Fluent Essays

See Attachments The Thesis paper is what needs to be completed. The others is where you can pulled information from. Reference: Handout 2 Day 2 SNCOs Lead, Officers Command Marine Corps Gazette - Quantico Subjects: Leadership; Military personnel; Military officers Author: Walker, Charles A Date: Nov 2014 Start Page: 44 Pages: 2 Section: IDEAS & ISSUES (LEADERSHIP) Document Text Headnote The method of application SNCOs lead, officers command. Before that comment draws ire, let me be clear. I do not imply that officers are not leaders, but rather, as commanders, their leadership is more strategic. They are the decision makers upon whose shoulders the responsibility of accomplishing the mission lie. The officer is responsible for the success or failure of the unit or mission. The SNCOs responsibility is more at the tactical level. They can absolutely impact the operational and strategic (and, as advisors, should always do so); however, the application of their leadership is personal interaction, Marine to Marine. A commander is forced to look two terrain features down, to steer the organization, to anticipate friction, and to make decisions that ensure mission accomplishment. The SNCO must advise the commander in these matters, but must keep his eyes on the tanglefoot, the messy work that will hinder either the unit or more often the individual Marine. As I look back over my career, I have served with many fine Marine officers, men who were highly intelligent, polished, brilliant decision makers who possessed the ability to inspire their Marines. History will prove many of these officers to be among our legends and heroes. However, the Marines who made the biggest impact, who influenced me the most, were all SNCOs. The reason for this is simple: They were the ones who were personally involved. They were the ones who taught and mentored. One of my mentors, a master gunnery sergeant with 30 years of service, once told me that no Marine with black on his collar ever made a decision-the shiny ones do that. At first I didnt receive the comment well. I had already been an SNCO for several years and had made many decisions, some good and some bad. I had great respect for the sage, however, and thought it wise to mull it over. Soon I understood what master guns was saying in his dry, midwestern manner. An SNCO advises the commander, but it is the commander who must make the decision. Sometimes he will heed the SNCOs advice, other times he will consider it, yet make a contrary decision. The SNCO then takes the decision and turns it into action. The SNCO leads the Marines to accomplish the mission maintaining the commanders intent. A commander should be able to trust his SNCOs, step aside, and allow them the latitude to accomplish the mission as they see fit. The SNCO can set conditions for this environment by being technically and tactically proficient, never straying from the commanders intent, and, most importantly, executing the task as though it were his decision. Nothing will wound morale in a unit more than division between the SNCOs and officer corps. We must be united: one team, one fight. Reference: Handout 2 Day 2 Another illustration of this relationship was given to me by my first platoon sergeant. I stood in platoon formation as a private first class in Echo 2/6 as the staff sergeant said, This is a family. The lieutenant is your daddy and I am your mama. I initially shirked from the analogy that seemed contrary to my perception of an infantry unit leader. He went on to say: You dont see daddy that much. Hes gone to work all day. When he comes home I give him an update on whats going on. Hes the head of the household. We discuss all matters, but he makes the final decision. When you really get out of line he administers the punishment. However, the major role of managing the home and the family lies with me-your mama. I spend all day with you. I know you better than your daddy does. I keep you in line, teach you, and supervise you. I defer to daddys decision, but [said with a smirk and twinkle in his eye] I can generally persuade daddy to do things my way. Ive thought of my platoon sergeants analogy many times over the years. His homespun southern humor taught me how to simplify concepts and teach them to Marines in a way they will both understand and remember. I also learned not to underestimate the wisdom and experience possessed by SNCOs who more often than not have been taught by years of service vice a brick and mortar school. As SNCOs we must be able to effectively communicate, knowing our audience. We must be able to transition quickly from speaking with senior officers to the most junior enlisted Marines. The concept is akin to being bilingual. An example of this is seen in the company gunnery sergeant briefing the