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***In need of an initial post of at least 150 words for both.***1. From where or what do we (the Marine Corps) draw our inspiration for unit or individual performance goals?2.How does your competence affect your ability to influence your Marines?Students must individually address the assigned IFC’s, through college level succinct and insightful paragraphs. Initial responses should be between 150-250 words. They must then individually comment – reply – to at least one fellow student’s post for each of the two remaining issues from the other group’s initial responses. The faculty grades the student’s contribution for all posts: the initial responses and the replies to their fellow students’ responses.Remember, these are college-level postings. Pay attention to grammar, punctuation, spelling, etc. The post or response need to explore BOTH sides of the issue, especially the “yes or no” or “why or why not” type of questions. Feel free to introduce new material on the subject you found in your own research.






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The following read is taken from Marine Corps Order 1500.61, Marine Leader Development,
dated 28 Jul 2017.
1. Situation
a. While a formalized, structured approach to mentoring is no longer prescribed, mentoring
remains an important component of developing Marines and is addressed in this Order along
with teaching, coaching, and counseling.
b. The Marine Corps makes Marines, wins battles, and ultimately returns quality citizens
back to society. This Order builds on that foundation by addressing key elements in the
development of Marines necessary for them to succeed in their units and in life. This Order also
supports the objective of Marine Corps leadership as stated in the Marine Corps Manual
(reference (a)): “to develop the leadership qualities of Marines to enable them to assume
progressively greater responsibilities to the Marine Corps and Society.”
c. The process of making Marines begins at entry-level training. This is a life-changing,
transformative event which is sustained at follow-on schools and in successive units by leaders
who are devoted to developing the next generation of Marines. While resources and methods
vary over time and must be adapted to the individual and the environment, the spirit in which
leaders prepare Marines and Sailors for future challenges was captured by our 13th
Commandant, General John A. Lejeune, when he compared the senior/subordinate relationship
to that of a teacher and scholar, or a parent and child (Encl (1)).
d. Our commitment to developing Marines is closely linked to our warfighting philosophy
(reference (b)). Maneuver warfare places a high priority on decentralized execution and
exploiting opportunities in the absence of explicit orders. This method of warfighting demands
leaders of high moral character and professional competence who are not just technically and
tactically proficient but who earn and breed trust among subordinates. These leaders in turn form
the foundation of effective warfighting units characterized by mutual understanding, implicit
communication, and esprit de corps.
2. Cancellation. NAVMC DIR 1500.58 and MCO 1500.58.
3. Mission. Marine leaders, relying on timeless principles of good leadership and the guidelines
set forth in this Order, develop Marines and Sailors in order to sustain the transformation, help
them achieve their full potential, and prepare them for long-term personal and professional
4. Execution
a. Commander’s Intent and Concept of Operations
(1) Commander’s Intent
(a) Purpose. To provide a common framework and practical tools to assist leaders
in developing all Marines and Sailors to achieve their full potential and be successful.
(b) Endstate. Leaders have set conditions for all Marines to succeed, personally and
professionally. Leaders have established a culture where ongoing and regular interaction and
feedback assist Marines in their individual development. Marines understand, embrace, and live
our core values both on-duty and off-duty and are prepared to assume progressively greater
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leadership responsibilities.
(2) Concept of Operations
(a) Effective leaders take a holistic approach to developing subordinates. Leaders
model behaviors consistent with our core values and serve as teachers and coaches. They
instruct, encourage and demonstrate a vested interest in the success of those they lead.
Leadership is a privilege and it is imperative that leaders pass on their knowledge and experience
to those they serve. The most effective leaders never miss a chance to teach and coach,
approaching every interaction as an opportunity.
(b) The development of Marines and Sailors is a deliberate process, driven by
commanders and leaders, and includes all Marines and Sailors. Regular teaching, coaching,
counseling, and mentoring between Marine leaders and subordinates is vital. Some counseling
requirements are mandatory. Reference (f) directs that an initial counseling take place between
Reporting Seniors (RS) and Marines Reported On (MRO) and reference (g) prescribes
proficiency and conduct counseling at regular intervals. However, it is also important that leaders
be alert to important events and milestones in the lives of Marines which naturally present
opportunities to teach and coach. Examples include: becoming eligible for promotion or
reenlistment, the birth of a child, a permanent change of station (PCS) move, buying a first car or
house, selection to a resident school, or special training, etc. These events present opportunities
for leaders to pass along perspective, wisdom, and encouragement.
