Combat Techniques

MCI 8204

MARINE CORPS INSTITUTE STAFF NONCOMMISSIONED OFFICERS ADVANCED DISTANCE EDUCATION PROGRAM

COMBAT TECHNIQUES MARINE BARRACKS WASHINGTON, DC

COMBAT TECHNIQUES (8204) Course Introduction

Scope

An outstanding gunnery sergeant should be able to train and advise Marines on a vast variety of subjects. Gunnery sergeants must be technically and tactically proficient in many areas to accomplish this responsibility. This course covers many techniques that will enhance your ability to assist junior Marines in their quest to be better Marine combat leaders. Combat Techniques is merely a starting point for what a gunnery sergeant needs to know to lead Marines into combat.

Table of Contents

This course contains the following study units: Study Unit -1 2 3 4 --

Estimated Study Time

Title Course Introduction Developing Techniques Combat Leadership Techniques The Offense The Defense Review Lesson Exercise

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

You will spend about 9 hours, 45 minutes completing this course. This includes the time to study the text, complete the exercises, and take the final exam. Continued on next page

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Course Introduction

Course Introduction, Continued

Reserve Retirement Credits

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

Summary

The all important gateways to successfully complete this course are summarized in the table below: Step 1 2 3

When you… Enroll in the program Complete the self-paced text Pass the final examination

Then you will… Receive your program material. Arrange to take the final examination. Receive a course completion certificate.

Note: For more information, refer to the Program Introduction.

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Course Introduction

STUDY UNIT 1 DEVELOPING TECHNIQUES Overview

Estimated Study Time

1 hour, 10 minutes

Unit Scope

All tactical situations are unique. The solution used in one situation may not work in another. This study unit is designed to teach you how to develop techniques flexible enough to allow you to master unique situations used in combat.

Learning Objectives

After completing this study unit, you should be able to • Describe the historical perspectives of combat techniques. • Identify dangers and pitfalls involved with developing techniques. • Identify the teaching techniques used to train your unit.

In This Study Unit

This study unit contains the following lessons: Topic Lesson 1 A Historical Perspective on Techniques Lesson 2 Dangers and Pitfalls Lesson 3 Teaching Techniques

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Study Unit 1

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Study Unit 1

LESSON 1 A HISTORICAL PERSPECTIVE ON TECHNIQUES Introduction Estimated Study Time

15 minutes

Lesson Scope

This lesson discusses several trends in warfare that have emerged since the 18th century and the driving factors behind those trends. This lesson also focuses on the four major influences of techniques in warfare.

Learning Objectives

After completing this lesson, you should be able to

In This Lesson

•

State three important trends in techniques since the 18th century.

•

State the driving factors behind these trends.

•

State the four major influences on techniques.

This lesson contains the following topics: Topic Introduction Trends Since the 18th Century Driving Factors Major Influences Lesson 1 Exercise

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Study Unit 1, Lesson 1

Trends Since the 18th Century

Definition of Technique

A technique is a means by which to transform a tactical decision into action. Example: Assume you face an enemy that is aggressive to the point of rashness. You decide to exploit this weakness by drawing the enemy into a trap. After considering the peculiarities of the terrain, the troops, the weapons available to you, and what you know about the enemy, you decide to set a trap in the form of an L-shaped ambush. The particular form of ambush you choose is the technique you will use to execute your decision.

Important Trends

Techniques are as old as warfare itself. From the 18th century onward, three important trends have emerged: • Techniques have ever-shorter “lives”—techniques change more often, especially in wartime. • Battalion and smaller units must master an ever-increasing range of techniques. • The ranks that develop new and innovative techniques are more and more junior.

18th Century Example

In the 18th century, a successful battlefield technique was called “forming a square.” When an infantry unit was threatened with an attack by cavalry, it defended itself by forming a square. Regardless of what side of the square the cavalry attacked, the cavalry faced a solid wall of bayonets. Since horses are reluctant to impale themselves, the square remained an effective technique for nearly 200 years. Continued on next page

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Study Unit 1, Lesson 1

Trends Since the 18th Century, Continued

19th Century Example

By the 19th century, changes in weapons were becoming much more frequent than had been the case in the 18th century. As each side in a conflict devised new ways of using new weapons and as both sides came to realize the capabilities of their new weapons, techniques changed more rapidly. For example, in the Civil War at the Battle of Bull Run in 1861, both sides formed much as they would have in Napoleon’s time. However, by 1864, the defenders on the battlefield were often entrenching. The much longer range of the rifled musket, compared to the Napoleonic smooth bore, gave the defender a reason to protect himself from the enemy’s fire, which the attacker could not do. That advantage of the defender increased. By World War I, the trenches dominated the battlefield.

World War II Example

By World War II, the pace at which techniques changed had increased markedly. New weapons quickly created a demand for new techniques. Each side was constantly working to find ways to beat the enemy’s techniques. This meant the enemy had to change again. Armies often found themselves fighting in parts of the world for which they were not prepared. Differences in terrain and weather demanded new techniques. These changes still exist today.

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Study Unit 1, Lesson 1

Driving Factors

Primary Driving Factors

The driving factor behind each of these trends are listed in the table below: Trend Techniques have ever-shorter lives.

Driving Factor The increasing pace of technological change •

In the 18th century, a basic battlefield technique might last 100 years or more.

•

By the 19th century, weapons began to change more rapidly.

•

Battalion and smaller units must master an ever-increasing range of techniques.

The ranks that develop new and innovative techniques are more and more junior.

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Consequently, techniques for using weapons also changed more rapidly, which continues today. As the capabilities and versatility increase with these weapons— machineguns, mortars, SMAWs, AT-4s, SAWs, and grenade launchers—the missions also increase. Since today’s squad leader has many types of weapons in his or her squad—rifles, grenade launchers, and SAWs—he or she has many opportunities and is obligated to be innovative.

Study Unit 1, Lesson 1

Major Influences

Four Major Influences on Techniques

Had you been an NCO or a junior officer in the 18th century, the techniques you learned during military training would not have changed throughout your entire military service. Today, techniques change often. To devise changes in techniques, you must understand what influences a technique: • • • •

Weapons and Equipment

Weapons and equipment Terrain Tactics People

The infantry technique of maneuvering by fire teams is a good example of how introducing a particular type of weapon forces a change in techniques. Before the light machinegun, a relatively large number of rifle-armed infantrymen (eight or more) had to provide the “critical mass” of fire needed to suppress an enemy machinegun position. However, small unit leaders soon discovered that a smaller team of two to four infantrymen armed with a light machinegun could do the job just as well, yet provide the enemy with less of a target. That left the squad with enough men to maneuver close enough to wipe out the enemy’s machinegun position with hand grenades, rockets, and its light machinegun. Continued on next page

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Study Unit 1, Lesson 1

Major Influences, Continued

Terrain

Microterrain can have a very significant impact on techniques. For example, a wooded area may enable you to bring a squad up on the enemy’s flank undetected. A small gully may enable a fire team to get to the top of the hill before the enemy can see it. A very shallow depression, just inches deep, may permit a squad to crawl forward safely. Small unit leaders must have a keen appreciation for (terrain advantages and liabilities) the opportunities terrain can offer and how it can impact a technique.

Continued on next page

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Study Unit 1, Lesson 1

Major Influences, Continued

Tactics

Changes in tactical thought also bring changes in techniques. Eighteenth century line and column tactics would not survive on the modern battlefield. Advances in technology brought about changes in tactics, requiring changes in techniques also. In earlier times, fighting Marines used line and column (first generation) techniques such as “wheeling the line” and “deploying from column into line.” Fighting Marines today use “3rd generation” techniques like the three-element assault—for penetration—and the L-shaped ambush. These changes in techniques resulted from changes in tactics.

People

Successful use of techniques depends greatly on the quality of your troops. This includes their level of training, combat experience, morale, and cohesion. Each encounter offers the enemy a chance to learn about the way you fight. Depending upon how quickly the enemy learns, what works against him or her one time may not work the next.

Example

In the 1967 Six Day War, the Israelis discovered Egyptian infantry units would collapse when charged by Israeli tanks. Consequently, the Israeli tankers developed a standing operating procedure (SOP) to immediately assault, without fire support, all Egyptian infantry encountered. However, this SOP proved very costly for the Israelis during the 1973 October War because the Egyptian infantry had also learned from the 1967 war. For the 1973 war, the Egyptian infantry was well trained in anti-tank techniques and well equipped with anti-tank weapons.

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Study Unit 1, Lesson 1

Lesson 1 Exercise

Estimated Study Time

10 minutes

Directions

Complete exercise items 1 through 3 by performing the action required. Check your answers against those listed at the end of this lesson.

Item 1

Techniques are as old as warfare itself. Which of the following is one of three important trends that have emerged since the 18th century? a. Techniques have ever-longer “lives.” b. Battalion and smaller units must master a much smaller range of techniques. c. The ranks that develop new and innovative techniques are more and more junior. d. Techniques are smaller in scale than tactics.

Item 2

Which of the following is one of three primary driving factors behind the trends since the 18th century? a. The increasing pace of technological change. b. As weapons development leveled off, the techniques that a unit needed to master did too. c. The small range of weapons at the small unit level allows the rank at which techniques must be developed through innovation has remained at the senior level. d. The movement of populations from a rural to an urban environment.

Item 3

Which of the following is one of four major influences on techniques? a. b. c. d.

Senior leadership Weapons and equipment The Vietnam War Mass production Continued on next page

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Study Unit 1, Lesson 1 Exercise

Lesson 1 Exercise, Continued

Answers

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

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Answer c a b

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Study Unit 1, Lesson 1 Exercise

LESSON 2 DANGERS AND PITFALLS Introduction

Estimated Study Time

10 minutes

Lesson Scope

This lesson discusses the difficulties involved with developing techniques for warfare and some of the pitfalls that leaders find in their design.

Learning Objectives

After completing this lesson, you should be able to • Explain why some techniques work well in training and not in combat. • Describe the major pitfalls a leader may “fall into” when designing techniques.

In This Lesson

This lesson contains the following topics: Topic Introduction Difficulties in Developing Techniques Pitfalls in Developing Techniques Lesson 2 Exercise

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Study Unit 1, Lesson 2

Difficulties in Developing Techniques

Two Main Difficulties

There are two difficulties to consider when developing effective techniques for training: • •

Training limitations Pitfalls

Training Limitations

When conducting live-fire exercises, the best training can only approach, but effectively simulate the reality of combat. Training that includes smoke, noise, and confusion is valuable because these are all common on any battlefield.

Technical Problems

Since training is not the same as combat, you can easily develop techniques that work in training, but fail in combat. Sometimes, the problem is purely technical. Example: The problem with MILES equipment is that it fails to teach the value of suppressive fire in real combat. The MILES sensor “beep” that occurs from a near miss will not make you “hunker down” like a near miss from an enemy machinegun round. Using MILES equipment for training proves difficult to teach effective techniques for suppressing enemy fire while maneuvering.

Life or Death

Since you cannot effectively replicate death or fear of death in training, you can develop techniques that only work when death or fear is not present. Example: In training, you will often see a squad or platoon assaulting “on line” while in combat, many of the men in that squad or platoon would die. The survivors will not be very eager to obey the next time someone orders them to assault on line.