regimental commander delivers during battlefield circulation. The gunny tells the CO, Sir, we had positive identification of an armed combatant in the conduct of a hostile act against friendly forces and engaged with a measured response according to the rules of engagement. When the incident occurred, the gunny simply told the lance corporal, Drop that dirt bag. It was a succinct direction, spoken in plain language, given in a familiar tone and manner the Marine rifleman understood. The gunnery sergeant was able to look at the big picture but operate within a single frame, within the current sight picture. Most importantly, he knew how to talk to Marines. All Marine leaders, enlisted and officer alike, share the same leadership traits and principles. We operate in the same clime and place. The difference is simply in the method of application. The officer publishes guidance and provides intent, the SNCO remains personally involved as the Marines then execute; while doing so, he coaches, teaches, and mentors. The SNCO must at all times be approachable and, most importantly, involved. We must maintain fidelity with our officers and simply lead our Marines. CC6610REQD EFFECTIVE COMMUNICATION Page 1 of 4 The ECDEP Essay For one or more of your lessons, you will have to write an essay that demonstrates your understanding of the material. You will be given one or more topics to choose from, and you will have to develop a thesis, construct logical supporting paragraphs, and present a conclusion. The ECDEP Essay is an academic endeavor—that is, it should maintain the third-person point of view (see bullet below), use grammatical sentences, and take an engaging position. In essence, the ECDEP Essay should prove how well you understand the topic and the course material, and it must do so with original thought, not with layers of book quotes or paraphrasing. As you write your essay, you will enhance your critical thinking skills: your ability to approach a topic from a unique standpoint, to form a position based on your experience and the knowledge you gained from the course, to consider alternatives to your position, and to make a logical conclusion. Use the following stylistic rules for writing your ECDEP Essay: • The format requirements are 1” margins, double-spaced text, and 12 point Times New Roman font. • Have a thesis statement. Typically this is found at the end of your introductory paragraph; this statement lays out the core of your position on the topic. (See the Developing a Thesis Statement documents in the ECDEP Writing Center.) • Your position should consider all sides of the argument. Essays that take unwavering extreme stances will alienate your reader. • Primarily use third-person point of view (POV). Third-person includes he, she, it, they, him, her, them, his, her, hers, their, and theirs; all nouns and indefinite pronouns are third-person. Although switching POVs within an academic essay is not normally done, the ECDEP Essay makes one exception: You may switch to first-person point of view when using a personal experience that is essential to your argument. First-person includes I, we, me, us, my, mine, our, and ours. (See “Point of View” under the Writing Issues button in the ECDEP Writing Center.) • As a rule of thumb, use three types of paragraphs: an introductory paragraph, supporting/body paragraphs, and a conclusion paragraph. • Use original thought. You must analyze the topic with the knowledge you have gained in the course. Support your ideas with evidence from course materials and/or your life experiences. • Finally, give yourself time to revise your essay. Too many grammatical mistakes will obscure your points. When using direct quotations or paraphrasing from course materials, scholarly articles or other outside sources, follow the rules for citations below: • To cite research material—both from the course materials and from outside sources—use the following ECDEP in-text citation format: (author’s name, title of work, page number). Use this format in the text of your essay: immediately after direct quotes, summaries, or paraphrases. If all of this information is not available, give as much as possible. You may also lead into a quote, summary, or paraphrase by mentioning the author or title. The key point here is to give the author/source credit and to show where your research came from. Page 2 of 4 • A “works cited” or reference page at the end of the essay is not needed. • Footnotes or endnotes in the essay are not needed. IMPORTANT: If your essay is filled with quotes and footnotes with little of your own analysis or evaluation, then the work will not meet the intent of the ECDEP Essay. The key is to only use research material to present facts or points that support your original ideas. Further, if you use direct quotes or paraphrasing, you must analyze or explain how the material supports your position. Here are two examples of acceptable in-text citations for quotations in the ECDEP Essay: 1. In the opening line, “It was the best of times, it was the worst of times…” the author illustrates the state of affairs after the French Revolution (Dickens, A Tale of Two Cities, pg.1). 