excited about the opportunity to teach his

fellow squad members and proud that Sergeant Wilson had

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

handouts and field manuals. He would spend the evening

reviewing his handouts and creating a class outline that would

make Sergeant Wilson proud.

MCRP 6-11D

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Chapter 2

Defining

and Understanding

Transformation

Transformation, as Marines define it, is the ongoing, dynamic

process that begins with the prospective Marine’s first contact

with the Marine recruiter and continues through the Marine’s

entire life. It has five distinct phases: recruitment, recruit training,

cohesion, sustainment, and citizenship. These phases—unique,

but linked—are detailed in the chapters of this publication and

ensure transformation remains a lasting and positive experience

throughout every Marine’s life.

The transformation process—going from civilian life to a Marine

and one day returning to civilian life changed as a Marine—is dif-

ficult to codify because it takes on a personal and different per-

spective for each Marine. There are different reasons young

Americans raise their right hand to take the oath and enter our

Marine Corps: many are motivated by a deep sense of patriotism,

MCRP 6-11D

2-2

some want challenging adventures in an elite organization, and

some are looking to better themselves as a foundation for a later

and much different career.

Reasons for leaving our active ranks are just as diverse and per-

sonal. Most Marines leave by their own choice, having served

honorably at the end of their first term. Some must leave our

active ranks for various other reasons, while others remain in our

ranks for decades to become the senior leadership, guiding and

developing younger generations of Marines. These reasons for

joining, staying, or leaving the ranks can often fluctuate or

change as a Marine experiences different units, challenges,

responsibilities, and personal life-changing events. What we must

not allow in any phase of transformation are Marines who feel

they are disillusioned, disheartened, or forgotten. “Proud to claim

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

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

Despite the personal differences for joining or staying in the

Marine Corps, there is a common spirit that bonds each Marine

together in deep emotional fellowship—from the time we earn

the title until we are buried—regardless of what Marine genera-

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

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

Our mutual admiration and respect for each other is the manifes-

tation of shared, positive transformation processes. There is no

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

active duty, reserve, or veteran Marines.

Sustaining the Transformation

2-3

TRANSFORMATION IMPACTS

It is important to recognize that the success of each individual’s

transformation phase positively impacts not only the Marine but

also fellow Marines. Successful transformation reaches outside

the ranks to the Marine’s family and into the community where the

Marine lives. Marines thriving in each positive phase of transfor-

mation help enable success in their personal lives. It is this time-

tested success of transformation that is the essence of what

Marines are, what we stand for, and how we interact in our profes-

sional and personal lives. Transformation is the collective soul of

our Marine family passing from generation to generation that

binds us together and renews us. The legacy of the Marine Corps

is ultimately judged by the entire transformation experience of all

Marines and that legacy influences the next generation of Ameri-

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

The bond of Marine fellowship is tested continually within each

Marine and tested in each phase of the transformation. The qual-

ity of those phases is a pact between the individual Marine and

the Marine Corps. The strength of transformation from phase to

phase in a Marine’s experience can be greatly enhanced by fellow

Marines or become a negative experience that can leave that

Marine and/or the Marine’s family feeling alienated or deeply

disillusioned, breaking the transformation bond for the rest of that

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

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

formation in a Marine, we owe it to each other to take immediate,

corrective, and tangible actions to help that Marine. Such action

MCRP 6-11D

2-4

is the hallmark of involved and engaged leadership and such lead-

ership nurtures and develops the total Marine.

TRANSFORMATION EROSION

There are specific areas that can quickly erode a positive transfor-

mation in any Marine wearing the uniform. Those areas, if undis-

covered or left alone, will quickly affect the morale and

effectiveness of the Marine and his/her unit, and possibly leave a

stain on our respected heritage. Those areas are—

 Lack of good order and discipline in garrison or when deployed.

 Lack of physical fitness.

 Poor personal appearance.

 Lack of accountability.

Other areas that often result in very serious consequences are frat-

ernization, sexual harassment, sexual assault, hazing, and sub-

stance abuse.

Most problems Marines have can be traced back to a breakdown

of leadership and discipline. All Marines have a responsibility to

immediately take action to correct these transformation problems,

if detected. They must not be tolerated in any Marine or that

Marine’s leadership. Although these transformation problems are

not addressed in detail in this publication, this publication is a

foundational starting point for Marines or their leaders to get help

Sustaining the Transformation

2-5

for Marines faltering in transformation. There are resources at the

unit, base, or station as well as on the Internet that are available

for all Marines.

An individual Marine’s actions can have a profoundly positive or

negative impact on our legacy due to the “connected” world we

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

young Marines if they do not have a good foundation. A Marine

can seriously embarrass, endanger, or cause difficulties for both

himself/herself and the Marine Corps; for example, careless posts

on blogs, Web pages, or in the social media can bring shame on

the Marine or to our Corps. Though sometimes not intended to

cause the Marine Corps embarrassment or endanger Marines,

thoughtless comments or photos have given away troop positions,

future operations, and sensitive information, or brought discredit

on our Corps. Some of these social media posts have made

Marines and the Marine Corps appear reckless and dishonorable,

or, at the least, call into question our strong core values of honor,

courage, and commitment. Marines must self-censor their online

presence, and they are expected to conduct themselves as they

would in person and in uniform.

We must continue to do everything possible to retain the respect

and admiration for the United States Marine Corps by our fellow

Americans and by our Marine family. The following chapters

identify engaged leadership actions to help ensure quality trans-

formation in all five phases for Marines. It is not meant to be all

inclusive, but is a foundational reference for further discussions

and detailed actions. Our Marines have always been innovative

no matter the challenge, that is no different when taking care of

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our fellow Marines. These tangible actions and resources must be

coupled with the intangible aspects of Marine Corps leadership/

mentorship to be successful. Marines must rely on each other,

their oath, their experience, and their own conscience to help

guide their actions about what is right for the Corps.

MARINES TODAY

Honor, courage, and commitment are values that All Marines

must inculcate and demonstrate in their every action. We must

ensure that every Marine has been armed with the courage to

confront the confusing, chaotic battlespace of the 21st century.

We must continue to “issue” every Marine a true compass of per-

sonal honor and the commitment to forego interests of self for

the interests of their comrades, their Corps, and their Country.