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Study Unit 1, Lesson 2

Pitfalls in Developing Techniques

Four Major Pitfalls

Because developing techniques is a creative activity, a leader can make an infinite number of possible mistakes. In fact, you can be sure that even the best techniques will contain any number of minor errors. However, there are four major pitfalls that you may encounter: • • • •

Lockstep Mentality

Lockstep mentality Obsolescence Complexity Patent solution

The lockstep mentality creates rigid procedures that interfere with being effective. Example: Teaching a Marine that there are three firing positions for the SMAW—standing, sitting, and prone—may undermine, rather than help his or her ability to use the weapon effectively. Marines may take that information at face value and refuse to use other more innovative firing positions, such as kneeling behind a wall or resting the SMAW against a support.

Obsolescence

Obsolescence is teaching techniques that are out-of-date. Example: The unnatural fondness that some Marines have for attacking “on line.” In an earlier age when the dominant infantry weapon was the rifle, this made a certain amount of sense. The squad was the basic fire unit and needed to advance as a whole if it was to maintain its ability to fire effective volleys and achieve both mass in assault while maintaining suppression. Although this technique became obsolete with the introduction of light machineguns during World War I, many Marines still insist that their subordinates practice it.

Complexity

Complexity is developing techniques that are so intricate that they just do not work in combat. The irony here is that it is often far more difficult to devise simple techniques instead of complicated ones. The solution is not to dilute complex techniques, but rather to keep searching for techniques that are inherently simple. Continued on next page

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Study Unit 1, Lesson 2

Pitfalls in Developing Techniques, Continued

Patent Solution

Patent solution is the search for the technique that will work in every situation. Example: The Japanese banzai attack in World War II—the Japanese tried to use it in every situation and it usually failed miserably. When they finally stopped using it on Iwo Jima, the Japanese became a much more dangerous opponent.

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Study Unit 1, Lesson 2

Lesson 2 Exercise

Estimated Study Time

10 minutes

Directions

Complete items 1 through 3 by performing the action required. Check your answers against those listed at the end of this lesson.

Item 1

Since training is not the same as combat, you can easily develop techniques that work in training, but fail in combat. What is the main reason that MILES equipment is a training limitation? a. MILES adds extra weight to the weapon and Marine that would not be present in real combat. b. MILES uses blank ammunition instead of live ammunition. c. MILES fails to teach the value of suppressive fire in real combat. d. MILES requires batteries, which are a logistical burden.

Item 2

Because developing techniques is a creative activity, a leader can make an infinite number of possible mistakes. Which one of the following is one of the four major pitfalls that you may fall into as you design techniques? a. b. c. d.

Item 3

Rapid solution Lockstep mentality Simplicity Narrow spectrum

Which innovation in military equipment was most influential in changing the way basic infantry techniques were developed in the first half of the 20th century? a. b. c. d.

Tank Airplane Machinegun Helicopter Continued on next page

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Study Unit 1, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Answers

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

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Answer c b c

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Reference 1-14 1-15 1-15

Study Unit 1, Lesson 2 Exercise

LESSON 3 TEACHING TECHNIQUES Introduction

Estimated Study Time

15 minutes

Lesson Scope

This lesson discusses how to foster an environment that is conducive to developing techniques and identifies three techniques that you can use to better train your unit.

Learning Objectives

After this lesson, you should be able to

In This Lesson

•

Explain how to create a training environment that fosters development and sustainment of techniques.

•

Identify three techniques to help your unit develop into a better welltrained unit.

This lesson contains the following topics: Topic Introduction Fostering Development Development Techniques Lesson 3 Exercise

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Study Unit 1, Lesson 3

Fostering Development

Development of Techniques

There are several ways to create a training environment that fosters development: • • • • •

Practice

Practice Free play Automatic Adapt Innovate

How do you teach techniques? How do you make your unit proficient in techniques? The first and most important answer is practice. There are many ways you can practice techniques. You can practice some of them alone. You can practice almost any movement technique until you get it right. Practicing in groups can also be effective and sometimes training requires the use of an aggressor.

Free Play

Free play training offers the best opportunity to practice techniques because you must practice your techniques against an enemy with an opposing will. This more closely replicates the uncertainty your Marines will face in combat. A free play exercise also helps you identify the techniques you need to improve.

Automatic

In practicing techniques, your goal should be to make them automatic. This is something often observed in veteran combat units. Example: If a veteran German infantry company fighting in the Soviet Union in World War II took fire from a village it was passing, all the company commander had to say was, “Combat in village.” Everyone knew what to do. They knew because they had fought through so many villages that it was all second nature to them. They had all the techniques down so smoothly that every infantryman knew just what to do and how to do it. It had become automatic. It is not easy to reach that level of performance in peacetime, but it should be your goal. Continued on next page

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Study Unit 1, Lesson 3

Fostering Development, Continued

Adapt

The previous example illustrates another point about teaching techniques. While the techniques of fighting through a village were performed automatically, each village usually presented a different situation. The members of the infantry company had also learned to adjust to this. They modified their techniques to the specific situation presented by each village. You must teach your Marines to adapt their techniques—to adjust them for the situation. The battlefield is not a drill field and each battlefield is somewhat different from every other battlefield. Therefore, in teaching techniques, you must introduce variations in the nature of the problem. If you practice movement techniques, do not always go over the same ground. If you practice the assault by penetration, the positions you assault should not always be the same. As the leader, you must ensure this kind of variation. For a given technique, the situation should be of the same general kind, but different in its details as the specific situation or problem changes. That is how you teach adaptability.

Innovate

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A key point in teaching techniques is that the instruction must encourage innovation. If a private or a sergeant develops a more effective technique to get the same result, he or she should be rewarded for doing so, not punished. Then, you need to adopt and put his or her innovation into practice. Remember, modern techniques are not engraved on stone tablets. As a squad leader, platoon sergeant, or instructor, you have the latitude and humility to adjust techniques, discard old ones, and to adopt new ones that work better. You will have to do this in combat. You will have to develop your own “bag of tricks.” Similarly, you must give your subordinates the opportunity to innovate.

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Study Unit 1, Lesson 3

Development Techniques

Application

When teaching techniques, you should keep three things in mind: practice, adaptation, and innovation. To help your unit to be a better-trained unit, you should • • •

Command Climate

Create a good command climate. Make training realistic. Maximize free play.

To create a good command climate, answer the following questions first: •

Do you encourage initiative and innovation?

•

Are you patient with subordinates who try to be imaginative and innovative, even though their techniques may not be very useful?

•

Do you humiliate them for falling short, thereby ensuring that they will not make another attempt?

•

Do you encourage your subordinates to contribute or do you direct everything yourself?

•

Do you present them with problems and let them try to come up with techniques to solve them or do you just teach “the answer” and demand that everyone follow it?

Command climate must be the starting point for teaching adaptability and innovation in techniques. Of course, you can choose to practice techniques in a rigid, close-minded command climate. But your Marines will learn them and be trained as if they were still fighting in the 18th century. They will be trained in rigid drill, which they will perform the same way regardless of the situation. On the battlefield, this can easily lead to disaster. Good, modern techniques—adapted to the situation and the enemy—can only be learned in a command atmosphere that rewards initiative, imagination, and innovation. Creating that kind of command climate is your first responsibility. Continued on next page

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Study Unit 1, Lesson 3

Development Techniques, Continued

Realistic Training

Make your training as realistic and varied as possible. It is much easier to do things “the same old way” every time. Good training in techniques will be hard work for your unit and especially for you. The hardest for you may be the work involved in such efforts as •

Getting different ranges instead of always working over the same ground

•

Getting permission to train differently from the way most units around you are probably training

•

Setting up problems in which the aggressor is equal or superior to you in numbers, instead of the usual token force

•

Simply dreaming up new problems that will force your Marines to adapt and innovate

Good trainers and leaders put as much time into planning their unit’s training as they do in conducting it. Facing all this extra work when many of your colleagues are not doing it will be a test of your character. Continued on next page

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Study Unit 1, Lesson 3

Development Techniques, Continued Maximize Free Play

Make maximum use of free play exercises. A free play exercise has two forces—each doing everything it can to defeat the other. There is no scenario or script, just starting positions and missions. The aggressor should not be just a token force. The opposing forces should be well matched, with the aggressor sometimes superior in numbers.

Tactics

Free play is so important because tactics and the enemy have a major influence on your techniques. Tactics can only exist in a free play exercise. No tactical decisions can be made in an exercise that follows a script. Additionally, free play exercise faces you with an enemy who—like an enemy in combat—has a free, independent will. The enemy will try to figure out your techniques and turn them against you. Also, the enemy will try to use those techniques that you have not seen against you. Free play training forces you to do two things: • •

Adapt your techniques to tactics and to the enemy. Come up with new techniques.

If you do not, you are likely to lose, first in free play training and then later in combat. In these respects, only free play training can help you prepare for combat.

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Study Unit 1, Lesson 3

Lesson 3 Exercise

Estimated Study Time

10 minutes

Directions

Complete items 1 and 2 by performing the action required. Check your answers against those listed at the end of this lesson.

Item 1

To make your unit proficient in techniques, you must practice. Which of the following is the best form of practice? a. b. c. d.

Item 2

Role reversal Free play Hands on training Lecture

Which of the following is one of three techniques that can be used to help your unit develop into a better-trained unit? a. b. c. d.

Create a good command climate. Minimize free play exercises. Work on tactical decision games. Coordinate lectures and guest speakers. Continued on next page

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Study Unit 1, Lesson 3 Exercise

Lesson 3 Exercise, Continued

Answers

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

Study Unit 1 Summary

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Answer b a

Reference 1-20 1-22

In this study unit, you learned how to develop techniques flexible enough to master unique situations used in combat.

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Study Unit 1, Lesson 3 Exercise

STUDY UNIT 2 COMBAT LEADERSHIP TECHNIQUES Overview

Estimated Study Time

1 hour, 30 minutes

Unit Scope

This study unit discusses the time-proven, Marine Corps-endorsed techniques that Marine leaders use in tactical situations to analyze the situation, make decisions, develop plans, and communicate them to subordinates.

Learning Objectives

After completing this study unit, you should be able to

In This Study Unit

•

Identify the troop leading procedures.

•

Explain the types of tactical orders.

This study unit contains the following lessons: Topic Lesson 1 Troop Leading Procedures Lesson 2 Tactical Orders

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Study Unit 2

LESSON 1 TROOP LEADING PROCEDURES Introduction

Estimated Study Time

35 minutes

Lesson Scope

This lesson discusses in detail the six troop leading procedures and how Marine leaders in tactical situations apply them.

Learning Objectives

After completing this lesson, you should be able to

In This Lesson

•

Explain the six troop leading procedures.

•

Explain the elements leaders use to make an estimate of the situation.

•

Identify points to keep in mind when making plans and decisions.

This lesson contains the following topics: Topic Introduction Leading Troops Estimating the Situation Combat Decision Making Lesson 1 Exercise

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Study Unit 2, Lesson 1

Leading Troops

Introduction

Every Marine is a rifleman. Therefore, every Marine leader must know and understand how to lead Marine riflemen in a combat situation. Study unit 1 discussed the historical aspects of techniques, factors that influence them, and difficulties often encountered in developing and training units in techniques. This provides a useful framework for developing and evaluating the techniques that you may have to use in a combat situation. This lesson discusses what you, as a leader, need to do in combat to accomplish your mission.