2. Kurtz’s final words in Joseph Conrad’s Heart of Darkness, “The horror! The horror!”(pg.180) intend to convey the brutality of war. Here is an example of an acceptable in-text citation of a website without a page number in the ECDEP Essay: 1. General Mattis states, “I don’t lose any sleep at night over the potential failure. I cannot even spell the word” (Conway, Politico, Web). Note: When taking a quotation from a website, do not put the web-address inside of the in-text citation. For websites with a page number, follow the same format as a printed source (author last name, title of work, page number). Here are three examples of acceptable in-text citations for paraphrasing information in the ECDEP Essay: 1. During the Boxer Rebellion, Smedley Butler was shot in one of his uniform buttons, scarring his Marine Corps chest tattoo (Talbot, Devil Dog, pg. 44). 2. On the final page of Flannery O’Connor’s story, “A Good Man is Hard to Find,” the character named The Misfit tells the grandmother that there is no pleasure in our existence. 3. Gordon and Trainer (2006) state that the opening air and ground attacks of Operation Iraqi Freedom were meant to mislead and confuse Iraqi military leaders (pg. 227). When in doubt, cite the source. Keep in mind, if you did not write the material yourself (i.e., from your original thoughts or without outside information), or if quotation marks are used to show someone else has written or said something, attribution must be given in some way or else this is considered plagiarism. Include as much of the required information as you can to show your reader how to find the source of the information. If a source is so obscure that its basic info is unavailable, question the source’s validity or search for some form of identification; even a URL, short description, or partial name will work. Continue to the next page for an example of the ECDEP Essay format. Page 3 of 4 Example: The following example has been color coded to easily demonstrate the effective way to support a thesis statement. Red is used for the thesis statement; within the thesis statement, you’ll see orange, blue, and purple. These three colors are used to show the different claims that will be discussed in the body of the essay. Each color corresponds to a different body paragraph. In each body paragraph, the topic and transition sentence are color coded according to the claim within the thesis statement they are supporting or transiting into. The support for each paragraph has been left in black to demonstrate its placement between the topic and transition sentences. Green shows the conclusion of the essay. Introductory paragraph: This paragraph should be 3-5 sentences in length. This paragraph should be the blueprint of your essay, introducing the subject you are writing about, answering the essay question in plain language, and it should say why you came to that answer to the question. Your thesis statement should be the last sentence of your introduction (For example: Due to world events after the 9/11 attacks, the United States used all of its instruments of national power—diplomatic, military, economic—to remove Saddam Hussein from power and make him less of a threat to the world.) Body paragraph 1: This paragraph should address one claim from your thesis statement (which means one aspect of your answer to the essay question), and it should begin with a topic sentence (For example: The United States used diplomacy to help remove Saddam Hussein from power). The next few sentences in this paragraph should support the topic sentence. This will be developed from the course materials through either direct quotes, paraphrases, or common knowledge; this will be directly followed by your original analysis of your supporting points. This paragraph should conclude with a summary of the topic of this paragraph, and it should transition into the next paragraph. (For example: While diplomacy helped remove Saddam Hussein from power, the operation would not have been successful without the advanced tactics of the United States military.) Page 4 of 4 Body paragraph 2: This paragraph should address a different claim from your thesis statement (which means a different aspect of your answer to the essay question), and it should begin with a topic sentence. The next few sentences in this paragraph should support and analyze the topic sentence. This paragraph should conclude with a summary of the topic