Marines today are challenged to operate in the complex environ-

ments of peace, crisis, and war, all within a very short period of

time or simultaneously during the same operation. This promises

to be commonplace in future conflicts. Today’s battlefield is

increasingly technologically super-charged, often ill-defined,

and compounded by the confusion of modern warfare character-

istics. In addition, Marines have taken on greater responsibilities

in humanitarian and security cooperation missions that also may

be ill-defined and chaotic. Today’s operations require rapid,

more complex decisionmaking at lower levels and place great

Sustaining the Transformation

2-7

stress on the individual Marine to be decisive, adaptable, innova-

tive, and resilient.

Because of the complex operating environments, we need to pre-

pare our young Marines for future battles. Dealing with decentral-

ized operations, advanced technology, increased weapons lethality,

asymmetric threats, mixed combatants and noncombatants, and

urban combat is the operating norm so far in the 21st century. To

succeed in a changing operating environment, our Marines must be

good decisionmakers, highly trained, and self-confident. They

must have absolute faith in the members of their unit, and their unit

must have faith in them. We must ensure that our newest Marines

fully understand and appreciate what the Marine Corps represents,

and, by becoming members of the world’s fighting elite, they

uphold the sacred trust we have with our great Nation and with

each other.

Transformation is an ongoing, dynamic process that begins with

an individual’s first contact with a Marine recruiter and continues

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

and life changes their circumstances, the Marine Corps will help

them find the tools they need to transition back to a productive

and faithful citizen. For about 70 percent of our Corps, the five

phases of transformation will be completed within a one-term

enlistment of four years. We are a young Service and our non-

commissioned officers play a huge role in guiding our youngest

Marines—now more than ever.

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The foundation for the transformation was laid in recruiters’

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

and at our formal entry-level schools. It is only a foundation, one

which the Marine Corps and each individual Marine must make

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

upon which the transformation rests: education, NCO develop-

ment, ownership and acceptance, and establishment and mainte-

nance of standards.

We must continue to educate the Corps about the transformation

process. Leaders of Marines must understand the process that

developed their Marines. Armed with this knowledge, these lead-

ers will understand the benefits gained through the transformation

process and the true capabilities of their Marines.

Significant to sustaining the transformation is selecting the best

Marines to be NCOs, and continuing to train them to sustain the

values and warfighting ethos of our Corps. Marine Corps NCOs

are the primary leaders of our first term Marines and must emu-

late the high standards of what small unit effective leadership

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

sometimes operate without direct higher guidance. They greatly

influence a young Marine who may be deciding whether to stay

in our Marine Corps for a career. More importantly the first term

Marine looks to the NCO ranks as mentors.

Regardless of rank, every NCO, staff NCO, and officer must per-

sonally accept the mission to sustain the transformation of the

Marines in their charge and those Marines they encounter

throughout their daily routine. Every Marine must take personal

ownership of the transformation and commit to it as a way of life.

Chapter 3

Phase I: Recruitment

The first phase of the transformation process begins with our

potential Marines meeting with our recruiters. Recruiters care-

fully screen young people who come to our door seeking admit-

tance. Those with solid character, good moral standards, and

personal values are those we embrace and validate, reinforcing

the values they hold. Those with undamaged characters, but who

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

ideals and values they so desperately need and seek. We evaluate

each candidate based on the whole person and decide on accep-

tance or rejection through an analysis of risk versus potential.

Meanwhile, candidates are evaluating the Marine Corps based on

what they perceive the Marine Corps to be and their personal

experiences. Hence, the individual and the Marine Corps evaluate

each other at this first phase of transformation to ensure each

understands what is to be gained and expected, what they are join-

ing, and what they are expected to become. The Marine recruiter

is a mentor and launches a recruit’s transformation. The potential

recruits, also known as poolees, are better prepared when they

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reach recruit training because they receive their first introduction

to our core values, enhanced physical conditioning, knowledge of

our history and traditions, and study guides that facilitate their

transition from phase I to phase II of transformation.

A well led pool is a healthy pool. A healthy pool can sustain itself

and contribute to success in the same manner as a Marine Corps

unit. It increases the success of the recruits at the depots, which,

in turn, facilitates and enhances the quality of Marines arriving at

the operating forces.

Entry into the pool is an invitation to a seat at the table for the

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

formation. It is designed to put individuals who have enlisted in

the Marine Corps in a structured environment that provides

monthly, weekly and, sometimes, daily contact with their

recruiters and fellow poolees in preparation for basic training. It

builds camaraderie.

A well-led pool requires weekly and monthly activities designed

to ensure success—mental, physical, spiritual, and social—at

basic training. The activities may include weekly physical train-

ing, individual mentorship sessions with recruiters, close-order

drill practice, and Marine Corps knowledge development. All of

these activities are used to increase the preparedness and confi-

dence of the poolees who reach recruit training. A poolee from a

healthy pool that focuses on preparation for success at recruit

training feels taken care of by the Marine recruiter and thrives on

a bond formed with fellow poolees; fellow future Marines.

Sustaining the Transformation

3-3

The impact recruiters can have on a poolee is lasting. For exam-

ple, upon first entering the pool, a poolee finds himself/herself

struggling to complete the initial strength test: a modified PFT

that gauges if a poolee is physically fit enough to attend basic

training. After spending 5 months of continually working with

the recruiter to strengthen his/her upper body and increase his/her

stamina, the poolee was ready. The poolee felt like he/she was a

lot more prepared for recruit training and felt supported by that

recruiter. The poolee’s confidence had sky-rocketed and the

poolee felt that he/she could now do things he/she never knew he/

she could do. The poolee discovered he/she could push himself/

herself a lot further than he/she thought possible with the help of

the recruiter. That poolee will never forget the recruiter because

of the encouragement and personal time the recruiter spent help-

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

The relationship between a recruiter and the pool does not end

when the poolee ships to recruit training. A recruiter who

believes in sustaining the transformation and making the Marine

Corps stronger through each and every Marine will communicate

with the poolees throughout their recruit training, congratulating

successes and encouraging them through their setbacks via mail

and phone calls.

A recruiter has accomplished the mission when, years later,

Marines still remember, and even reach out to, the recruiter when

facing the end of the first term with re-enlistment on the horizon.

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Chapter 4

Phase II: Recruit Training

The second phase of transformation takes place during recruit

training. During this phase, we prepare all Marines—male and

female, those destined for combat arms, and those destined for

combat service or combat service support—to fight on the nonlin-

ear, chaotic battlefield. During the second phase, the drill instructor

becomes the central person to transform the young recruit’s life.