(c) As Marines, our approach to leadership means being aware of and involved in
the lives of those we lead. Effective and engaged leaders do this not to be intrusive but because
they care and because they understand there is no other way to look after the total welfare and
development of their subordinates. Unlike any other organization, we expect our leaders to have
knowledge of all aspects of the lives of their Marines and Sailors, from the names and ages of
their children to their educational and fitness goals, and to their living conditions, both on and off
base. We cannot develop Marines to their fullest potential without truly knowing about them as
individuals. We must know their past, their present situation, and their future goals.
(d) Functional Areas of Marine Leader Development. The following six functional
areas of leader development provide a comprehensive framework to focus training and
coaching/counseling sessions. The Marine Leader Development website: contains a more detailed description of each functional area and
supporting resources.
1. Fidelity. Faithfulness to one another, our Corps, and the Nation. It is
expressed through our motto, “Semper Fidelis,” meaning “Always Faithful,” as well as our core
values, leadership traits and principles, heritage, and high standards of ethical conduct.
2. Fighter. The cumulative skill-sets and knowledge that make Marines wellrounded warriors. This addresses Professional Military Education (PME), as well as the
classifications of duties, such as Military Occupational Specialty (MOS)/Navy Enlisted Code
(NEC)/Navy Officer Billet Classification (NOBC), and corresponding standards of performance,
interpersonal communication skills, and on and off-duty education. This area also helps focus
training of both individuals and the team.
3. Fitness. Physical, mental, spiritual, and social health and well-being.
Ensuring holistic well-being boosts morale, cohesiveness, and resiliency – enabling Marines to
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execute the toughest challenges and recuperate in shorter time.
4. Family. The bedrock, fundamental social relationships from which Marines
draw strength, and cumulatively make a stronger Corps. The challenges of military life require
families to be resilient like the Marines they support.
5. Finances. The disciplined practice of personal financial responsibility.
Marines and Sailors who are financially responsible mitigate stress and are better prepared for
deployments, family changes, big financial decisions (e.g., buying a home of vehicle), and
transition to civilian life.
6. Future. The practice of setting and accomplishing goals in all of the other
five functional areas of leader development. Goal-setting maximizes the likelihood of personal
and professional success, which carries through to civilian life.
b. Tasks
(1) Commanding Officers (Lieutenant Colonel and above) (Main Effort)
(a) In accordance with the references and the guidance contained in this Order,
deliberately integrate the six functional areas of Marine Leader Development into operations,
training, and unit activities. Examples of unit best practices and unit leader development orders
can be found on the Marine Leader Development website.
(b) Ensure leaders at all levels are afforded the necessary time and resources to
effectively coach and counsel their subordinates. Further guidance on required and recommended
occasions are provided in paragraph 4.c. of this Order.
(c) Instruct junior leaders in the use of supporting tools to assist them in leading
and developing Marines (e.g., purpose and content of Marine Leader notebooks, six functional
area Discussion Guides, example coaching/counseling forms, leadership assessments, MOS
Roadmaps, etc).
(d) Share Marine Leader Development initiatives, lessons learned, and best
practices with higher, adjacent, and subordinate commands and with the Lejeune Leadership
Institute. The Marine Leader Development website will serve as a repository for the most up-todate tools and resources across the Marine Corps.
(e) Regardless of rank, identify, assign, and recognize personnel within the
command who have subject matter expertise (SME) in the six functional leader development
areas that may be beneficial across the command (e.g., command financial counselor, Chaplain,
Family Readiness Officer, Force Fitness Instructor, etc.)
(2) Commanding General, Marine Corps Combat Development Command (CG
MCCDC). Develop, catalog, and make available training and educational resources that can be
used by Marine leaders to develop themselves and subordinates in the six functional leader
development areas.