Steps

The troop leading steps are a sequence of events that unit leaders use in most tactical operations. These steps do not always occur in a specific order, many times two or more may occur concurrently. Troop leading steps are simply a tool that aids leaders—especially beginners—in formulating initial plans and time schedules upon receipt of a mission. The acronym BAMCIS has been developed to help define these steps: Acronym B A M C I S

Step Begin the plan. Arrange for reconnaissance. Make reconnaissance. Complete the plan. Issue the order. Supervise.

Begin the Plan

The receipt of a mission triggers the entire BAMCIS cycle; however, tactical planning is anticipatory and continuous. To make effective use of available time, the leader issues a warning order to his or her subordinates.

Arrange for Reconnaissance

Initially, the unit leader asks, “What information am I lacking?” If possible, the unit leader arranges for a physical reconnaissance of the objective, route, or defensive position. The unit leader considers the route, security, subordinates to accompany him or her, and the time available for reconnaissance. If a physical reconnaissance is impossible, the commander should at least use a map, aerial photo, or visual reconnaissance from a vantage point to conduct his or her leader’s reconnaissance. Continued on next page

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Study Unit 2, Lesson 1

Leading Troops, Continued

Make Reconnaissance

The commander now acts to answer the leader’s questions through a reconnaissance. The recon will either confirm the leader’s plan or cause him or her to make adjustments to it. On a physical reconnaissance, selected subordinate leaders normally accompany the commander. The personnel accompanying the leader will vary according to the tactical situation. The leader should take as many subordinate leaders as the situation requires, while other subordinate leaders supervise the preparations necessary for the upcoming mission.

Complete the Plan

After updating the estimate of the situation with information gained during the reconnaissance, the leaders makes a decision as to how the mission will be accomplished with the operation order is complete.

Issue the Order

The leader issues an order orally to the subordinate leaders.

Supervise

The leader makes sure the plan is adhered to by • • •

Listening to his or her subordinate leaders as they issue orders Inspecting Marines and their equipment Observing them as they conduct rehearsals

He also ensures adherence to any established time line. If any changes to the original plan are required due to recent changes in the situation, the commander must adjust the plan accordingly.

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Study Unit 2, Lesson 1

Estimating the Situation METT-T

The estimate of the situation is a tool that aids a commander as he or she plans tactical operations. This tool is especially helpful to a decision-maker as a frame of reference, which serves to remind him or her of various factors normally considered during tactical planning. The acronym METT-T has been developed to help define these factors: Acronym M E T T T

Factor Mission Enemy Terrain and weather Troops and fire support available Time

These factors must be considered from both the friendly and enemy perspectives. This may seem to be a complicated, awkward task at first, but with experience, the estimate of the situation becomes an efficient tool. In this lesson, you will be exposed to a modified version of the factors considered in METT-T. Once the basics are mastered on the squad level, you will be introduced to additional factors during subsequent tactical planning classes to aid in tactical planning on the platoon level and above. Mission Analysis

The first step in estimating the situation is mission analysis––it begins upon receipt of the mission. It is the means for the unit leader to gain an understanding of the mission.

Task Analysis

The unit leader must identify and understand all that is required for the successful accomplishment of the mission. This includes tasks received in the unit’s task statement and coordinating instructions from the higher commander’s operation order.

Limitations

Limitations are restrictions on the friendly force’s freedom of action that prohibit the commander from doing something specific. Examples of limitations are • • •

Tactical control measures Rules of engagement (ROE) Statements such as Be prepared to…, Not earlier than…, On order… Continued on next page

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Study Unit 2, Lesson 1

Estimating the Situation, Continued

Enemy Forces

The objective of an analysis of the enemy situation is to deduce the enemy’s most probable course of action. Its development comes from sources such as the enemy doctrine and historical data, as well as current enemy activities as indicated in the higher commander’s operation order. The information used to analyze the enemy situation includes • • •

Composition, disposition, and strength Capabilities and limitations Enemy most probable course of action (MPCOA)

Composition, Disposition, and Strength

The description of the enemy is composition, disposition, and strength. It is an identification of the forces and equipment the enemy can bring to bear within your unit’s zone or sector. Also considered are known and suspected enemy locations and strength estimates in relation to personnel, equipment, and support capabilities.

SALUTE

The acronym SALUTE will be helpful in developing and organizing composition, disposition, and strength: Acronym S A L U T E

Element Size Activity Location Unit Time Equipment

Query What is the size of the enemy force? What the enemy is doing? Where was the enemy last spotted? Which unit does the enemy belong to? When was the enemy last observed? What weapons, engineer assets, etc. does the enemy have? Continued on next page

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Study Unit 2, Lesson 1

Estimating the Situation, Continued

Capabilities and Limitations

What can the enemy do to me? What can the enemy not do to me? The information listed under composition, disposition, and strength is analyzed in relation to the enemy’s ability to conduct operations against our unit. The enemy force is analyzed concerning its ability or inability to conduct various operations against our unit under any foreseeable situation. Is the enemy force capable of defending, reinforcing, attacking, withdrawing, or delaying? For example, can the enemy effectively attack at night? Can the enemy conduct a deliberate defense against us or does the enemy lack sufficient forces and equipment?

DRAW-D

The acronym DRAW-D serves as a reminder of the minimum factors to be considered: Acronym D R A W D

Enemy Most Probable Course of Action

Factor Defend Reinforce Attack Withdraw Delay

What will the enemy try to do to me? Based on the analysis of the enemy’s capabilities and limitations, deduce the enemy’s most probable course of action in relation to our action. For example, the MPCOA is to withdraw to the northwest as a result of our attack and attempt to join other enemy forces west of objective Alpha. Continued on next page

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Study Unit 2, Lesson 1

Estimating the Situation, Continued

Terrain and Weather Analysis

The unit leader conducts analysis of the five military aspects of terrain relevant to the mission. Certain situations may elevate one element of the analysis to a level of importance above that of one or more of the remaining elements––extreme weather. Having received the higher commander’s analysis, a unit leader can more easily analyze the sector or zone with respect to friendly and enemy capabilities. Example: In offensive operations, the unit leader analyzes terrain and weather from the objective, working back to the assembly area.

OCOKA-W

The acronym OCOKA-W has been developed to help conduct the terrain analysis: Acronym O C O K A W

Factor Observation and fields of fire Cover and concealment Obstacles Key terrain Avenues of approach Weather

Observation and Fields of Fire

What can and cannot be seen from where? What can and cannot be hit by fire? Observation is the influence of terrain on reconnaissance and target acquisition. Fields of fire are the influence of terrain on the effectiveness of weapons systems.

Cover and Concealment

Where can fires not hit me? Where can I not be seen? Cover is protection from effects of firepower. Concealment is protection from observation or target acquisition. The analysis of cover and concealment is often inseparable from the consideration of observation and fields of fire. Weapons systems must have both cover and concealment to be most effective and to increase survivability.

Obstacles

Obstacles are any natural or manmade obstructions that canalize, delay, restrict, or divert the maneuver or movement of a force. Continued on next page

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Study Unit 2, Lesson 1

Estimating the Situation, Continued

Key Terrain

Key terrain is any area that seizure, retention, or control affords a marked advantage to either combatant. Using the map and information already generated, the unit leader must identify terrain that could be used as positions for weapons or for units to dominate friendly or enemy approaches within the objective area. Remember, key terrain need not be occupied to be controlled. Direct or indirect fire can be used to control access to key terrain.

Avenues of Approach

Avenues of approach are movement routes to an objective. A viable avenue of approach usually offers mobility corridors. These are areas within the avenue of approach that permit movement and maneuver. They permit friendly and enemy forces to advance and withdraw, and to capitalize on the principles of mass momentum, shock, and speed. When friendly forces are attacking, friendly avenues of approach to the objective must be identified, and enemy avenues of approach that could effect friendly movement–– counterattack avenues––must be identified.

Weather

Weather is analyzed using the five military aspects of weather: temperature and humidity, precipitation, winds, clouds, and visibility both day and night. To determine its cumulative effect on the operation, weather must be considered in conjunction with the terrain associated with the unit’s mission. Weather effects equipment (including electronic and optical), terrain (trafficability), and visibility––but its greatest effect is on the individual Marine. During inclement weather or in extreme heat or cold, the amount of time spent on leadership and supervision must increase as the severity of the weather increases. Inclement weather effects visibility and movement, unit efficiency and morale, and makes command and control more difficult. Poor weather conditions can be as much of an advantage to a unit as it is a disadvantage, depending upon unit capabilities, equipment, and level of training. Continued on next page

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Study Unit 2, Lesson 1

Estimating the Situation, Continued

Troops and Fire Support Available

The fourth factor of METT-T is where you consider friendly capabilities. Any course of action the unit leader considers must take into account the number of Marines and support assets available for the operation. The mental and physical condition of the Marines, their level of training, the status of their equipment, fire support assets, and logistics must be considered.

Time

The ability to appreciate the aspects and effects of time and space is one of the most important qualities in a leader. Time is vital to all operations; it drives planning and execution. The unit leader gets the indication of time available from the commander. The amount of time a unit has to prepare for or to execute an operation determines the detail possible during the planning process. Initial estimates of time should be used to identify any critical timing in the operation. Critical times can include planning time, LD time, movement time, defend-no-later-that time, time available to prepare and rehearse the attack or defense, time available for reconnaissance, and transportation means (helo, vehicular, foot-mobile, etc.). Both opposed and unopposed rates of movement should be considered.

Space

Consider all distances: • • •

Logistics

MCI Course 8204

How far is your objective? How far is the fire support? How far away are the reinforcements?

Consider how much gear you need and how it will effect your movement. Also, consider when and where you can get resupplied if necessary.

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Study Unit 2, Lesson 1

Combat Decision Making Three Actions

After you estimate the situation, you must make a decision and devise a plan. You should not think of these three actions as separate; they are all part of a single whole. In your mind, you will consider decisions and plans as you look over the situation. As you evaluate decisions and possible plans in your mind, you need to think back to the situation. All three actions––estimate the situation, consider and make a decision, and devise a plan––should blend together in your mind.

Indecisiveness Kills

Now that you have considered these actions together, consider a decision as something separate. You must consider it separately to emphasize that at some point, you, the commander, must make a decision. Military history is full of engagements and battles that were lost because the commander never made a decision, not even a bad one. Without a decision, the commander had no plan; without a plan, the commander’s unit simply waited for the enemy to take action, which invariably they did. And when the enemy acted, the indecisive commander had no plan to counter the threat.

Making Decisions

Being a leader means making decisions. In combat, this is always difficult. Information is missing or confusing; the potential consequences of a wrong decision may be your own death and the destruction of your unit. As you make your decision, you ultimately stand alone. You alone bear the responsibility for it, and every one of your Marines know this. How do you deal with all this? The following excerpt from MCDP 1 Warfighting gets at the heart of the answer: …since all decisions must be made in the face of uncertainty and since every situation is unique, there is no perfect solution to any battlefield problem. Therefore, we should not agonize over one. The essence of the problem is to select a promising course of action with an acceptable degree of risk, and to do it more quickly than your foe. In this respect, “a good plan violently executed now is better than a perfect plan executed next week.” Continued on next page

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Study Unit 2, Lesson 1

Combat Decision Making, Continued

Action With Risk

As part of the art of command, the first part of MCDP 1 Warfighting recommends––selecting a promising course of action with an acceptable degree of risk. No method can teach you this. You can only learn it by actually making military decisions in free play field exercises, war games, map exercises, etc., and later by critiquing decisions or seeing their results. This is why these activities should not take a substantial portion of your time.