The drill instructor is the backbone of the recruit training process, a

role model as recruits are immersed into Marine Corps culture and

values. The drill instructor embodies the epitome of a Marine’s

physical strength, mental strength, spirit, and character. It is the

drill instructor’s responsibility to be the pivotal role model, leader,

and mentor of these young men and women; to show them how to

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

Recruit training is a 12-week transformation—a rite of passage—

culminating in the Crucible, a 54-hour continuous test of intense,

physically-demanding training under conditions of sleep and food

deprivation. During recruit training, the Crucible is the defining

moment for the recruit. It will not be the hardest challenge

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4-2

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

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

and emotional endurance.

They will know that they are capable of much more than they pre-

viously believed. They will know that they can exceed their phys-

ical and mental limitations through teamwork, perseverance, and

courage. Once experienced, the Crucible becomes a personal

touchstone that demonstrates the limitless nature of what they can

achieve individually and, more importantly, what they can

accomplish when they are part of the Marine Corps team.

The drill instructor’s job is not over when his/her recruits com-

plete the Crucible. Week 12 is known as transition week, when

recruits have the opportunity and the responsibility to increase

their knowledge and confidence. Much of the transformation pro-

cess is built during recruit training, but it is only the beginning of

a lifetime of being a Marine.

Chapter 5

Phase III: Cohesion

The third phase of the transformation process is cohesion,

strengthening what was born during recruit training. It is cohe-

sion that binds Marines together. In this phase, Marine leaders in

the operating forces make their first impressions on our newly

joined Marines. Setting a tone that ensures our new Marines

know they are genuinely welcomed, properly cared for and are

quickly indoctrinated into their unit is what this phase is all about.

We define cohesion as the intense bonding of Marines that is

strengthened over time, resulting in absolute trust, subordination

of self, understanding of the collective actions of the unit, and

appreciation for the importance of teamwork.

UNDERSTANDING THE LARGER MISSION

Unit cohesion increases fighting power, provides positive peer

pressure, and reinforces our core values as the team’s collective

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5-2

sense of honor becomes dominant over self-interest. Marines

train together, garrison together, deploy together, and fight

together. A leader who receives a new Marine must ensure that he

or she is properly sponsored and coalesced into the unit. Cohe-

sion cannot simply be among peers: of equal importance is the

manner in which individual Marines identify with their units. All

leaders must make unit cohesion one of their highest priorities

and principal objectives.

Marine leadership, at all levels, must strive to ensure that all their

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

of the unit. In general, people seem to work with greater enthusi-

asm when they understand why their work is important and how

it accomplishes the end goals.

FORMING ESPRIT DE CORPS

The more we reinforce the cohesion of our units and encourage

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

and devotion—the stronger our units will be and the easier it will

be to reinforce Marine Corps individual core values through posi-

tive peer pressure, mentoring, and leadership.

A good example of this esprit de corps is when an individual

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

the mission at hand. An example from our past includes the cohe-

sion that bound Presley O’Bannon and his few Marines together

Sustaining the Transformation

5-3

during their march across 600 miles of scorching desert to stand

triumphant at the shores of Derna. Another example is that of a

trapped Marine division that bravely fought its way across frozen

Korea, through six communist divisions, to the sea. That legacy is

further evidenced in the more recent conflicts of the past decade.

Battles in places, such as Fallujah, Ramadi, and Helmand Prov-

ince are replete with extraordinary heroism of units under extreme

and challenging combat. Cohesion provides Marines with support-

ive relationships that buffer stress and increase their ability to

accomplish the mission or task. Strong unit cohesion results in

increased combat power and the achievement of greater successes.

UNDERSTANDING DIMENSIONS OF COHESION

There are five dimensions of cohesion—individual morale, confi-

dence in the unit’s combat capability, confidence in unit leaders,

horizontal cohesion, and vertical cohesion. In combination, these

dimensions dramatically affect the capabilities of a unit.

Individual Morale

Leaders must know their Marines and look out for their welfare. As

Sir William Slim reinforced to the officers of the 10th Indian Infan-

try Division, “individual morale as a foundation under training and

discipline, will bring victory.” (Dictionary of Military and Naval

Quotations) Marine leaders who understand these simple words are

MCRP 6-11D

5-4

more likely to keep morale high among individual Marines. A high

state of individual morale, in turn, enhances unit cohesion and

combat effectiveness.

Confidence in the Unit’s Combat Capability

Marines’ confidence in their unit’s combat capability is gained

through unit training. The longer Marines serve and train together

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

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

do because they have worked together before. Keeping Marines

together through unit cohesion is a combat multiplier. Rarely are

battles lost by those who maintain confidence in their unit and in

their fellow Marines. Success in battle can be directly attributed

to a unit’s overall confidence in its level of performance. Of

course, the opposite also holds true: lack of cohesion, lack of con-

fidence, and poor performance preordain a unit’s failure. As Brig-

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

organizations proves anything, it is that those units that are told

they are second-class will almost inevitably prove that they are

second-class.” (Dictionary of Military and Naval Quotations)

Confidence in Unit Leaders

Confidence in unit leaders’ abilities is earned as Marines spend

time in the company of their seniors and learn to trust them.

Leaders must earn the respect of their Marines, and doing so

takes time. As Marines develop confidence in their units’ ability

to accomplish their assigned missions based on their prior

achievements, they also develop confidence in their leaders as

Sustaining the Transformation

5-5

they work and train together. Major General John A. Lejeune

believed that—

The relation between officers and men should in no sense

be that of superior and inferior nor that of master and ser-

vant, but rather that of teacher and scholar. In fact, it should

partake of the nature of the relation between father and son,

to the extent that officers, especially commanding officers,

are responsible for the physical, mental, and moral welfare,

as well as the discipline and military training of the young

men under their command. (Dictionary of Military and

Naval Quotations)

Horizontal Cohesion

Horizontal cohesion is as important on the asymmetrical battle-

field of today as it was in the island-hopping campaigns of World

War II. Horizontal cohesion, also known as peer bonding, takes

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

iarity among individuals of the same rank or position. Sense of

mission, teamwork, personnel stability, technical and tactical pro-

ficiency, trust, respect, and friendship are some elements that con-

tribute to peer bonding.

An example of horizontal cohesion is the relationship between

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

sense of trust in the other. This trust is born of several elements.

The first is a common sense of mission, the act of placing per-

sonal goals aside to pursue the goals of the entire team. Other ele-

ments include teamwork and personnel stability. Teamwork is the

result of mutual support provided by each member of the team.