(3) Deputy Commandant, Manpower and Reserve Affairs (DC MRA). Support CG
MCCDC by developing and making available resources in the six functional leader development
areas that can be used by unit commanders and individual Marines to develop themselves and
support their families.
c. Coordinating Instructions
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(1) Terms
(a) Teaching. Teaching is the process of imparting knowledge from one with
experience or expertise, to one without the same level of experience or expertise. For Marine
leaders, teaching is a continuing action.
(b) Coaching. Coaching is closely related to teaching. It is the process of both
encouraging and demanding output. Coaching focuses on both individual and team success.
Successful coaching draws greater performance from individuals and teams than they might
realize they possess. All coaches are teachers. Good leaders are coaching every day. Good
coaches welcome questions and feedback. Coaching and counseling are complementary actions.
Coaching provides encouragement to succeed in stated goals. It is forward-looking. The best
leaders coach every day and counsel as required. For Marine leaders, coaching is a continuing
(c) Counseling. Counseling is the mechanism Marine leaders use to provide
feedback on performance. Too often, Marines and leaders view counseling in a negative light.
Done effectively, counseling can be either positive or negative and depends on the specific
circumstances of performance. It is the process of two-way communication between senior and
junior to help achieve or maintain the highest possible level of performance. Counseling allows
the senior to identify both areas of excellence and deficiency. It also allows the junior the
opportunity to ask questions and seek guidance in order to improve. Counseling primarily
focuses on actions that have already occurred. Within counseling, teaching and coaching can
(d) Mentoring. Mentoring is a voluntary relationship between two individuals and
should not be directed or forced. One individual has experience and knowledge and is seeking to
guide another whose development they have taken interest in. The other individual seeks to
learn, gain experience, and model his or her development after the person providing guidance.
Mentoring happens most effectively when two individuals find commonality and although it is
not limited to the chain of command, the initial relationship between leader and led should
contain an element of mentoring. Most leaders naturally mentor others. In a mentoring
relationship, teaching, coaching, and counseling usually occur.
(2) Occasions. Baseline counseling requirements set forth in this Order and associated
references include establishment of RS and MRO relationship; issuance of a fitness report;
assignment of proficiency and conduct markings; eligibility for promotion; joining a new unit;
PCS; assignment to Force Preservation; and major changes in billet responsibilities. These
occasions serve as the minimum requirement, are not all-inclusive, and should be balanced
against significant events and milestone that occur throughout a Marine’s career and life.
(3) Assessments. Commanders and leaders are encouraged to continually assess the
effectiveness of leader development efforts. Methods for assessment include the CMC Command
Climate Survey, unit inspections, and focus groups. The Marine Leader Development website
contains examples of assessment best practices.
(4) Best Practices. Commanders and leaders are encouraged to share best practices
within the chain of command, laterally among fellow leaders and units, and across the institution
via feedback to Marine Corps University. The Lejeune Leadership Institute will serve as the
repository for lessons learned and best practices and will provide a mechanism for distribution
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across the Total Force. Submissions are encouraged not only by units, but by individuals as well.
5. Administration and Logistics
a. Resources. The Marine Leader Development website organizes a wealth of web-based
resources and leadership best practices throughout the Marine Corps. References (g) through (l)
are excellent resources in the areas of Marine Corps leadership and leadership development.
Additional resources are also available at most bases and stations, and most importantly among
those in units who possess the experience, character and passion to develop fellow Marines and
b. Documentation and Records Management
(1) This Order does not specify the use of certain forms or formats, but leaders are
expected to keep notes and records that enable them to better develop their subordinates. Use of
tools such as Marine Leader Notebooks are not meant to just document (i.e., “paper drill” or
“check the block”), but rather to help leaders maintain a record of goals, progress, and
information related to a Marine’s personal and professional development that, in turn, leads to
more meaningful coaching and counseling.
(2) Records created as a result of this Order shall be managed according to National
Archives and Records Administration approved dispositions per reference (m) to ensure proper
maintenance, use, accessibility and preservation, regardless of format or medium.
c. Privacy Act. Any misuse or unauthorized disclosure of Personally Identifiable
Information (PII) may result in both civil and criminal penalties. The DON recognizes that the
privacy of an individual is a personal and fundamental right that shall be respected and protected.