of this paragraph, and it should transition into the next paragraph. Body paragraph 3: This paragraph should address a different aspect of your thesis statement (which means a different aspect of your answer to the essay question), and it should begin with a topic sentence. The next few sentences in this paragraph should support and analyze the topic sentence. This paragraph should conclude with a summary of the topic of this paragraph, and it should transition into the conclusion. Conclusion paragraph: This paragraph should use 4-5 sentences to restate the answer to the essay question, say why you came to that conclusion, and it should summarize how you supported that conclusion. Example: The following example has been color coded to easily demonstrate the effective way to support a thesis statement. Red is used for the thesis statement; within the thesis statement, you’ll see orange, blue, and purple. These three colors are used to sh... Page 1 of 2 Grading Procedures for 6715 Essay The purpose of the essay is to assess students’ performance against stated MCU learning outcomes. Adjunct faculty need to determine whether the student is learning at a mastery level. The rubric is a holistic scoring/grading tool. Tally the total number of points earned and place them in the Moodle Gradebook. The essay is worth 80 points which is 8.0 \% of each student’s total grade. Criteria Unsatisfactory (0 – 69\%; 0 – 13.9 pts) Needs Improvement (70 – 79\%; 14.0 – 15.9 pts) Satisfactory (80 – 89\%; 16.0 – 17.9 pts) Excellent (90 – 100\%; 18.0 - 20 pts) Score Understanding of Concepts • Does not demonstrate understanding of course concepts. • There is inadequate or inappropriate use of course material to support positions. • The evidence used does not support the main argument. • Demonstrates a limited understanding of course concepts. • Uses relevant course material to support the central point, but support is general and broad. • Details are lacking or inappropriately repetitive. • Demonstrates understanding of essential course concepts. • Strong use of evidence, primarily through course material. • Contains appropriate details or examples. • Demonstrates mastery of course concepts. • Novel and robust use of evidence, mainly through course material, augmented by additional credible outside sources. • The evidence used to support the central point is rich, detailed, and well- chosen. Critical Thinking • Fails to separate the argument into parts, or the parts identified are not correct or relevant. • The links between the components are inaccurate or incomplete. • Conclusion is inconsistently tied to the information discussed or is not supported by consistent logic. • Separates the argument, issue, or problem into mostly relevant parts. • The links between the components are generally clear and accurate; some points inadequately linked. • Reasoning is sometimes vague or unclear. • Conclusion is generally tied to the information presented. • Successfully separates the argument, issue, or problem into relevant parts. • The links between the components are logical and mostly clear and accurate. • Conclusion is logical and tied to a range of information presented. • Skillfully separates the argument, issue, or problem into relevant parts. • The links between the components are logical and explicitly clear, accurate, and insightful. • Conclusion is logical and reflect student’s informed evaluation and ability to place evidence in priority order. Unsatisfactory (0 – 69\%; 0 – 8.3 pts) Needs Improvement (70 – 79\%; 8.4 – 9.5 pts) Satisfactory (80 – 89\%; 9.6 – 10.7 pts) Excellent (90 – 100\%; 10.8 - 12 pts) Score Thesis • The thesis cannot be determined, makes no central claim, or makes a claim that is irrelevant, unclear, or self-evident. • The goal of this essay is missing or vague. • The thesis is stated within the introduction. • The thesis makes a claim, but it is weak, uninteresting, or doesn’t answer the writing prompt. • The thesis is clear and is stated within the introduction. • The thesis makes a central claim that answers the writing prompt. • The thesis is clearly and eloquently stated within the introduction. • The thesis makes a central claim that answers the writing prompt, is substantive, and is articulately stated. Structure • The paper fails to include an introduction, body, or conclusion. • The logical ordering and argumentative purpose of many paragraphs are unclear. As a whole, the essay rambles without apparent direction. • Connections and transitions between paragraphs are poor, haphazard, or missing. • The paper contains an introduction, body, and conclusion. • Most paragraphs have a main topic that supports the thesis, but the logical ordering of paragraphs is not clear. • Connections and transitions between paragraphs are inconsistent. • The