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5-6

Teamwork is further enhanced by personnel stability, which pro-

motes familiar and effective working relationships. Perhaps most

important is the development of tactical and technical proficiency

that continues to support and reinforce the trust and respect

among the team members. When Marines are thrust deep into the

chaotic battlespace, often operating in small teams, their will to

fight and ultimately succeed will hinge upon their ability to fight

as an effective, cohesive team.

Vertical Cohesion

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

sion involves the relationship between subordinate and senior.

Vertical cohesion is what draws peer groups into a cohesive unit,

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

mutual sense of trust and respect among individuals of different

rank or position. Additionally, vertical cohesion is the sense of

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

the battalion or squadron.

An example of vertical cohesion is when many squads and sec-

tions come together to form a cohesive company. Each of these

subordinate units plays a different role in the company; however,

vertical cohesion draws them together in purpose and mutual sup-

port. This sense of unity has several elements:

 A common sense of unit pride and history—not only in them-

selves as a unit, but also in those who have gone before them.

The organizational memory of their past achievements drives

the unit to still greater heights.

Sustaining the Transformation

5-7

 Quality of leadership and the command climate in the unit. Ver-

tical cohesion is stronger in units with effective, well-trained

leaders. Leaders who show concern for their Marines and lead

by example will earn the trust and respect of their subordinates.

 Shared discomfort and danger, which can occur during shared

training.

Mutual Support of Horizontal and Vertical Cohesion

Since the birth of our Corps, Marine units have experienced hori-

zontal and vertical cohesion to varying degrees and with varying

success. However, it is vital that these two qualities be developed

in combination with each other. Just as the strength of combined

arms comes from the combined effects of two or more different

arms that mutually support one another, the strength of horizontal

and vertical cohesion comes from the combined effects and

mutual support they provide each other.

Blending vertical and horizontal cohesion ensures a strong, uni-

versal sense of bonding and teamwork among various types of

units. If vertical and horizontal cohesion are mutually supported,

all these units will be composed of Marines who trust and respect

each other. Each type of bond reinforces the other. A cohesive

battalion that comprises cohesive companies that place the goals

and interests of the battalion or company above those of their

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

cohesion. A unit capable of combining vertical and horizontal

cohesion is far stronger than a unit that is strong only in one.

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Chapter 6

Phase IV: Sustainment

The fourth phase of transformation is sustainment. Sustainment is

continuous and is part of everything the Marine Corps does. Our

professional military education schools are designed to educate

our leaders—our officers, staff NCOs, and NCOs—in “whole

Marine” character development. Leaders in the operating forces

and in the supporting establishment accomplish their missions in

ways that support and reinforce our core values and foster team

building. Leaders will manifest our core values and mentor their

subordinates, living the Marine Corps ethos through a shared

responsibility for all Marines that lasts even after a Marine is no

longer in uniform. The principles of inclusion, recognition, and

family and community outreach apply to sustaining a Marine’s

transformation regardless of rank.

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6-2

COMMAND INVOLVEMENT

There are many ways to sustain the transformation, but almost all

involve command participation and interest in each Marine. The

following subparagraphs offer ideas that have been used success-

fully within Marine Corps units.

For the New Marine

The sooner a unit can establish contact with incoming Marines

the better.

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

military occupational specialty (MOS) school. Units can include

their Marines who are undergoing MOS school training in the fol-

lowing ways:

 Interaction with MOS schools. The receiving unit coordinates

with the MOS school to send unit leaders to observe training,

meet their new Marines, and provide unit information.

 Command liaison. If squad leader interaction is not possible for

every unit, a command liaison will suffice. The liaison provides

new Marines reporting to the unit with such information as the

schedules and billeting information.

 Unit history brief. The unit history brief provides new Marines

with vertical cohesion at the earliest stages. A sense of pride

develops as these young Marines realize they are becoming part

of a rich, valiant legacy. Unit commanders should take the time

to recognize the anniversary of a significant event or battle in

Sustaining the Transformation

6-3

which the unit participated. A good unit history program, com-

plete with recognition of battles won, accolades earned, and

sacrifices made, can also increase vertical cohesion.

 Schedule/deployment brief. Many young Marines look for-

ward to their deployment overseas. Unit schedules and

deployment briefs are motivators for Marines and also assist

them in mentally preparing for the future.

At Graduation/Unit Reception. Command involvement at the

SOI or MOS school graduation can be very beneficial. If unit

leaders participate in the ceremony, graduation becomes an

opportunity to initiate vertical cohesion with their Marines. The

following subparagraphs discuss other ways to use graduation

and receptions to foster vertical cohesion. These should be exe-

cuted expeditiously to ensure a seamless transition into the unit.

Unit Reception. If possible, after graduation, the new Marines, and

their gear, should be transported to the unit area by their new unit.

The new squad leaders who have participated in training with

these Marines can guide them through the check-in process. Upon

arrival at their new unit, the new Marines should be welcomed to

the unit by the Commanding Officer or Sergeant Major. The new

Marines and their families can participate in a command-spon-

sored meal at the chow hall. Families may tour the unit area and

billeting. Some units conduct static displays of various weapon

systems and equipment to educate the families. These new

Marines will also be guided through their administrative and logis-

tical in-processing in an efficient manner. This is a team effort that

will require support from the entire unit.

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6-4

Unit Information Packet. Unit information packets ease the tran-

sition of Marines into their new units and provide answers to the

many questions that result from relocating to a new environment.

The packet also should include information on the unit’s history,

traditions, and future deployment schedules.

Hometown News Releases. Hometown news releases assist in

developing vertical cohesion. At a minimum, a news release

should address the Marine by name and rank, identify his/her

unit, and identify his/her accomplishments. For example, “PFC

John Smith, having completed 4 months of intense training, has

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

proud Marine Corps history. PFC John Smith will be a welcome

addition to this proud unit.”

Command Letter to Families. Many families will not be able to

attend the graduation or unit reception. A command letter may be

the best way to ensure that all families are contacted. This letter

should welcome the extended family and ensure them that their

family member will be cared for.

Assignment of a Mentor or a Sponsor. Upon arrival to a unit,

Marines must be assigned a mentor who can assimilate them

into the unit. The mentor can enhance both vertical and horizon-

tal cohesion.

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

and cannot conduct a detailed unit reception. In this case, units

must establish in-briefs that are conducted at regular periods in

order to reach new Marines shortly after entering the unit.