Acting Quickly and Violently

The second part of the excerpt from MCDP 1 refers to action ––acting quickly, faster than your enemy, and violently. This is what your plan does. It turns your decision into quick, violent action. But this is more than just planning. It is a habit or better yet––a discipline. You must train and discipline yourself to decide quickly, then act quickly and violently in every tactical situation you face. There is a natural tendency to do the opposite—sit around considering this or that or wait for orders, hoping to see if something turns up. You must discipline yourself to act fast and hit the enemy violently, taking advantage of the fact that the enemy is probably sitting around trying to decide what to do and when to do it. By acting quickly, decisively, and violently, you impose your will on him, which is what combat is all about. Here are some points you should keep in mind as you make decisions and plans: • • • • •

Keep it simple. Be practical. Do not expect certainty. Accept risk. Always remember speed. Continued on next page

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Study Unit 2, Lesson 1

Combat Decision Making, Continued

Keep It Simple

Delicate, complicated plans are unsuitable for combat. Simple plans are much more effective. However, a simple plan does not mean a “dumb” plan, such as charging into enemy gunfire. A simple, smart plan is your goal. Your plan should be simple enough to be understood and executed by your Marines, yet smart enough so that it does not fall apart the moment something goes wrong in combat. And remember that something always goes wrong in combat.

Be Practical

Do not try to make your unit do something it cannot. Do not count on fire support you are unlikely to get. Do not expect a miracle.

Do Not Expect Certainty

War is always an uncertain business. It is no more certain for the enemy than it is for you. As a leader, you are expected to have the moral courage to make decisions in the face of uncertainty.

Accept Risk

If you try to cover all the bases, you will be weak everywhere and will fail. You must decide what efforts you will count on to win and put everything you have into it. That means accepting risk elsewhere. Your attempt to go for a win involves risk and sometimes failure. If you fail, pick yourself up, estimate the situation, and try again.

Always Remember Speed

Speed wins more fights and battles than anything else. That means speed in estimating, speed in deciding, and speed in executing. Above all, war is time-competitive––the side that is consistently faster usually wins. The worst kind of leadership is the kind that always makes a good decision and has an excellent plan too late. Continued on next page

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Study Unit 2, Lesson 1

Combat Decision Making, Continued

Conclusion

These points can help you, but they cannot tell you how to make good decisions and plans. Again, decision making and planning are part of the art of command, which you will develop by making military decisions and plans over and over. MCDP 1 states: …A military decision is not merely a mathematical computation. Decision-making requires both the intuitive skill to recognize and analyze the essence of a given problem and the creative ability to deliver a practical solution. This ability is the product of experience, education, intelligence, boldness, perception, and character.

Remember, you cannot develop the ability to think by using memory devices and checklists alone. You must do it through practice. You must repeatedly place subordinates in tactical scenarios and have them estimate their situations, make decisions, and justify their thinking. Then you can critique their thought processes. Through experience in map and sand table exercises, terrain walks, and field exercises, your subordinates will learn what things to look for in similar situations. In these ways, your subordinates learn to develop military judgment. Methods and techniques are only starting points. They cannot replace practice and experience in tactical decision-making exercises.

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Study Unit 2, Lesson 1

Lesson 1 Exercise

Estimated Study Time

10 minutes

Directions

Complete items 1 through 3 by performing the action required. Check your answers against those listed at the end of this lesson.

Item 1

In which of the six troop leading procedures is the warning order issued? a. b. c. d.

Item 2

The acronym METT-T stands for mission; enemy; terrain and weather; troops and fire support available; ________________; space; and logistics. a. b. c. d.

Item 3

Complete the plan. Begin the plan. Issue the order. Arrange for reconnaissance.

tactical resupply time topographical intelligence table of organization

As you make decisions and plans, which of the following points should you keep in mind? a. b. c. d.

Expect certainty. Trade speed for stealth. Do not accept risk. Keep it simple. Continued on next page

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Study Unit 2, Lesson 1 Exercise

Lesson 1 Exercise, Continued

Answers

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

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Answer b b d

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Reference 2-4 2-6 2-13

Study Unit 2, Lesson 1 Exercise

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Study Unit 2, Lesson 1 Exercise

LESSON 2 TACTICAL ORDERS Introduction

Estimated Study Time

35 minutes

Lesson Scope

This lesson discusses the three types of orders used by Marine leaders to communicate their plans and the components of those orders.

Learning Objectives

After this lesson, you should be able to

In This Lesson

•

Identify the three types of orders used to communicate plans to subordinates.

•

Identify the components of a warning order.

•

Identify and explain the acronym for the five-paragraph order.

•

Describe fragmentary orders.

•

Describe why fragmentary orders are so important.

The table below lists the topics covered in this lesson. Topic Introduction Preliminary Planning Warning Order Operations Order Fragmentary Order Lesson 2 Exercise

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See Page 2-19 2-20 2-22 2-25 2-32 2-33

Study Unit 2, Lesson 2

Preliminary Planning

Communicate Your Plan

When you make a decision and develop a plan, communicate your plan to your subordinates. The task of communicating well is just as important as the other leadership tasks discussed so far. Good communication is the key for effectively putting your plan into action. You may be the most brilliant tactician in the Marine Corps, but if you cannot communicate your ideas to subordinates, your unit probably will not do what you want it to.

Understanding the Plan

To communicate well, you must make it clear to your subordinates what your plan is and what you want them to do. This may seem obvious, but sometimes leaders give an elaborate, well-rehearsed brief, use a number of fancy techniques, and yet fail to make clear what they plan to do. When you develop a plan, you understand clearly what you want. However, the challenge is to make sure your subordinate understand what you want, which is not easy.

Making Decisions Off Your Plan

There are several reasons why your subordinates must clearly understand your plan. One reason is that they will often find themselves in situations that call for a decision by you, but they cannot seek your guidance because they do not have time or cannot communicate with you. If they clearly understand your plan, they can make good decisions of their own that support what you are trying to accomplish. However, if you poorly communicate your plan, your Marines will probably make bad decisions and their efforts will be unfocused.

Simultaneous Decisions

In a force that uses maneuver warfare, clarity is also important because unit leaders at all levels make decision simultaneously. For example, if a Marine regiment is engaged in a tactical battle, the regimental commander, each company commander, and every rifleman makes decisions simultaneously. The regimental commander decides to commit his or her reserves against the flanks of an enemy column on the move. One company commander, preparing to engage the screening elements of the same column, decides to dig in on a reverse slope and slow the column’s progress. At the same moment, a rifleman in that company––who is skilled in using terrain––selects a defile to close in on the rear of an enemy machinegun team. Unless leaders at each level clearly understand the intent of the leaders one––and preferably two levels above them––their decisions are likely to be poor ones. Continued on next page

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Study Unit 2, Lesson 2

Preliminary Planning, Continued

Time Constraints

Clear communication of your intent is important for another reason—time constraints. Often in combat there is little time for orders to flow downward. In fact, you may not get your order until just before it is time to move out. Probably you have experienced the following frequent scenario in field exercises: A squad leader receives an order from the platoon commander with only a minute or two to issue his or her own order before moving out. Of course, this may be due to poor planning or unforeseeable events. Poor planning can be avoided. Remember, whenever events allow, get your orders to your subordinates in time for them to plan before they must act.

Speed

Combat is time competitive. For a force that uses maneuver warfare, success depends largely on speed—speed in assessing situations, speed in making decisions, and speed in putting decisions into action. If you can do these things faster than the enemy, you “out-cycle” and force the enemy to react. In other words, you have the initiative. So often you will have little time between receiving an order and acting on it. You will both get and give orders like “Get on the AMTRAC and follow me” because there will be no time for anything more. But, there is a great difference between getting that order when you know the commander’s intent and when you do not. If you know what your commander is trying to do, you will see the connection between the intent and the order. You will have an idea why you must get on the AMTRAC and follow. If you do not know the intent, you will have no idea what is going on.

Three Types

To communicate plans in a timely manner, Marine leaders use combat orders. Combat orders are distinguished from administrative orders by their purpose and tactical action. The three basic types of combat orders are • • •

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Warning orders Operation orders Fragmentary orders (FragOs)

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Study Unit 2, Lesson 2

Warning Order

Purpose

A warning order is a preliminary notice of an order or action that is to be followed. It contains as much available information and instructions as required before the detailed, follow-up order is completed. The warning order has several purposes: • • •

Allows subordinates as much time as possible to prepare for the contemplated action of operation Provides for the conservation of both time and energy Allows for current planning in all elements of the force

Time Lines

Time lines with warning orders are essential. When you receive a mission, you want to get your unit’s preparations underway as quickly as possible. This is done through warning orders. If you do not issue a warning order, your Marines may sit around “waiting for word” when they could better be putting that time to valuable use.

Content

The warning order’s contents vary based on the unique tactical situation. Generally, a warning order contains as much available information and instructions as required for carrying out known requirements at specific times. Your unit’s standard operating procedures (SOPs) may prescribe the content of a warning order. A warning order should contain the following: • • • • •

Situation Mission General instructions Service support Command and signal Continued on next page

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Study Unit 2, Lesson 2

Warning Order, Continued

Detail

Depending on how much time you have to prepare for an operation or action, warning orders may be very brief or may be quite detailed. A concise warning order may be as simple as the following: “Corporal, redistribute ammo. Squad leaders, we clear route Mary in 10 minutes. Meet me at the CP in 3 minutes.” A detailed order may look like the patrol warning order format shown below:

Continued on next page

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Study Unit 2, Lesson 2

Warning Order, Continued

Changing Format

The format of a warning order is not specified in doctrinal publications. This is because each situation requiring a warning order is unique and the means of transmission vary. Preparing a warning order requires you to apply sound military judgment. Some doctrinal publications––FM 101-5, FM 7-10, FM 7-20––recommend a certain format. While the format of a warning order may vary, you must ensure that you include the information your subordinates need. The key is to get your subordinate units’ preparation underway as quickly as possible.

Warning Order Sample

The warning order format from FM 7-20 is shown below:

1. SITUATION -

Brief description of enemy/friendly situations, attachments, and detachments

2. MISSION -

Use the restated mission derived from mission analysis

3. GENERAL INSTRUCTIONS -

Special team/tasks organizations Uniform/equipment changes that apply to all Special weapons/ammunition/equipment Tentative time schedule (including the earliest time of movement, time and place the operation order will be issued, inspections, and rehearsals) Special/general instructions

4. SERVICE SUPPORT -

Logistics/CSS information beyond that included in the combat SOP

5. COMMAND AND SIGNAL -

Pertinent information pertaining to command, control, and communications

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Study Unit 2, Lesson 2

Operations Order

Purpose

An operations order is a directive issued by a commander to subordinate commanders. The acronym SMEAC is used by commanders at all echelons throughout the U.S. military to effect the coordinated execution of an operation: Acronym S M E A C

Factor Situation Mission Execution Administration and logistics Command and signal

At the small unit level, this format is commonly known as the five–paragraph order. Unlike the warning order and fragmentary order, the operations order must contain all five elements. The operations order converts your decision into a plan of action, gives direction to the efforts of your unit, and provides specific instruction to your subordinate units.