paper contains an introduction, body, and conclusion. • All paragraphs have a main topic that supports the thesis, and the logical ordering of paragraphs is mostly clear. • Connections and transitions between paragraphs are fluid and communicate a logical sequence of ideas. • The paper contains a clear introduction, body, and conclusion. • Each paragraph communicates an efficient, valid argument in support of the thesis; paragraphs are arranged in a tight, logical sequence. • Connections and transitions between paragraphs are clear, skillful, and coherent. CC6715 ESSAY RUBRIC 6500 CAREER SCHOOL SEMINAR PROGRAM Page 2 of 2 Writing Style (15 points for the category) Criteria Unsatisfactory (0 – 69\%; 0 – 8.3 pts) Needs Improvement (70 – 79\%; 8.4 – 9.5 pts) Satisfactory (80 – 89\%; 9.6 – 10.7 pts) Excellent (90 – 100\%; 10.8 - 12 pts) Score Writing Style • Sentences are unclear, fragments, run-ons, or wordy. • There are frequent informal and inappropriate usage errors—slang is present. • Excessive use of the passive voice and familiar tone. • Inconsistent or improper point of view. • Many spelling, punctuation, and grammatical errors create distraction, making reading difficult. • Sentences are mostly easy to understand, occasionally wordy or ambiguous. • The tone of the paper is primarily formal; occasional use of passive voice or familiar tone. • Point of view is mostly consistent and appropriate for the audience or purpose. • Most spelling, punctuation, and grammar correct, allowing reader to progress through essay with minimal confusion. • Sentences are clear, concise, and direct. • Provides a tone and point of view that is consistent and appropriate for the audience or purpose. • Essay has very few spelling, punctuation, or grammatical errors that do not confuse the meaning of sentences. • Passive voice generally avoided. • Writing is exceptionally clear, understandable, and efficient. • Provides a professional tone using active voice and appropriate point of view; a strong understanding of audience or purpose. • Essay is free of distracting spelling, punctuation, and grammatical errors; absent of fragments, comma splices, and run-ons. Unsatisfactory (0 – 69\%; 0 – 2.7 pts) Needs Improvement (70 – 79\%; 2.8 – 3.1 pts) Satisfactory (80 – 89\%; 3.2 – 3.5 pts) Excellent (90 – 100\%; 3.6 – 4.0 pts) Score Admin • Significant deviations from assignment parameters such as time limits, word limits, and cover sheet requirements. • Some deviations from assignment parameters such as time limits, word limits, and cover sheet requirements. • Minor deviation(s) from assignment parameters such as time limits, word limits, and cover sheet requirements. • Complies with all assignment parameters such as time limits, word limits, and cover sheet requirements. Comments Total Grading Procedures for 6715 Essay United States Marine Corps Lejeune Leadership Institute Marine Corps University 3094 Upshur Ave Quantico, VA 22134-5067 Title: The Staff Non-Commissioned Officer Category: Command Guidance Author/Presenter: Colonel Anthony C. Zinni, USMC Commanding Officer, 9th Marine Regiment Date: 25 April 1989 To All Officers and Staff Non-Commissioned Officers: I have been fortunate in the 24 years that I have been a Marine Officer to always have had a high quality Staff NCO at my side. From the time I joined my first rifle platoon in 1965 to my current position as a Regimental Commander, a Staff NCO has been there to advise me, to teach me, to motivate and encourage me, to ensure I provide the very best leadership to our unit, and to guarantee things were properly done according to the spirit and intent of the directions I gave or received. The value of the Staff NCO, for me, has been the experience, knowledge, and example he brings to the unit. He has been there. He has successfully come up through the ranks. He knows how to best translate orders and directions into efficient and effective action by the Marines. The traditional view that the Staff NCO is the backbone of the Corps is absolutely correct. The image of the Corps is embodied in the Dalys’, Quicks’, Basilones’, and other legendary SNCO’s of our past. These were men whose courage and expertise built confidence and esprit along the chain of command from above and below. They made things happen on the battlefield and in garrison. Staff NCO’s enforce the standards, be it in combat or in peacetime. They are the conscience of the unit and the keeper of those high, tough standards that separate the Corps from other military organizations. The mission of the Staff NCO’s is not only to make better Marines but also to help make better officers. I would not wear the grade insignia I do now if it were not for the Staff NCO’s I have been blessed to serve with. Long ago some wise man knew that the experience and