The DON’s need to collect, use, maintain, or disseminate PII about individuals for purposes of
discharging its statutory responsibilities will be balanced against the individuals’ right to be
protected against unwarranted invasion of privacy. All collection, use, maintenance, or
dissemination of PII will be in accordance with the Privacy Act of 1974, as amended (reference
(n)) and implemented per reference (o).
d. Support. Support is available from:
(1) The Lejeune Leadership Institute. Website:
(2) Commercial phone: (703) 432-4688.
6. Command and Signal
a. Command. This Order is applicable to the Marine Corps Total Force.
b. Signal. This Order is effective the date signed.
Robert B. Neller
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United States Marine Corps
Lejeune Leadership Institute
LtGen John A. Lejeune:
Relations between Officers and Men
Marine Corps Order No. 29 (Relations Between Officers and Men
[and Women])
Major General John A Lejeune, USMC
Commandant of the Marine Corps
14 August 1920
Young Marines respond quickly and readily to the exhibition of qualities of leadership on the
part of their officers. Each officer must endeavor by all means in his power to develop within
himself those qualities of leadership, including industry, justice, self-control, unselfishness,
honor, and courage, which will fit him to be a real leader of men and which will aid in
establishing the relationship described below.
The spirit of comradeship and brotherhood in arms which has traditionally existed throughout the
ranks of the Marine Corps is a vital characteristic of the Corps. It must be fostered and kept alive
and made the moving force in all Marine Corps organizations.
The relation between officers and enlisted men should in no sense be that of superior and inferior
nor that of master and servant, but rather that of teacher and scholar. In fact, it should partake of
the nature of the relation between father and son, to the extent that officers, especially
commanders, are responsible for the physical, mental, and moral welfare, as well as the
discipline and military training of the men under their command who are serving the Nation in
the Marine Corps.
The recognition of this responsibility on the part of officers is vital to the well-being of the
Marine Corps. It is especially so for the reason that so large a proportion of the men enlisting are
under 21 years of age. These men are in the formative period of their lives and officers owe it to
them, to their parents, and to the Nation, that when discharged from the service they should be
far better men physically, mentally, and morally than they were when they enlisted.
To accomplish this task successfully a constant effort must be made by all officers to fill each
day with useful and interesting instructions and wholesome recreation for the men. This effort
must be intelligent and not perfunctory, the object being not only to eliminate idleness, but to
train and cultivate the bodies, the minds, and the spirit of our men.
It will be necessary for officers not only to devote their close attention to the many questions
affecting the comfort, health, morals, religious guidance, military training, and discipline of the
men under their command, but also to actively enlist the interest of their men in building up and
maintaining their bodies in the finest physical condition; to encourage them to improve their
professional knowledge and to make every effort by means of historical, educational, and
patriotic addresses to cultivate in their hearts a deep abiding love of the Corps and Country. The
provisions of the above apply generally to the relationships of non-commissioned officers with
their subordinates and apply specifically to non-commissioned officers who may be exercising
command authority.
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This read was extracted from the obsolete publication, MCRP 6-11D, 28 June 1999, Sustaining
the Transformation. It is intended to provide the student with a better understanding of
Today, we are making the Marines of tomorrow, who will face the future battlefield and win;
we are transforming our young Americans into Marines.
Why the Transformation
The first reason for the transformation was that we saw a change in the operating environment
in which our Marines would be employed and we needed to prepare our young Marines for
future battles. Decentralized operations, advanced technology, increasing weapons lethality,
asymmetric threats, the mixing of combatants and noncombatants, and urban combat will be
the way we fight vice the exception in the 21st century. To succeed in a changing operating
environment, our Marines must be good decision- makers. They must be trained to the highest
standard. They must be self-confident. They must have absolute faith in the members of their
unit. This is why we have instituted the Marine Corps Values Program for all Marines, and
why we have enhanced the way we transform America’s sons and daughters into United
States Marines. We must ensure that our newest Marines fully un …
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