Applying SMEAC

The operations order is your tool to express to your subordinate what you want them to accomplish. Use the SMEAC format to write your order. Marines are taught the SMEAC format to help them organize information logically. Your operations order should answer each question in order as listed in the table below: Acronym S M E A C

Factor Situation Mission Execution Admin and logistics Command and signal

Query What are we facing? What are we going to do? How are we going to do it? How are we going to get what we need? How are we going to control it? Continued on next page

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Study Unit 2, Lesson 2

Operations Order, Continued

Five-Paragraph Order Sample

A sample format of a five-paragraph order is shown below:

1. SITUATION a. Enemy forces (1) Composition, disposition, and strength (SALUTE) (2) Capabilities and limitations (DRAW-D) (3) Enemy’s most probable course of action (within your zone) b. Friendly forces (1) Higher (location, mission, and intent of next higher unit) (2) Adjacent (mission and location of units having effect on your mission) (3) Supporting (nonorganic units providing fire or combat service support) c. Attachments and detachments (nonorganic units attached and/or organic units detached) 2. MISSION (Who, what, when, where, and why) 3. EXECUTION a. Commander’s intent (desired end-state of operation with respect to enemy and terrain) b. Concept of operations (1) Scheme of maneuver (commander’s plan to accomplish the mission) (2) Fire support plan (how fire support complements scheme of maneuver) c. Tasks (missions to be accomplished by each subordinate unit, to include main effort and reserves) d. Coordinating instructions (specific instructions and tasks that tie the plan together) 4. ADMINISTRATION AND LOGISTICS a. Administration (medical evacuation plans, EPW procedures, civilian-military cooperation) b. Logistics (resupply and transportation plans) 5. COMMAND AND SIGNAL a. Signal (specific signal instructions for the operation) b. Command (location of commander and other leaders as required, succession of command)

Continued on next page MCI Course 8204

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Study Unit 2, Lesson 2

Operations Order, Continued

Orientation

At the company level and below, operations orders are usually given orally. You should begin oral operation orders with an orientation of the planned area of operation. The purpose of an orientation is not to discuss the details of the order, but rather to orient your subordinates to terrain, enemy positions, checkpoints, targets, etc. before you issue your order. Use some kind of graphic aid to assist in orienting your subordinates. This may include a terrain model, a map overlay, or an actual look at the terrain.

Presentation of the Order

After the orientation, brief the operation order in the SMEAC format. Ensure that your subordinates hold their questions until you are finished. To present a clear picture, your order should contain information that is factual, concise, and well organized. It should be a mission type order. Allow time for questions at the end. Your subordinate leaders should conduct briefbacks to you so you are sure they understand the order.

Situation and Mission

The situation and mission paragraphs of your order are derived from your estimate of the situation (METT-T), which you should have done when you first received your mission. The situation contains information on the overall status of both friendly and enemy forces. You must provide information that is considered essential to your subordinate leaders’ understanding of the current situation. The situation also includes a subparagraph on nonorganic units attached to and/or organic units detached from your unit. You must give the effective time of attachment or detachment. If there are no attachments, state “none.”

Mission Statement

The mission statement is a clear and concise statement of what your unit is to accomplish. It is the heart of your order, which is why it stands alone with no references to other documents. The mission statement includes a task (what) and a purpose (why). The task describes the action to be taken and the purpose describes the desired result of that action. Of the two, the purpose is always predominant. While the situation may change, making the task obsolete, the purpose is more permanent and continues to guide your actions. Continued on next page

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Study Unit 2, Lesson 2

Operations Order, Continued

Execution

The execution paragraph contains the “how to” information needed to conduct the operation. It must contain your intent, your concept of operations, specific tasks for each subordinate unit, and your coordinating instructions. The intent is your vision of what you want to have happen to the enemy. It is both your goal and the desired end-state of the battlefield. At the platoon level and below, the commander’s intent is often the same as the purpose given in the mission statement.

Developing the Intent

To develop your intent, refer to your senior’s intent (what will be accomplished) and the specific mission that he or she has assigned you. Within this framework, you look for enemy vulnerabilities and how you can exploit them. Is the enemy overly cautious and predictable? Is the enemy forced to protect a static installation? Is the enemy impulsive? If so, can you bait and draw the enemy into a trap? Have you found a gap that you can penetrate? Have you located a command post that is vulnerable to attack? Then consider your own forces and how they can best attack these vulnerabilities. You may decide to move offensively against the enemy or draw the enemy into your defense and then destroy him or her with a counterattack. However, at the small unit level, you will often have to take action to feel out the enemy before you can identify weaknesses.

Single Intent

While changes in the situation may force you to modify or change your scheme of maneuver––for simplicity and clarity, you should have only one intent. The reason for this is obvious: your entire command must focus on accomplishing the same thing. For your intent to be fully understood, you must work hard at developing a shared way of thinking between you and your Marines.

Concept of Operations

After you have stated the intent, give your concept of operations. This represents your plan for accomplishing your mission. The concept of operations contains your scheme of maneuver and fire support plan. Brief your scheme of maneuver in a logical sequence. Do not specifically designate which unit will accomplish what task; leave specific details for the tasks and coordinating instructions subparagraphs. Continued on next page

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Study Unit 2, Lesson 2

Operations Order, Continued

Offensive Scheme of Maneuver

For offensive operations, your scheme of maneuver should include a(n)

Defensive Scheme of Maneuver

For defensive operations, your scheme of maneuver should include a

Fire Support Plan

Your fire support plan should tie in directly with the scheme of maneuver. Include organic, attached, and supporting indirect fires. Brief the purpose of your fire support plan and how it supports your scheme of maneuver. Your fire support plan should include

• • •

• • • •

• • • • • • Tasks

Form of maneuver Planned distribution of forces Axis of advance from your present position through consolidation

Defensive technique Planned distribution of forces General direction of fires and location of planned engagement areas Security plan

Locations Descriptions Target designations of preplanned targets Allocations of targets Locations of firing units Permissive or restrictive control measures on the use of fires

Task statements are your subordinate’s mission statements. Give task statements in the manner of a mission statement (5 Ws). Task each of your subordinate units separately. You will also designate your main effort and any reserves in this subparagraph. Continued on next page

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Study Unit 2, Lesson 2

Operations Order, Continued

Coordinating Instructions

Coordinating instructions are specific instructions that tie your plan together. Include any details of control and coordination that apply to two or more of your subordinate units. If a detail only applies to one unit, give it in the task statement for that unit. To coordinate instructions, you must follow the • • • • • • • • • • • • • •

Planning and execution time lines Order of movement and planned formations during movement Movement into defensive positions Tactical and fire control measures (checkpoints, phase lines, battle positions, etc.) Engagement priorities (which weapon systems engage what targets) Security plan (to provide early warning, preventing surprise on enemy contact) Consolidation, reorganization, and counterattack plans Modification to existing unit SOPS Engagement or disengagement criteria and instructions Priority of work (used for defensive operations) Reporting requirements Rules of engagement (if applicable) MOPP level (if applicable) Other tasks that pertain to more than one unit Continued on next page

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Study Unit 2, Lesson 2

Operations Order, Continued Administration and Logistics

The administration and logistics paragraph contains all the information necessary for subordinate units to coordinate the following: • • • •

Four Bs

The administration and logistics paragraph is often referred to as the “Four Bs:” • • • •

Command and Signal

Resupply Recovery of equipment Evacuation of wounded Evacuation of enemy prisoners of war (EPWs)

Beans (chow) Bullets (ammunition) Band-aids (medevacs) Bad guys (EPWs)

The command and signal paragraph contains instructions and information relating to command and coordination (control) functions. You must specify signal instructions and primary and alternate signal plans for the operation: • • • •

Callsigns and frequencies Signals to control the battle Challenge and password Brevity codes and code words

You must also identify your location, the locations of other leaders as required, and the succession of command. Summary

As you can see, the five-paragraph operation order can get quite lengthy. When you have the time, issue a full operation order. Be careful to not take up all of your subordinates’ time in originating and issuing your order––the warning order helps alleviate this to some degree. You should use the “halfrule” or the “1/3 to 2/3 rule,” which means that you use no more than 1/3 of the available time on your order. This allows your subordinate units to have 2/3 of the available time to prepare, give their own order, inspect, etc. You should provide your subordinates with as much information as you have on hand, so they will fully understand the situation and how they fit into your plan. Do not repeat very familiar information to your subordinates––if your unit is well versed in its SOPs (hasty ambush, crossing danger areas, immediate action drills, etc.), do not discuss them in your order.

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Study Unit 2, Lesson 2

Fragmentary Order

Time-Critical Orders

In combat, you may not have the time to issue a full operations order, especially in time-critical situations. If this is the case, you will have to shorten or condense your order. A condensed order is called a fragmentary order (FragO). FragOs are the most frequently used orders on the battlefield in a time–critical situation. Issued as the battle unfolds, FragOs provide timely changes to existing orders.

Composition

FragOs follow the basic operations order––SMEAC format. However, when issuing a follow-on FragO, you will omit the elements in a complete operations order format if they have not changed, if they are not essential, or if they are incomplete at the time of issue. At a minimum, the FragO must include mission and execution. The mission must include task and purpose, and the execution must include commander’s intent, appropriate tasks for subordinate units, and a designated main effort. The FragO is of utmost importance in creating the high tempo of combat used in maneuver warfare. As you create this high tempo, do not leave out key information.

Usage

Do not confuse using FragOs with commanding your unit. If you give one of your subordinate units an additional bit of information or adjust their direction of movement, you do not need to give a new FragO. This is simply commanding your unit. However, if the situation changes enough to merit a change in your mission, you must issue a new FragO. Remember, use FragOs when there is a change in mission; do not use them when fine-tuning your plan.

Summary

No matter which type of combat order you issue to your subordinates, your responsibility is to make sure the order is perfectly clear. Where there is room for doubt, you should question your subordinates to make sure they understand. Of course, your subordinates must do everything in their power to make sure they understand exactly what you want them to do. They should ask questions if they have any doubt. But the burden still rests with you to make sure the order is clear and that it is understood.

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Study Unit 2, Lesson 2

Lesson 2 Exercise

Estimated Study Time

10 minutes

Directions

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

Item 1

There are three types of orders to communicate plans in a timely manner to subordinates. Which of the following is not one of them? a. b. c. d.

Item 2

Which component of a warning order would you find equipment and weapons listings? a. b. c. d.

Item 3

Fragmentary orders Warning orders Tactical orders Operations orders

Tasks Mission Time line General instructions

The acronym SMEAC stands for ________________; mission; execution; administration and logistics; and a. b. c. d.

statement; communication and systems situation; company support system status; command and signal situation; command and signal Continued on next page

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Study Unit 2, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Item 4

When are fragmentary orders most frequently used? a. b. c. d.

To orient your unit to a large operation plan In a time-critical situation To conduct joint operations with the army Only after a complete operations order has been given Continued on next page

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2-34

Study Unit 2, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Answers

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

Study Unit 2 Summary

MCI Course 8204

Answer c d d b

Reference 2-21 2-24 2-25 2-32

In this study unit, you learned the time-proven, Marine Corps-endorsed techniques that Marine leaders use in tactical situations to analyze the situation, make decisions, develop plans, and communicate them to subordinates.

2-35

Study Unit 2, Lesson 2 Exercise

STUDY UNIT 3 THE OFFENSE Overview

Estimated Study Time

1 hour, 20 minutes

Unit Scope

This study unit is designed to give you an understanding of the offensive form of warfare.