proven performance of a senior enlisted man when combined with the education and training of an officer made an unbeatable team. Together they form and lead the ideal military units. The key is that we ensure each of these leaders possesses and maintains the skills and character required of their grade and that the relationship they develop is built on trust, mutual respect, and a clear goal to accomplish the mission of the unit while tending to the welfare of their men. With few exceptions, a unit that fails or does not live up to our expectations will have as its root cause for its problems the lack of this quality team. An officer cannot do a Staff NCO’s job and he should not try to. A Staff NCO cannot back off from his responsibilities and get by with minimal or marginal performance without the unit suffering. The Corps has always possessed the lowest ratio of officers to enlisted of any service, yet we have maintained standards of discipline and combat performance unsurpassed by any military force in history. Why? It is because our Staff NCO’s have been strong enough and trusted enough to carry the load without an officer in every leadership spot. The primary role of the Staff NCO is to develop the individual Marines and Sailors in his unit into the very best. The primary role of the officer is to develop the unit into a team that functions together as the very best military organization. They work together toward the same objectives with the Staff NCO always prepared to assume the role of the unit leader in the absence of the officer. Each of them should keep the other informed. Each should seek advice from the other. Each should feel confident enough to express his views in a professional, respectful manner. Each should understand the responsibilities of the other and not try to do his job or interfere, micro-manage, or criticize – publicly or privately. What follows is some advice on making this all work. Seek the advice and counsel of other senior officers and Staff NCO’s who seem to have a working team going for them. This is especially important for newly commissioned officers and newly promoted Staff NCO’s. Always attempt to have things handled at the lowest possible level in the leadership chain that can appropriately and effectively handle it. Supervise and inspect but don’t do the job for subordinates. There will be mistakes, but we learn from mistakes and leaders can be in a position to help subordinates without getting in their way or frustrating their attempts to learn how to lead. Sometimes personalities will conflict. The best thing to remember if this happens is to keep the relationship on a professional level and keep the welfare of the unit and the men as your first priority. Don’t focus on the personal side of the issues and avoid confrontations. Remember the junior man must always make the adjustment – someone may be doing the same for you that is junior. The key point to remember is that the officer and Staff NCO are a team. They bring different backgrounds with them to their leadership positions but there is a good reason for that. No unit will succeed if this team doesn’t work well together. I wouldn’t trade what I have been given by the Staff NCO’s I have known in the Corps for anything. To me they are the Corps. Semper Fi, /s/ A. C. ZINNI Colonel USMC SNCOs Lead, Officers Command Marine Corps Gazette - Quantico Subjects: Leadership; Military personnel; Military officers Author: Walker, Charles A Date: Nov 2014 Start Page: 44 Pages: 2 Section: IDEAS & ISSUES (LEADERSHIP) Document Text Headnote The method of application SNCOs lead, officers command. Before that comment draws ire, let me be clear. I do not imply that officers are not leaders, but rather, as commanders, their leadership is more strategic. They are the decision makers upon whose shoulders the responsibility of accomplishing the mission lie. The officer is responsible for the success or failure of the unit or mission. The SNCOs responsibility is more at the tactical level. They can absolutely impact the operational and strategic (and, as advisors, should always do so); however, the application of their leadership is personal interaction, Marine to Marine. A commander is forced to look two terrain features down, to steer the organization, to anticipate friction, and to make decisions that ensure mission accomplishment. The SNCO must advise the commander in these matters, but must keep his eyes on the tanglefoot, the messy work that will hinder either the unit or more often the individual Marine. As I look back over my career, I have served with many fine Marine officers, men who were highly intelligent, polished, brilliant decision makers who possessed the ability to inspire their Marines. History will prove many of these officers to be among our