Sustaining the Transformation

6-5

One-Month Recognition. One month after Marines arrive at a unit,

the command should recognize their contribution to the unit. This

recognition increases Marines’ vertical cohesion to the unit and

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

ing Marines, such as a meritorious mast or a nonstandard, unit-spe-

cific award. Examples of nonstandard unit awards might be unit

coins or T-shirts. This is another opportunity to send a command

letter home in order to reinforce the positive behavior exhibited by

the new Marines during that crucial first month period.

Six-Month Recognition. The 6-month recognition is similar to

1-month recognition; however, this is the last time that new

Marines will be identified or addressed individually in this man-

ner. After 6 months, they should have participated in exercises

and operations and shared hardships and other experiences with

the unit. A 6-month recognition can include events used during

the 1-month recognition. It can also include, but is not limited to,

the following recognitions:

 Meritorious promotion. A meritorious promotion is an opportu-

nity to recognize those new Marines who have excelled since

their arrival.

 Command logbook. During this ceremony, a battalion logbook

should be on hand. This book would have inscribed within it the

names of all the Marines who have belonged to that battalion.

Each new Marine having honorably served with the unit for at

least 6-months would sign the book.

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6-6

As soon as a Marine gets promoted for the first time, he/she is a

leader. That fact should be understood by the Marine and treated

as such by his/her own leadership.

For All Marines

While special attention should be paid to new Marines to make

them feel welcome and accustomed to their new lives as Marines,

it is important to remember that most Marines, regardless of rank,

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

permanent change of station cycles. There should be an effort to

welcome all Marines joining the new place. This is also the

responsibility of the commander to foster an environment of

inclusion and recognition.

Unit Events. The following are examples of events units can do

regularly to maintain positive morale and build cohesion:

 Field meets. Unit sporting events are time-proven methods that

develop both horizontal and vertical cohesion.

 Unit special orders. Mentioning a unique and important contri-

bution of a Marine or a unit of Marines at a unit formation pro-

vides visible recognition of the accomplishment on behalf of a

unit’s mission. Unit special orders are read at formations by the

unit’s commanding officer, executive officer, adjutant, or ser-

geant major.

 Marine Corps Birthday Ball. Because the Marine Corps Birth-

day Ball is rich with tradition, it is a perfect opportunity to build

Sustaining the Transformation

6-7

vertical cohesion. Commanders must ensure that the birthday

ball is an affordable and enjoyable event filled with honor, his-

tory, and tradition.

 Marine’s birthday. Recognition of a Marine’s birthday is

another way to reinforce vertical cohesion at the small-unit

level. The acknowledgement of this significant day is another

example of the leadership principle “know your Marines.”

 Unit defining moment. Units should pick other events when

they were stressed and tested as an entire unit. Following this

challenge, while the unit still shares a sense of accomplishment,

is an opportune time for a commander to praise his/her Marines.

 Personal correspondence. Commanders should pen a short note

to Marines to recognize significant accomplishments or mile-

stones in their Marines’ careers. Congratulations or expressions

of sympathy are particularly important.

 Unit symbol, mascot, logo, or motto. Many units use a unit

symbol, mascot, logo, or motto to give Marines a sense of

belonging. These symbols make Marines feel like they are

part of a larger and unique entity. This enables them to iden-

tify with the unit and aids in developing both horizontal and

vertical cohesion.

Unit Training and Exercises. Unit training and exercises are

often the best ways to develop horizontal cohesion. The interac-

tion, close living quarters, and shared hardship of these exercises

often bring Marines and units together. Once again, unit training

and exercises should be either initiated or followed up by a com-

mand letter home and a hometown news release.

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6-8

THE MARINE CORPS FAMILY

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

other makes us all brothers and sisters. These bonds can often

become as strong between Marines as blood siblings. We some-

times look to our Marine Corps mentors much like a parent and we

never want to let our fellow Marines down. Our heritage is replete

with examples of Marines who sacrificed themselves so that they

could save the lives of their fellow Marines. No matter whether a

Marine has a loving family back home or no family at all, he/she

will always have the support and bond of the Marine Corps family.

Since we are a larger Marine Corps family, we must keep each

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

and supported. Informed Marine families have greater comfort

when their Marines deploy, which allows the Marine to concen-

trate on the mission because his/her family understands what his/

her job requires. An involved family is an educated family that

has a clear understanding of what the Marine Corps asks of them

and their loved one in the Marine Corps. A supported family

knows that there are Marines and professionals to whom they can

turn when they need help.

Family readiness has been an important aspect of sustaining the

transformation for some time and has grown significantly in the

last decade. Marine leaders need to have an intimate understand-

ing of family readiness and the programs available to units, fami-

lies, and married and single Marines. Get your Marines and their

families involved and be innovative in ways that support the

Marine Corps family.

Chapter 7

Phase V: Citizenship

The fifth phase of transformation is citizenship. Beyond prepar-

ing a Marine Corps that will win in combat, what truly distin-

guishes our legacy to our nation are the citizens we produce—

citizens transformed by their Marine Corps experience and

enriched by their internalization of our ethos, ideals, and values.

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

to draw from their experiences, and they are prepared to be lead-

ers within the Corps and within their communities. Our nation’s

most tangible benefit comes to fruition during this phase of trans-

formation. We produce citizens with our core values—the highest

ideals in the American character—and place them in an environ-

ment where they are held accountable for those values.

As Lieutenant General Victor H. Krulak wrote in his book, First

to Fight, Marines “are masters of a form of unfailing alchemy

which converts unoriented youths into proud, self-reliant stable

citizens—citizens into whose hands the nation’s affairs may

safely be entrusted.” Although our Corps has its share of heroic

figures, in the minds of the American people our fame is collec-

tive, not individual. Ask the average American to name a famous

MCRP 6-11D

7-2

Soldier or Sailor, and they will quickly respond with such names

as John Paul Jones, Douglas MacArthur, or George Patton. Ask

them to name a famous Marine, and they will most likely draw a

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

courage, and commitment: our core values. They expect them to

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

tations of veteran Marines are the same as those they place on

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

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

citizens, transformed by their experiences while on active duty and

enriched by their internalization of our ethos, ideals, and values.

Nearly 70 percent of all active duty Marines are first-term enlist-

ees who leave active duty at completion of their first term. While

a few will remain and provide our critical NCO and staff NCO

leadership, most have other aspirations—yet unfulfilled

dreams—and they will depart upon completion of 4 years of

faithful service. Though thousands of Marines leave the Corps

each year, they will always be United States Marines. They

earned that title at the end of recruit training and have been

expected to live up to those responsibilities ever since.