Learning Objectives

After completing this study unit, you should be able to • Identify the fundamentals of the offense. • Explain offensive operations. • Explain offensive maneuver.

In This Study Unit

This study unit contains the following lessons: Topic Lesson 1 Offensive Fundamentals Lesson 2 Offensive Operations Lesson 3 Offensive Maneuver

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See Page 3-3 3-15 3-25

Study Unit 3

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Study Unit 3

LESSON 1 OFFENSIVE FUNDAMENTALS Introduction

Estimated Study Time

25 minutes

Lesson Scope

This lesson discusses the principles and characteristics that are fundamental for offensive operations, as well as the three phases of any offensive action. This lesson will explain how the forces are distributed across the battlefield to conduct an offensive operation and the role of each force.

Lesson Objectives

After completing this lesson, you should be able to

In This Lesson

•

State the fundamentals of the offense.

•

State the three phases of the offense.

•

Explain the distribution of forces for an offensive operation.

This lesson contains the following topics: Topic Introduction Offensive Principles Phases of the Offense Distribution of Forces Lesson 1 Exercise

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See Page 3-3 3-4 3-8 3-10 3-12

Study Unit 3, Lesson 1

Offensive Principles

Purpose

The offense is the decisive form of warfare. The focus of the offensive is the enemy, not seizure of terrain. The offense allows the commander to impose his or her will on the enemy, to determine the course of battle, and to exploit enemy weakness. Offensive operations are undertaken to • • • • • •

Requirements

Destroy the enemy’s forces and equipment. Deceive and divert the enemy. Deprive the enemy of resources. Gain information. Fix the enemy in place. Disrupt the enemy’s actions or preparations.

Offensive operations require the attacker to weight the main effort with superior combat power. The requirement to concentrate and the need to have sufficient forces available to exploit success rapidly require the acceptance of risk elsewhere. Maneuver, deception, speed, surprise, and economy of force will create local superiority. Success in the offense is best gained from attacks that •

Avoid the enemy’s main strength.

•

Isolate enemy forces from their sources of resupply.

•

Force the enemy to fight in an unexpected direction over ground he or she has not prepared.

•

Force the enemy commander to make hasty decisions based on an inaccurate battlefield picture. Continued on next page

MCI Course 8204

3-4

Study Unit 3, Lesson 1

Offensive Principles, Continued

Fundamental Tactics

The fundamentals of offensive tactics are listed below: • • • • • • • • • • •

Gain and maintain contact. Develop the situation. Exploit known enemy weaknesses. Concentrate superior combat power at the decisive time and place. Seize or control key terrain. Gain and retain the initiative. Neutralize the enemy’s ability to react. Advance by fire and maneuver. Maintain momentum. Exploit success. Provide for the security of the force.

Gain and Maintain Contact

To defeat the enemy or destroy his or her will to fight, a commander’s first priority must be to locate and gain contact with the enemy. Contact may vary from actual combat to merely observing the enemy. The contact provides us with information pertaining to the enemy’s location, disposition, and movement. This information is a potentially decisive advantage that must not be lost.

Develop the Situation

Developing the situation is closely related to gaining and maintaining contact. It consists of those actions taken to determine the strength, composition, and disposition of the enemy. Information gained from these actions assists the commander in developing a plan. Continued on next page

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Study Unit 3, Lesson 1

Offensive Principles, Continued

Exploit Known Enemy Weaknesses

The attacker avoids enemy strength (surfaces) and attacks his or her weaknesses (gaps). Significant enemy weaknesses that can be exploited are • • • • • • • • • • •

Predictable operating patterns Tactical errors Lack of preparations Lack of fire support, aviation assets, anti-air, etc. Technological inferiority Lack of mobility Inability to conduct sustained operations Poor morale, health, etc. Cultural, religious, and social constraints Numerical inferiority Lack of mutual support

Concentrate Superior Combat Power at the Decisive Time and Place

The attacker masses combat power, including maneuver and support by fire elements at the decisive place and time (MASS). The decisive time and place is when and where the commander believes a victory can be achieved by destroying the enemy and having a will to fight.

Seize or Control Key Terrain

Although in maneuver warfare, the focus is predominantly on the enemy. In some situations, a unit leader seeks to utilize terrain that––if intelligently exploited––will give a decisive advantage over the enemy. Remember, maneuver warfare means fighting smart––choosing when and where to fight.

Gain and Retain the Initiative

The leader must seize and retain the initiative to dictate the terms of the battle instead of reacting to the actions of the enemy. If the initiative is lost, it may be difficult and costly to regain. The unit leader’s decision-making cycle must be faster than the enemy’s. Continued on next page

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Study Unit 3, Lesson 1

Offensive Principles, Continued

Neutralize the Enemy’s Ability to React

The attacker makes every effort to disrupt and degrade the enemy’s ability to react to the attacker’s scheme of maneuver. To neutralize the enemy’s capabilities, the attacker must • • • • • •

Degrade the enemy’s command and control capabilities. Use combined arms. Avoid predictable reactions to enemy actions. Use technology intelligently. Use deception and security measures. Exploit the enemy’s weaknesses.

Advance by Fire and Maneuver

Fire and maneuver is a method of attack in which one unit advances while supported by the fires of another unit(s). The suppressive effects of firepower are essential to the ability to maneuver.

Maintain Momentum

Momentum is maintained through the continued application of combat power against enemy forces. The goal is to prevent the enemy from reorganizing or escaping.

Exploit Success

A successful attack should be pressed relentlessly to prevent the enemy from recovering from the initial shock and reconstituting a cohesive defense or launching a counterattack.

Provide for the Security of the Force

Security is always necessary. It provides for detection of a threat and ensures sufficient time to maneuver or react to it. Security measures are normally grouped into two categories: active and passive.

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Study Unit 3, Lesson 1

Phases of the Offense

Three Phases of the Attack

For conceptual and instructional purposes offensive operations are broken down into three phases: • • •

Preparation Conduct Consolidation and exploitation

Usually, the phases will overlap; with victory or defeat hinging upon how quickly the unit transitions from one phase to another. As units transition from one phase to the next, the unit leader must constantly assess the actions of the enemy and make appropriate adjustments to the plan. These phases are not to be considered as distinct entities. Though they are inherent in most offensive operations, they are rarely referred to by name in operation orders and there is not always a definable separation between them.

Preparation Phase

This phase typically begins with the receipt of a warning order or mission that will include • • • • •

Conduct Phase

Estimate of the situation (METT-T) Troop leading steps (BAMCIS) Coordination with other units Movement to assembly area Movement to attack position or line of departure

This phase begins with the crossing of the line of departure (LD), which continues through the objective that will include • • • • •

Movement toward the objective Contact with the enemy Advance by fire and movement Actions on the objective Consolidation and reorganization Continued on next page

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Study Unit 3, Lesson 1

Phases of the Offense, Continued

Consolidation and Exploitation Phase

This phase commences with the capture of the assigned objective, which may involve the exploitation of momentum and success achieved during the attack through physical pursuit of the enemy that will include • • • • • • • • •

MCI Course 8204

Establishing hasty defense (develop as time allows) Preparing for an enemy counterattack Reestablishing command and control Positioning key weapons Redistributing ammunition and equipment Treatment and evacuation of the wounded in action (WIA) and EPWs Pursuit of the enemy through direct and indirect fires Consideration of exploitation (physical pursuit) Arrangement of resupply

3-9

Study Unit 3, Lesson 1

Distribution of Forces

Three Groups

To influence the course of action, the unit leader can divide his or her force into three groups: • • •

Main Supporting Reserve

The unit leader can achieve superiority at the decisive time and place by properly distributing his or her forces. This also gives the attacker flexibility by maintaining the minimum necessary forces elsewhere to accomplish supporting tasks.

Main Effort

The commander provides the bulk of the combat power to the main effort to maintain momentum and ensure accomplishment of the mission. The main effort is provided with the greatest mobility and the preponderance of the combat support and combat service support. This effort is the commander’s bid for victory.

Supporting Effort

A supporting effort is an offensive operation force that executes a mission in conjunction with a main effort and is designed to achieve one or more of the following: • • • •

Deceive the enemy as to the location of the main effort. Destroy or fix enemy forces that could interfere with the main effort. Control terrain whose occupation by the enemy will hinder the main effort. Force the enemy to commit reserves prematurely or in an indecisive area. Continued on next page

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Study Unit 3, Lesson 1

Distribution of Forces, Continued

Reserve Effort

The reserve effort is to enter offensive action at the proper place and moment to accomplish the assigned mission or to exploit success. The commander who designates the reserve is responsible for its employment. The use of the reserve is most effective when it is committed at a decisive point and time in an engagement to achieve success or when used to exploit the successful actions of other elements in the unit, rather than to reinforce unsuccessful actions. Once the reserve is committed, the commander should reconstitute another reserve. The tactical situation may not allow this or may not require it. However, a commander without a reserve at his or her disposal lacks flexibility during subsequent operations and must adjust his or her plans accordingly.

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3-11

Study Unit 3, Lesson 1

Lesson 1 Exercise

Estimated Study Time

10 minutes

Directions

Complete items 1 through 3 by performing the action required. Check your answers against those listed at the end of this lesson.

Item 1

Which of the following is one of the fundamentals of the offense? a. b. c. d.

Item 2

In which phase of the offense would the commander utilize BAMCIS? a. b. c. d.

Item 3

Exploit success Make reconnaissance Prepare positions Maximize mobility

Consolidation and exploitation Preparation Conduct Planning

In an offensive action, forces are distributed into three different groups. Which group of effort is the commander’s bid for victory? a. b. c. d.

Reserve Supporting Primary Main Continued on next page

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3-12

Study Unit 3, Lesson 1 Exercise

Lesson 1 Exercise, Continued

Answers

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

MCI Course 8204

Answer a b d

3-13

Reference 3-5 3-8 3-10

Study Unit 3, Lesson 1 Exercise

(This page intentionally left blank.)

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Study Unit 3, Lesson 1 Exercise

LESSON 2 OFFENSIVE OPERATIONS Introduction

Estimated Study Time

15 minutes

Lesson Scope

This lesson discusses the four types of offensive operations, the seven types of attacks used in offensive combat, and the planning considerations for fire support in offensive operations.

Lesson Objectives

After this lesson, you should be able to

In This Lesson

•

State the four types of offensive operations.

•

State the seven types of attacks.

•

Identify the agency responsible for planning and executing fire support for an offensive operation.

This lesson contains the following topics: Topic Introduction Types of Operations Types of Attacks Planning and Executing Fire Support Lesson 2 Exercise

MCI Course 8204

3-15

See Page 3-15 3-16 3-18 3-20 3-22

Study Unit 3, Lesson 2

Types of Operations

Four Types

The four general types of offensive operations are listed below: • • • •

Movement to contact Attack Exploitation Pursuit

Though described in a logical or notional sequence, these operations may occur in any order or simultaneously throughout the battlefield. A movement to contact may be so successful that it immediately leads to exploitation or an attack may lead directly to pursuit.

Movement to Contact

Movement to contact is an offensive operation conducted to develop and to establish or regain contact with the enemy. A properly executed movement to contact allows the commander to make initial contact with minimum forces and to expedite the employment and concentration of his or her force. The commander must be prepared for his or her actions upon contact. The force is organized by the commander to provide flexible and rapid exploitation of the contact gained. The force utilizes battle drills that focus on overcoming initial contact quickly. These procedures must be practiced and thoroughly rehearsed to permit the entire force to act without detailed guidance. Failure to prepare accordingly results in delay and confusion and grants the enemy time to seize the initiative and to dictate the conditions under which the engagement is fought.