legends and heroes. However, the Marines who made the biggest impact, who influenced me the most, were all SNCOs. The reason for this is simple: They were the ones who were personally involved. They were the ones who taught and mentored. One of my mentors, a master gunnery sergeant with 30 years of service, once told me that no Marine with black on his collar ever made a decision-the shiny ones do that. At first I didnt receive the comment well. I had already been an SNCO for several years and had made many decisions, some good and some bad. I had great respect for the sage, however, and thought it wise to mull it over. Soon I understood what master guns was saying in his dry, midwestern manner. An SNCO advises the commander, but it is the commander who must make the decision. Sometimes he will heed the SNCOs advice, other times he will consider it, yet make a contrary decision. The SNCO then takes the decision and turns it into action. The SNCO leads the Marines to accomplish the mission maintaining the commanders intent. A commander should be able to trust his SNCOs, step aside, and allow them the latitude to accomplish the mission as they see fit. The SNCO can set conditions for this environment by being technically and tactically proficient, never straying from the commanders intent, and, most importantly, executing the task as though it were his decision. Nothing will wound morale in a unit more than division between the SNCOs and officer corps. We must be united: one team, one fight. Reference: Handout 2 Day 2 Another illustration of this relationship was given to me by my first platoon sergeant. I stood in platoon formation as a private first class in Echo 2/6 as the staff sergeant said, This is a family. The lieutenant is your daddy and I am your mama. I initially shirked from the analogy that seemed contrary to my perception of an infantry unit leader. He went on to say: You dont see daddy that much. Hes gone to work all day. When he comes home I give him an update on whats going on. Hes the head of the household. We discuss all matters, but he makes the final decision. When you really get out of line he administers the punishment. However, the major role of managing the home and the family lies with me-your mama. I spend all day with you. I know you better than your daddy does. I keep you in line, teach you, and supervise you. I defer to daddys decision, but [said with a smirk and twinkle in his eye] I can generally persuade daddy to do things my way. Ive thought of my platoon sergeants analogy many times over the years. His homespun southern humor taught me how to simplify concepts and teach them to Marines in a way they will both understand and remember. I also learned not to underestimate the wisdom and experience possessed by SNCOs who more often than not have been taught by years of service vice a brick and mortar school. As SNCOs we must be able to effectively communicate, knowing our audience. We must be able to transition quickly from speaking with senior officers to the most junior enlisted Marines. The concept is akin to being bilingual. An example of this is seen in the company gunnery sergeant briefing the regimental commander delivers during battlefield circulation. The gunny tells the CO, Sir, we had positive identification of an armed combatant in the conduct of a hostile act against friendly forces and engaged with a measured response according to the rules of engagement. When the incident occurred, the gunny simply told the lance corporal, Drop that dirt bag. It was a succinct direction, spoken in plain language, given in a familiar tone and manner the Marine rifleman understood. The gunnery sergeant was able to look at the big picture but operate within a single frame, within the current sight picture. Most importantly, he knew how to talk to Marines. All Marine leaders, enlisted and officer alike, share the same leadership traits and principles. We operate in the same clime and place. The difference is simply in the method of application. The officer publishes guidance and provides intent, the SNCO remains personally involved as the Marines then execute; while doing so, he coaches, teaches, and mentors. The SNCO must at all times be approachable and, most importantly, involved. We must maintain fidelity with our officers and simply lead our Marines. The role of a Marine SNCO is to give sound advice from the knowledge and experience they have gathered over time. As a SNCO you must teach Officers that they are the decision makers and have a responsibility of accomplishing the mission; therefore, as an Officer they carry the weight of rather the mission is accomplish or a failure. SNCO’s must be able to motivate, encourage, teach, and ensure that they are providing the best leadership advice to the Officer as possible.