The responsibility of being a Marine does not end upon leaving

active ranks. In many respects, it only just begins. While these

men and women are no longer under the watchful eye of their

Marine superiors and no longer subject to the Uniform Code of

Military Justice, they continue to be judged by fellow Americans

on their actions and the quality of their character for the rest of

their lives. This judgment extends not only to a Marine’s actions,

but also to how he or she represents themselves online. Posts,

Sustaining the Transformation

7-3

blogs, and Web pages offer everyone an opportunity to express an

opinion, but Marines should consider how such opinions may

appear to others and whether those statements are appropriate.

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

to demonstrate that Marines reflect the values that Americans

cherish most and hold in the highest regard—the values upon

which this nation was founded and which guide us as we shoulder

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

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

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

have done something that few Americans today ever consider

doing—we have sacrificed our personal comfort and liberties for

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

with time-tested values of honor, courage, and commitment that

provide the foundation for personal success in any endeavor.

These values serve as a moral compass as we return to further

education or to join the workforce, and these values will make us

leaders in our universities, workplaces, and communities.

Marines leaving active duty are our ambassadors and advocates

woven throughout the fabric of America. If the Marine Corps has

done its job and the Marine has embraced it completely, the trans-

formation of a Marine will remain central in defining his or her

life. The success of the full transformation experience is evident

through such experiences as reunions, various Marine Corps fra-

ternal organizations, and the heartfelt and mutually understood

semper fidelis. We all are tremendously proud: we adorn our

vehicles with Marine Corps stickers; wear the eagle, globe and

anchor; pause wherever we are on 10 November to celebrate and

MCRP 6-11D

7-4

remember; and jump with exuberant willingness at the chance to

share our sea stories and history with others. Eventually, such

enthusiasm reaches the eyes and ears of a young person thinking

about becoming a Marine, making the cycle of transformation

both complete and starting anew.

A positive transformation cycle will help us live up to the respon-

sibility of returning better citizens to the Nation. By instilling the

values that we have always held true, we develop Marines who

are capable of being solid and contributing citizens.

Chapter 8

Critical Factors

Affecting Sustainment

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

wherein several opportunities exist for reinforcement or disillu-

sionment. These opportunities will influence their decisions at a

number of decision points, such as their impressions of the check-

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

NCO in charge, and the chain of command. They may ask them-

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

will be one of two paths: they will either become “self-sustain-

ing,” headed toward successful enlistments and aiding others in

sustainment, or they will become “at-risk,” headed for first-term,

nonexpiration of active service attrition.

MCRP 6-11D

8-2

OBSTACLE REDUCTION

The commander is responsible for creating a climate that allows

junior leaders to effectively apply Marine Corps leadership prin-

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

observe the unit and they quickly assess the actions and practices

of their leaders and their peers. Experience has taught us that if a

Marine feels there are too many obstacles to allow him/her to

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

obstacles and foster esprit de corps.

Marines take pride in being able to meet challenges and achieve

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

obstacle, recognize and accept the constraints, and find a work-

able solution. Accepting the constraints is a key factor. All units

encounter the reality of operational tempo and personnel short-

falls; limits of time, money, personnel, and other external influ-

ences will always exist. Accepting these realities as constraints,

instead of obstacles, enables a leader to focus on the actual obsta-

cle at hand. Once obstacles are properly identified, a command

can begin to identify means to overcome them.

STRONG LEADERSHIP

Marine Corps history is replete with examples of Marines who

have overcome great odds to achieve success. These success sto-

ries have a common feature: initiative and ingenuity exercised by

leaders at all levels. Our ability to overcome obstacles to sustaining

Sustaining the Transformation

8-3

the transformation depends on leaders who can use leadership

principles to reduce obstacles.

Our junior leaders determine the obstacles on which a command

focuses. Our small-unit leaders conduct the tasks, complete the

missions, and ensure unit effectiveness for the command. Their

influence and impact on their subordinates’ growth as future lead-

ers determine a unit’s success in sustaining the transformation.

Our small-unit leaders, the “strategic corporals,” should be the

Corps’ primary focus to ensure success both on and off the battle-

field. To develop and employ effective junior leaders and small-

unit leaders, our efforts must go beyond training to attain tactical

and technical proficiency. As leaders, we must also focus on

imparting leadership traits—often remembered as JJ DID TIE

BUCKLE—to our Marines:

 Justice. Giving reward and punishment according to merits of

the case in question. It is also the ability to administer a sys-

tem of rewards and punishments impartially and consistently.

 Judgment. The ability to weigh facts and possible solutions on

which to base sound decisions.

 Dependability. The certainty of proper performance of duty.

 Initiative. Taking action in the absence of orders.

 Decisiveness. Ability to make decisions promptly and to

announce them in a clear, forceful manner.

 Tact. The ability to deal with others without creating offense.

 Integrity. Uprightness of character and soundness of moral

principles. Integrity includes the qualities of truthfulness and

honesty.

MCRP 6-11D

8-4

 Enthusiasm. The display of sincere interest and exuberance in

the performance of duty.

 Bearing. Creating a favorable impression in carriage, appear-

ance, and personal conduct at all times.

 Unselfishness. Avoidance of providing for one’s own comfort

and personal advancement at the expense of others.

 Courage. The mental quality that recognizes fear of danger or

criticism, but enables a Marine to proceed in the face of it with

calmness and firmness.

 Knowledge. The range of one’s information, including profes-

sional knowledge and an understanding of your Marines.

 Loyalty. The quality of faithfulness to a Marine’s Country,

Corps, unit, seniors, subordinates, and peers.

 Endurance. The mental and physical stamina measured by the

ability to withstand pain, fatigue, stress, and hardship.

With leadership as a focus, we can begin to examine how we

can better prepare our young Marines to overcome obstacles. As

discussed in the following subparagraphs, to sustain the trans-

formation and create effective units, we must rely on a com-

mand’s ability to emphasize and reinforce the tried and true

principles of leadership.

Be Technically and Tactically Proficient

A technically and tactically proficient Marine knows his/her job

thoroughly and possesses a wide field of knowledge. Before you

can lead, you must be able to do the job. Tactical and technical

Sustaining the Transformation

8-5

competence can be learned from books and from on-the-job

training. To develop this leadership principle of being techni-

cally and tactically proficient—

 Know what is expected of you then expend time and energy

on becoming proficient at those things.