Attacks

The purpose of the attack is to defeat, destroy, or neutralize the enemy. An attack emphasizes maximum application of combat power, coupled with bold maneuver, shock effect in the assault, and prompt exploitation of success. The four principal tasks in an attack are listed below: • • • •

Prevent effective enemy maneuver or counteraction. Maneuver to gain an advantage. Deliver an overwhelming assault to destroy the enemy. Exploit advantages gained. Continued on next page

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Study Unit 3, Lesson 2

Types of Operations, Continued

Exploitation

The enemy may still be capable of fielding cohesive units after being attacked. In the exploitation, the attacker extends the destruction of the defending force by maintaining constant offensive pressure. The objective of the exploitation is to disintegrate enemy forces to the point where they have no alternative but to surrender or fight. When an attack succeeds, the enemy may attempt to disengage, withdraw, and establish or reconstitute an effective defense.

Pursuit

When it becomes clear that organized enemy resistance has completely broken down, the commander shifts to the pursuit. The difference between exploitation and a pursuit is the condition of the enemy. Unlike exploitation in a pursuit, the enemy is unable to field cohesive units and is simply trying to escape. The object of the pursuit is to annihilate the enemy force.

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3-17

Study Unit 3, Lesson 2

Types of Attacks

Seven Types

The differences among these types of attacks lie in the amount of preparation, planning, coordination required, and the effect desired on the enemy. The seven types of attacks are listed below: • • • • • • •

Hasty Deliberate Spoiling Counterattack Feint Reconnaissance in force Raid

Hasty

This is an attack in which preparation time is sacrificed for speed to exploit opportunity. The hasty attack seeks to take advantage of the enemy’s lack of readiness. It involves boldness, surprise, and speed to achieve success before the enemy has had time to improve his or her defensive posture. By necessity, hasty attacks are simple and require a minimum of coordination with higher and adjacent commanders.

Deliberate

This attack is characterized by preplanned coordinated employment of firepower and maneuver to close with and destroy the enemy. It is used when the situation is fully developed and when attacking a well-organized enemy that must be completely destroyed to achieve success.

Spoiling

Commanders normally launch spoiling attacks from a defensive position to disrupt an expected enemy attack. A spoiling attack attempts to strike the enemy where he or she is most vulnerable—during the preparations for the attack in assembly areas and attack positions or while he or she is on the move prior to crossing the line of departure. A spoiling attack hits the enemy when he or she is unprepared.

Counterattack

Commander’s conduct counterattacks either with a reserve or otherwise uncommitted or lightly engaged force. The counterattack is conducted after the enemy has commenced the attack, and a resolute defense or enemy tactical error exposes the enemy to effective counteraction. Continued on next page

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Study Unit 3, Lesson 2

Types of Attacks, Continued

Feint

This attack is a supporting effort designed to divert or distract the enemy’s attention away from the main effort and involves physical contact with the enemy. A feint consists of shallow, limited objective attacks conducted before or during the main attack. A feint must be sufficiently strong to confuse the enemy about the location of your main effort.

Reconnaissance in Force

This is a deliberate attack by a major force to obtain information and to locate and test enemy disposition, strength, and reactions. While the primary purpose of a reconnaissance in force is to gain information, the unit should be prepared to exploit any opportunity found.

Raid

This attack is usually a small-scale offensive operation involving a penetration of hostile territory for a specific purpose other than seizing and holding terrain and for which there is always a planned withdrawal. A raid is typically conducted to • • • • •

MCI Course 8204

Destroy enemy installations and facilities. Capture or free prisoners. Disrupt enemy command and control or support activities. Divert enemy attention. Secure information.

3-19

Study Unit 3, Lesson 2

Planning and Executing Fire Support

Fire Support Plan

Fire support planning involves not only the translation of the commander’s concept into a definitive plan that portrays the supported unit’s requirements, but also involves the detailed planning that must be accomplished to effect delivery of supporting fires.

Purpose

Fire support is used to suppress, neutralize, fix, or destroy pockets of resistance prior to direct fire engagement by maneuver units. The fire support coordinator (FSC) develops the fire support task organization and the coordinating measures for the attack, exploitation, pursuit, and contingency plans. Fire support systems are positioned to ensure continuous fires throughout the operation. Mutual support of these weapons promotes responsive support and provides the commanders of maneuver unit’s freedom of action during each critical event of the engagement or battle. Direct support artillery moves with supported units, and aviation is used to destroy enemy fire support means and key enemy units and facilities. Counter battery radars are positioned to maintain radar coverage to ensure continuous coverage during rapid movement forward. Continued on next page

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Study Unit 3, Lesson 2

Planning and Executing Fire Support, Continued

Planning Considerations

MCI Course 8204

Fire support can deliver a variety of munitions to support close offensive operations. To effectively integrate fire support, the FSC must understand the mission, the commander’s intent, and the concept of operations. The FSC develops fire support plans to focus on enemy capabilities and systems that must be neutralized. Specific considerations for the employment of fire support in the offensive operations include •

Employing weapon and target acquisition systems well forward to provide continuous in-depth support

•

Weighing the main effort and assisting priorities of fire support to lead elements

•

Isolating enemy forces at the point of attack

•

Softening enemy defenses by delivering effective preparatory fires

•

Suppressing enemy weapon systems to reduce enemy standoff capabilities

•

Supporting screening forces adjacent to enemy units

•

Suppressing bypassed enemy elements to limit their ability to disrupt friendly operations

•

Interdicting enemy counterattack forces, isolating the defending force, and preventing its reinforcement and resupply

•

Providing counterfire to reduce the enemy’s ability to disrupt friendly operations and to limit the enemy’s ability to rapidly shift combat power on the battlefield

3-21

Study Unit 3, Lesson 2

Lesson 2 Exercise

Estimated Study Time

10 minutes

Directions

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

Item 1

Which offensive operation is conducted to annihilate the enemy force? a. b. c. d.

Item 2

There are seven types of attacks. Which attack is launched from a defensive position to disrupt an expected enemy attack? a. b. c. d.

Item 3

Movement to contact Attack Exploitation Pursuit

Counterattack Raid Spoiling Hasty

Which attack is launched to deceive the enemy about the location of your main effort? a. b. c. d.

Feint Raid Reconnaissance in force Hasty Continued on next page

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Study Unit 3, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Item 4

Who is responsible for planning and executing fire support in offensive operations? a. b. c. d.

Combined arms controller (CAC) Fire support coordinator (FSC) Artillery liaison officer (ALO) Forward air controller (FAC) Continued on next page

MCI Course 8204

3-23

Study Unit 3, Lesson 2 Exercise

Lesson 2 Exercise, Continued

Answers

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

MCI Course 8204

Answer d c a b

3-24

Reference 3-17 3-18 3-19 3-20

Study Unit 3, Lesson 2 Exercise

LESSON 3 OFFENSIVE MANEUVER Introduction

Estimated Study Time

10 minutes

Lesson Scope

This lesson discusses the four forms of offensive maneuver and the three requirements for a successful envelopment.

Lesson Objectives

After completing this lesson, you should be able to

In This Lesson

•

State the four forms of offensive maneuver.

•

Explain the three requirements for an envelopment to be successful.

This lesson contains the following topics: Topic Introduction Forms of Maneuver Successful Envelopment Lesson 3 Exercise

MCI Course 8204

3-25

See Page 3–25 3-26 3-30 3-31

Study Unit 3, Lesson 3

Forms of Maneuver

Four Forms

Offensive maneuver is the movement made to place forces in an advantageous position relative to the enemy, to close with the enemy, and to defeat the enemy. The four basic forms of offensive maneuvers are • • • •

Frontal attack Flanking attack Envelopment Turning movement

Although maneuver is made relative to the enemy, the ability to maneuver is closely related to battlefield initiative. The initiative lies with the attacker so long as he or she retains freedom of action to select the time and place of the engagement. In the final analysis, the tactical advantage being sought through maneuver is the disposition of the friendly force to facilitate the defeat of the enemy.

Influencing Factors

The unit leader may direct the attack to the front, flank, or rear of the enemy. Helicopterborne operations that place forces on the enemy’s flank or to the rear can be used during all forms of maneuver. METT-T is used to determine the best form of maneuver. Terrain heavily influences the selection of the form of maneuver at the company and platoon level. The interrelationship of terrain features, particularly their relationship to the enemy, will directly affect how the commander employs his or her combat power. Continued on next page

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Study Unit 3, Lesson 3

Forms of Maneuver, Continued

Frontal Attack

A frontal attack is directed against the front of an enemy force. Its goal is to achieve a penetration. The frontal attack is the least preferred form of maneuver because it strikes the enemy where he or she is strongest. A supporting attack and supporting arms may be used to suppress the enemy. A frontal attack is used to overrun a weak or disorganized enemy, during a pursuit, or to fix an enemy in place.

Frontal Attack Diagram

A diagram of a frontal attack is illustrated below:

Continued on next page

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3-27

Study Unit 3, Lesson 3

Forms of Maneuver, Continued

Flanking Attack

This attack is a form of offensive maneuver in which the main effort is directed at the flank of the enemy. A flanking attack seeks to strike the enemy from an unexpected direction—achieving a degree of surprise and avoiding the enemy’s principal orientation of his or her main weapons systems. A flanking attack usually involves a supporting attack to suppress the enemy. Direct and indirect fires can be used to suppress the enemy and prevent the maneuvering against the flanking force. A reconnaissance of the enemy positions enhances the attacker’s ability to identify and avoid automatic weapons, key obstacles, and mines.

Flanking Attack Diagram

A diagram of a flanking attack is illustrated below:

Continued on next page

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Study Unit 3, Lesson 3

Forms of Maneuver, Continued

Envelopment

An envelopment is an offensive maneuver in which the attacking force passes around or over (heliborne) the enemy’s principal positions to attack those from the rear or secure other high value objectives to the enemy’s rear. Rifle platoons and companies do not conduct envelopments––they participate as an element of a larger unit conducting one. An envelopment seeks to • • • •

Envelopment Diagram

Bypass the enemy’s strength and strike him or her where he or she is weakest. Sever the enemy’s lines of communication. Disrupt the enemy’s command and control of the enemy’s combat service support elements. Force the enemy to fight on a reverse or unexpected front.

A diagram of an envelopment is illustrated below:

Continued on next page

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Study Unit 3, Lesson 3

Successful Envelopment

Successful Envelopment

A successful envelopment requires • • •

Surprise Superior mobility Insurmountable supporting efforts

As in the flanking attack, the supporting efforts of an envelopment fix the enemy’s attention to the front and force him or her to fight in two or more directions simultaneously. The success of the envelopment often depends heavily on the supporting attack to fix the enemy in place.

Turning Movement

A turning movement is a form of offensive maneuver in which the main effort seizes objectives so deep that the enemy is forced to abandon his or her position or divert major forces to meet the threat. A turning movement is really just a variation of an envelopment. The intent is to force the enemy out of position without assaulting him or her. The act of seizing a key objective in the enemy’s rear can make the enemy’s position untenable. The main effort for a turning movement usually operates beyond a mutually supporting distance. Therefore, any force executing a turning movement must be self-sufficient and should reach the objective before becoming decisively engaged. The turning movement is not conducted with less than a division.

MCI Course 8204

3-30

Study Unit 3, Lesson 3

Lesson 3 Exercise

Estimated Study Time

10 minutes

Directions

Complete items 1 through 3 by performing the action required. Check your answers against those listed at the end of this lesson.

Item 1

Which attack is launched to achieve a penetration? a. b. c. d.

Item 2

A successful envelopment requires _____________, superior mobility, and insurmountable supporting efforts. a. b. c. d.

Item 3

Frontal attack Flanking attack Envelopment Turning movement

surprise superior penetration greater intelligence enhanced communication

There are four basic forms of offensive maneuver. Which maneuver results in the enemy having to abandon his or her position or divert major forces to meet the threat? a. b. c. d.

Frontal attack Flanking attack Envelopment Turning movement Continued on next page

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Study Unit 3, Lesson 3 Exercise

Lesson 3 Exercise, Continued

Answers

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

Study Unit 3 Summary

MCI Course 8204

Answer a a d

Reference 3-27 3-30 3-30

In this study unit, you attained a better understanding of the offensive form of warfare.

3-32

Study Unit 3, Lesson 3 Exercise

COMBAT TECHNIQUES REVIEW LESSON EXAMINATION Review Lesson

Introduction

The purpose of the review lesson examination is to prepare you for the final examination. We recommend that you try to complete your review lesson examination without referring to the text, but for those items (questions) you are unsure of, restudy the text. When you finish your review lesson examination and are satisfied with your responses, check your responses against the answers provided at the end of this review lesson examination.

Directions

Select the ONE answer that BEST completes the statement or that answers the item. Each question will be in the form of multiple choice, so circle your response.

Item 1

Techniques are as old as warfare itself. Since the 18th century, which of the following is one of three important trends that have emerged? a. b. c. d.

Item 2

Techniques have ever-shorter “lives.” Battalion and smaller units must master a much smaller range of techniques. The ranks that develop new and innovative techniques are more and more senior. Techniques are smaller in scale than tactics.

Which of the following is one of three primary driving factors behind the trends since the 18th century? a. b.

c. d.

The introduction of the tank to the battlefield. The range of weapons at the small unit level allows the rank at which techniques must be developed through innovation to become more and more junior. As weapons development leveled off, so did the techniques that a unit needed to master. The movement of populations from a rural to an urban environment. Continued on next page

MCI Course 8204

R-1

Review Lesson Examination

Review Lesson, Continued

Item 3

Which of the following is one of four major influences on techniques? a. b. c. d.

Item 4

Since training is not the same as combat, you can easily develop techniques that work in training, but fail in combat. Which of the following would be a technique to make your training more realistic? a. b. c. d.

Item 5

Execute training over terrain that everyone knows. Utilize the same scenario each time. Utilize MILES gear. Train without helmets and flak vests because they provide more unnecessary weight to a Marine’s already heavy load.

Because developing techniques is a creative activity, a leader can make an infinite number of possible mistakes. Which of the following is one of four major pitfalls that you may fall into as you design techniques? a. b. c. d.

Item 6

Senior leadership Terrain The Vietnam War Mass production

Narrow spectrum Innovative mentality Simplicity Patent solution

To make your unit proficient in techniques, you must practice. Which of the following is a form of practice? a. b. c. d.

Lecture Hands on training Automatic Role reversal Continued on next page

MCI Course 8204

R-2

Review Lesson Examination

Review Lesson, Continued

Item 7

Which of the following is one of three techniques that can be used to help your unit develop into a better-trained unit? a. b. c. d.

Item 8

Which of the following is one of six troop leading procedures? a. b. c. d.

Item 9

Begin reconnaissance. Supervise. Communicate the plan. Inspect the troops.

METT-TSL stands for mission; enemy; ________________; troops and fire support available; and time, space, and logistics. a. b. c. d.

Item 10

Allow your Marines to become acclimatized. Make training as difficult and complex as possible. Maximize free play exercises. Coordinate lectures and guest speakers.

terrain and weather tactical resupply topographical intelligence table of organization

As you make decisions and plans, which of the following points should you keep in mind? a. b. c. d.

Do not expect certainty. Trade speed for stealth. Trade stealth for practicality. Do not expect complexity. Continued on next page

MCI Course 8204

R-3

Review Lesson Examination

Review Lesson, Continued

Item 11

Which of the following is one way to communicate plans in a timely manner to subordinates? a. b. c. d.

Item 12

Which component of a warning order would you find information on friendly and enemy dispositions? a. b. c. d.

Item 13

General instructions Service support Command and signal Situation

The acronym SMEAC stands for situation; mission; __________________; ________________; and command and signal. a. b. c. d.

Item 14

Tactical orders Commander’s orders Operations orders Secondary orders

estimate of the situation; attack guidance engagement criteria; administration and logistics enemy; attack guidance execution; administration and logistics

What are the two minimum elements that must be present in a fragmentary order? a. b. c. d.

Mission and execution Task and purpose Commander’s intent and main effort Situation and enemy intelligence Continued on next page

MCI Course 8204

R-4

Review Lesson Examination

Review Lesson, Continued

Item 15

Which of the following is a fundamental of the offense? a. b. c. d.

Item 16

In which phase of the offense would consolidation and reorganization occur? a. b. c. d.

Item 17

Planning Preparation Conduct Consolidation and exploitation

In an offensive action, forces are distributed into three different groups. Which of the following is designed to force the enemy to commit reserves prematurely or in an indecisive area? a. b. c. d.

Item 18

Make reconnaissance. Gain and retain the initiative. Prepare positions. Maximize mobility.

Primary Main Supporting Reserve

There are four general types of offensive operations. Which of the following is conducted to disintegrate enemy forces to the point where they have no alternative, but to surrender or flight? a. b. c. d.

Movement to contact Attack Exploitation Pursuit Continued on next page

MCI Course 8204

R-5

Review Lesson Examination

Review Lesson, Continued

Item 19

There are seven types of attacks. Which attack is characterized by preplanned coordinated employment of firepower and maneuver to close with and destroy the enemy? a. b. c. d.

Item 20

Which attack is conducted after the enemy has commenced the attack and a resolute defense or enemy tactical error exposes the enemy to effective action? a. b. c. d.

Item 21

Hasty Spoiling Counterattack Deliberate

Hasty Spoiling Counterattack Deliberate

Who is responsible for planning and executing fire support in offensive operations? a. b. c. d.

Combined arms controller (CAC) Fire support coordinator (FSC) Artillery liaison officer (ALO) Forward air controller (FAC) Continued on next page

MCI Course 8204

R-6

Review Lesson Examination

Review Lesson, Continued

Item 22

There are four forms of offensive maneuver. Which attack is launched to pass around or over the enemy’s principal positions to attack those from the rear or secure other high value objectives to the enemy’s rear? a. b. c. d.

Item 23

A successful envelopment requires surprise, superior mobility, and a. b. c. d.

Item 24

insurmountable supporting efforts. superior penetration. greater intelligence. enhanced communication.

Which form of offensive maneuver has the intent of forcing the enemy out of position without assaulting him or her? a. b. c. d.

Item 25

Frontal attack Flanking attack Envelopment Turning movement

Frontal attack Flanking attack Envelopment Turning movement

Which of the following is a fundamental of the defense? a. b. c. d.

Dependability Mutual support Security Combined arms Continued on next page

MCI Course 8204

R-7

Review Lesson Examination

Review Lesson, Continued

Item 26

Another fundamental of the defense is mass and concentration. Since the offense is the decisive form of combat, you must seek every opportunity to take offensive action. You can achieve defense in depth by a. b. c. d.

Item 27

The reserve is located in the ______________ area of the defensive sector. a. b. c. d.

Item 28

security main battle rear forward battle

Which type of defensive operation is characterized by the use of offensive action, supplementary positions, planned delaying actions, lateral shifting of forces, and commitment of the reserve? a. b. c. d.

Item 29

being prepared to shift your main effort if necessary. employing weapons at the minimum effective ranges. reinforcing fighting holes with sandbags and using aiming stakes. building obstacle outside of the range of your weapons systems.

Strongpoint Mobile Battle position Fortified

Which defensive maneuver does an organized movement away from the enemy characterize? a. b. c. d.

Retrograde Delay Withdrawal Retirement Continued on next page

MCI Course 8204

R-8

Review Lesson Examination

Review Lesson, Continued

Item 30

A ______________ is a strongly fortified defensive position designed to defeat enemy armor or mechanized attack. a. b. c. d.

Item 31

Which of the following retrograde operations includes a sub-category in which a unit disengages and moves to the rear while the enemy is not attacking? a. b. c. d.

Item 32

Delay Withdrawal Retirement Attack

Which of the following is a fundamental of delay operations? a. b. c. d.

Item 33

defensive sector battle position strongpoint kill box

Avoid decisive engagement. Break contact with the enemy. Limit the use of indirect fires. Decentralize control and centralize execution.

A defensive plan consists of two critical elements. Which of the following is one of them? a. b. c. d.

Priority of work Scheme of maneuver Warning order Obstacle plan Continued on next page

MCI Course 8204

R-9

Review Lesson Examination

Review Lesson, Continued

Item 34

Which of the following is included in the defensive scheme of maneuver? a. b. c. d.

Item 35

A deliberate defense is conducted when a. b. c. d.

Item 36

out of contact with the enemy. the commander is pressed for time. the commander is planning on moving again quickly. contact with the enemy is imminent.

A hasty defense is conducted when a. b. c. d.

Item 37

List of targets Convoy route Logistic support plan Integrated obstacles and barriers

out of contact with the enemy. time for preparation is not limited. contact with the enemy is imminent. contact with the enemy is not imminent.

Retaining forward positions is one of the essential elements to conducting the defensive battle. Which of the following is an advantage of retaining forward positions? a. b. c. d.

Allow the commander to concentrate temporarily on a wider front in the main battle area. Provide surveillance and control of supporting arms into the enemy’s depth. Provide access to withdrawal through the enemy’s rear. Provide a secure area for logistic support. Continued on next page

MCI Course 8204

R-10

Review Lesson Examination

Review Lesson, Continued

Item 38

Reserves must be organized based on a. b. c. d.

MCI Course 8204

battlefield conditions. METT-TSL. unit SOP. commander’s preference.

R-11

Review Lesson Examination

Review Lesson, Continued

Answers

The table below lists the answers to the review lesson examination items. If you have questions about these items, refer to the reference page of the course text. Item Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29

Answer a b b c d c c b a a c d d a b c c c d c b c a d b a c b a

Reference 1-4 1-5 1-6 1-12 1-13 1-18 1-20 2-4 2-6 2-13 2-21 2-24 2-25 2-32 3-5 3-8 3-10 3-17 3-18 3-18 3-20 3-29 3-30 3-30 4-4 4-5 4-10 4-15 4-22 Continued on next page

MCI Course 8204

R-12

Review Lesson Examination

Review Lesson, Continued

Answers, continued

Item Number 30 31 32 33 34 35 36 37 38

Summary

MCI Course 8204

Answer c b a b d a c b b

Reference 4-21 4-23 4-24 4-31 4-32 4-33 4-34 4-35 4-37

Now that you have completed the review lesson examination, it is time to show that you have mastered this course by completing the final examination. Take your final examination booklet and the DP-37 to your training NCO or any authorized proctor so that you can complete the course.

R-13

Review Lesson Examination