 Form an attitude early on of seeking to learn more than is nec-

essary.

 Observe and study the actions of capable leaders.

 Spend time with those people who are recognized as techni-

cally and tactically proficient at those things.

 Prepare yourself for the job of the leader at the next higher

rank.

 Seek feedback from superiors, peers, and subordinates.

Know Yourself and Seek Self-Improvement

This principle of leadership should be developed by the use of lead-

ership traits. Evaluate yourself by using the leadership traits and

determine your strengths and weaknesses. You can improve your-

self in many ways. To develop the techniques of this principle—

 Make an honest evaluation of yourself to determine your

strong and weak personal qualities.

 Seek the honest opinions of your friends or superiors.

 Learn by studying the causes for the success and failures of

others.

 Develop a genuine interest in people.

MCRP 6-11D

8-6

 Master the art of effective writing and speech.

 Have a definite plan to achieve your goals.

Know Your Marines and Look Out for Their Welfare

This is one of the most important of the leadership principles. A

leader must make a conscientious effort to observe Marines and

how they react to different situations. A Marine who is nervous

and lacks self-confidence should never be put in a situation that

requires an important decision. This knowledge will enable you

as the leader to determine when close supervision is required. To

put this principle in to practice successfully you should—

 Put your Marines welfare before your own.

 Be approachable.

 Encourage individual development.

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

unit members think.

 Ensure fair and equal distribution of rewards.

 Provide sufficient recreational time and insist on participation.

Keep Your Marines Informed

Marines by nature are inquisitive. To promote efficiency and

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

happenings and give reasons why things are to be done. This is

accomplished only if time and security permits. Informing your

Marines of the situation makes them feel that they are a part of

Sustaining the Transformation

8-7

the team and not just a cog in a wheel. Informed Marines perform

better. The key to giving out information is to be sure that the

Marines have enough information to do their job intelligently and

to inspire their initiative, enthusiasm, loyalty, and convictions.

Techniques to apply this principle include the following:

 Explain why tasks must be done and the plan to accomplish a

task whenever possible.

 Be alert to detect the spread of rumors. Stop rumors by replac-

ing them with the truth.

 Build morale and esprit de corps by publicizing information

concerning successes of your unit.

 Keep your unit informed about current legislation and regu-

lations affecting their pay, promotion, privileges, and other

benefits.

Set the Example

A leader who shows professional competence, courage, and

integrity sets high personal standards for himself/herself before

he/she can rightfully demand it from others. Your appearance,

attitude, physical fitness, and personal example are all on display

daily for the Marines and Sailors in your unit. Remember, your

Marines and Sailors reflect your image! Techniques for setting

the example are to—

 Show your subordinates that you are willing to do the same

things you ask them to do.

 Maintain an optimistic outlook.

MCRP 6-11D

8-8

 Conduct yourself so that your personal habits are not open to

criticism.

 Avoid showing favoritism to any subordinate.

 Delegate authority and avoid over supervision in order to

develop leadership among subordinates.

 Teach leadership by example.

Ensure Assigned Tasks are

Understood, Supervised, and Accomplished

Leaders must give clear, concise orders that cannot be misunder-

stood, and then closely supervise to ensure that these orders are

properly executed. Before you can expect your Marines to per-

form, they must know what is expected of them. The most

important part of this principle is the accomplishment of the mis-

sion. In order to develop this principle—

 Issue every order as if it were your own.

 Use the established chain of command.

 Encourage subordinates to ask questions concerning any point

in your orders or directives they do not understand.

 Question subordinates to determine if there is any doubt or

misunderstanding in regard to the task to be accomplished.

 Supervise the execution of your orders.

 Exercise care and thought in supervision; over supervision

will hurt initiative and create resentment, while under supervi-

sion will not get the job done.

Sustaining the Transformation

8-9

Train Your Marines as a Team

Teamwork is the key to successful operations and is essential

from the smallest unit to the entire Marine Corps. As a leader, you

must insist on teamwork from your Marines. Train, play, and

operate as a team. Be sure that each Marine knows his/her posi-

tion and responsibilities within the team framework. To develop

the techniques of this principle—

 Stay sharp by continuously studying and training.

 Encourage unit participation in recreational and military

events.

 Do not publicly blame an individual for the team’s failure or

praise just an individual for the team’s success.

 Ensure that training is meaningful, and that the purpose is

clear to all members of the command.

 Train your team based on realistic conditions.

 Insist that every person understands the functions of the other

members of the team and the function of the team as part of

the unit.

Make Sound and Timely Decisions

The leader must be able to rapidly estimate a situation and make a

sound decision based on that estimation. Hesitation or a reluctance

to make a decision leads subordinates to lose confidence in your

abilities as a leader. Loss of confidence in turn creates confusion

MCRP 6-11D

8-10

and hesitation within the unit. Techniques to develop this principle

include the following:

 Develop a logical and orderly thought process by practicing

objective estimates of the situation.

 Plan for every possible event that can reasonably be foreseen

when time and situation permit.

 Consider the advice and suggestions of your subordinates

before making decisions.

 Consider the effects of your decisions on all members of your

unit.

Develop a Sense of Responsibility Among Your Subordinates

Another way to show your Marines you are interested in their

welfare is to give them the opportunity for professional develop-

ment. Assigning tasks and delegating authority promotes mutual

confidence and respect between leader and subordinates. It also

encourages subordinates to exercise initiative and to give whole-

hearted cooperation in accomplishment of unit tasks. When you

properly delegate authority, you demonstrate faith in your

Marines and increase authority, and you increase their desire for

greater responsibilities. To develop this principle—

 Operate through the chain of command.

 Provide clear, well thought out directions.

 Give your subordinates frequent opportunities to perform

duties normally performed by senior personnel.

Sustaining the Transformation

8-11

 Be quick to recognize your subordinates’ accomplishments

when they demonstrate initiative and resourcefulness.

 Correct errors in judgment and initiative in a way that will

encourage the individual to try harder.

 Give advice and assistance freely when your subordinates

request it.

 Resist the urge to micromanage.

 Be prompt and fair in backing subordinates.

 Accept responsibility willingly and insist that your subordi-

nates live by the same standard.

Employ Your Command in Accordance with its Capabilities

A leader must have a thorough knowledge of the tactical and

technical capabilities of the command. Successful completion of

a task depends upon how well you know your unit’s capabilities.

If the task assigned is one that your unit has not been trained to

do, failure is very likely to occur. Failures lower your unit’s

morale and self-esteem. Seek out challenging tasks for your unit,

but be sure that your unit is prepared for and has the ability to

successfully complete the mission. Techniques for development

of this principle include the following:

 Avoid volunteering your unit for tasks that are beyond their

capabilities.

 Be sure that tasks assigned to subordinates are reasonable.

 Assign tasks equally among your subordinates.

 Use the full capabilities of your unit before requesting assis-

tance.

MCRP 6-11D

8-12

Seek Responsibility and Take Responsibility for Your Actions

For professional development, you must actively seek out chal-

lenging assignments. You must use initiative and sound judgment

when trying to accomplish jobs that are required by your grade.

Seeking responsibilities also means that you take responsibility

for your actions. Regardless of the actions of your subordinates,

the responsibility for decisions and their application falls on you.

Techniques in developing this principle include the following:

 Learn the duties of your immediate senior, and be prepared to

accept the responsibilities of these duties.

 Seek a variety of leadership positions that will give you expe-

rience in accepting responsibility in different fields.

 Take every opportunity that offers increased responsibility.

 Perform every task, no matter whether it is classified or seem-

ingly trivial, to the best of your ability.

 Stand up for what you think is right. Have courage in your

convictions.

 Carefully evaluate a subordinate’s failure before taking action

against that subordinate.

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

actions you believe your senior would direct you to perform if

present.

Everyone in the Corps either knows or remembers some of these

principles, but many do not consistently and universally apply

them. Obstacles to sustainment are obstacles to the application of

our leadership principles.

Sustaining the Transformation

8-13

Interacting with Schools

The benefits of interaction between commands and schools can-

not be understated. Any effort commands can make toward eas-

ing the transition from schools to units will better prepare

Marines to meet upcoming challenges.

Attending Unit-Level Corporal Courses

Upon promotion to corporal, some Marines understand their new

grade and responsibilities by their observations of the corporals

with whom they have served. Commands have an opportunity

and responsibility to develop NCOs as leaders to ensure they are

prepared to take on leadership challenges. Many units have

implemented a 2-day corporal’s course conducted by the com-

mand’s staff NCOs. Though the course can be tailored to the

unit’s requirements, guidance in such areas as professional rela-

tions with subordinates, the NCO’s role in sustaining the transfor-

mation, counseling, core values, mentoring, and applying

leadership principles provide a sound starting point. This course

must emphasize to newly promoted corporals that promotion to

their new grade not only places them in charge of those in their

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

Encouraging Professional Military Education

Enlisted professional military education is another tool provided

by the Corps to develop Marine leaders. While not mandatory for

promotion, the long-term benefits of formal education for

Marines and their unit outweigh the short-term loss of the indi-

vidual at the unit.

MCRP 6-11D

8-14

Briefing New Joins

A new join briefing is an opportunity for the command to wel-

come aboard its new Marines and to provide some insight into the

unit itself. Understanding the origin of unit traditions and history

can initiate a sense of belonging and unit pride. This briefing

should also ensure that Marines have a clear understanding of

their new chain of command and how subordinate units fit within

senior units.

Maintaining Bachelor Enlisted Quarters

The Commandant’s bachelor enlisted quarters campaign plan is

dedicated to providing Marines with living conditions that allow

them to continue to develop as Marines. Marines’ quarters should

also foster unit integrity. Every quarters of our Marines are

expected to be supervised with engaged leadership. There is clear

policy outlining what is expected, but the end result must be quar-

ters where every Marine feels safe. Supportive and engaged lead-

ership also ensures reasonable health and comfort standards are

being met.

Providing Mentors

A Marine’s attitudes, ethics, and traits frequently conform to

those displayed by the role models provided by their unit. Com-

manders should ensure that the unit provides positive, quality

mentors. Mentorship is voluntary but every Marine should look

for opportunities to help another Marine attain his/her future

goals, both in or out of the Corps.

Sustaining the Transformation

8-15

Educating Leaders

Recent changes to recruit training and the SOI have led to many

misconceptions, one being that training is not as good or as tough

as it used to be. These misconceptions cause negative attitudes

and lowered expectations. To dispel these misconceptions, former

drill instructors and recruiters in the command can provide cur-

rent and accurate information. Accurate information enables

Marines to recognize that while the training has changed and new

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

still make Marines.

MCRP 6-11D

8-16

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Glossary

Acronyms

MOS . . . . . . . . . . . . . . . . . . . . . . .military occupational specialty

NCO . . . . . . . . . . . . . . . . . . . . . . . . . . . noncommissioned officer

PFC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .private first class

SOI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .School of Infantry

US . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .United States

Terms and Definitions

cohesion—The intense bond developed among Marines in a unit,

resulting in absolute trust, subordination of self, understanding of

the unit’s collective actions, and the importance of teamwork,

resulting in increased combat power. (It is the third phase of

transformation.) (This term and definition are for the purpose of

this Marine Corps reference publication only.)

horizontal cohesion—The horizontal bonding (also known as

peer bonding) that builds on a sense of trust and familiarity

among individuals of the same rank or position. (This term and

definition are for the purpose of this Marine Corps reference pub-

lication only.)

sustainment—Sustainment is the responsibility of unit leaders

to maintain and build upon the values and warrior spirit built by

MCRP 6-11D

Glossary-2

formal schools and entry-level training. The fourth and most

critical phase of both the transformation and the Marine Corps

Values Program. (This term and definition are for the purpose of

this Marine Corps reference publication only.)

transformation—An ongoing process that begins with prospec-

tive enlisted’s first contact with a Marine recruiter and continues

throughout the Marine’s entire life. Transformation has five

phases: recruiting, recruit training, cohesion, sustainment, and

citizenship. (This term and definition are for the purpose of this

Marine Corps reference publication only.)

vertical cohesion—A dimension of cohesion between subordi-

nate and senior that develops from mutual trust and unity. (This

term and definition are for the purpose of this Marine Corps refer-

ence publication only.)

References

Robert Debs Heinl, Jr., Colonel, USMC, Retired, Dictionary of

Military and Naval Quotations (Annapolis, MD: United States

Naval Institute, 1966).

Krulak, General Victor H. First to Fight: An Inside View of the

U.S. Marine Corps (Annapolis, MD: Naval Institute Press, 1984).

MCRP 6-11D

References-2

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