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

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DEPARTMENT OF THE NAVY
Headquarters United States Marine Corps
Washington, D.C. 20380-1775
30 July 1997
FOREWORD
This publication is about winning in combat. Winning re-
quires many things: excellence in techniques, an appreciation
of the enemy, exemplary leadership, battlefield judgment, and
focused combat power. Yet these factors by themselves do
not ensure success in battle. Many armies, both winners and
losers, have possessed many or all of these attributes. When
we examine closely the differences between victor and van-
quished, we draw one conclusion. Success went to the ar-
mies whose leaders, senior and junior, could best focus their
efforts—their skills and their resources—toward a decisive
end. Their success arose not merely from excellence in tech-
niques, procedures, and material but from their leaders' abili-
ties to uniquely and effectively combine them. Winning in
combat depends upon tactical leaders who can think crea-
tively and act decisively.
This book pertains equally to all Marine leaders, whether
their duties entail combat service support, combat support, or
combat arms. It applies to the Marine air-ground task force
commander as well as the squadron commander and the fire

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team leader. All Marines face tactical decisions in battle re-
gardless of their roles. Tactical leaders must develop and
hone their warfighting skills through study and practice. This
publication serves as a guide for that professional develop-
ment. It addresses the theory of tactics and its application in a
chaotic and uncertain environment.
The concepts and ideas within this publication are battle-
tested. Throughout our history, one of the most important rea-
Sons for the success of the United States Marine Corps has
been the military skill of our leaders at every level of com-
mand. Through their tactical skill and battlefield judgment,
our commanders achieved tactical and operational advantage
at the decisive time and place.
This publication is a revision of Fleet Marine Force Man-
ual 1-3, Tactics, of 1991 and supersedes it. Marine Corps
Doctrinal Publication (MCDP) 1-3 fully retains the spirit,
scope, and basic concepts of its predecessor. MCDP 1-3 fur-
ther develops and refines some of those concepts; in particu-
lar, a new chapter has been added on exploiting success and
finishing, and some of the original material has been reorgan-
ized and expanded.
Tactics is in consonance with MCDP 1, Warfighting, and
the other Marine warfighting publications. Presuming an un-
derstanding of maneuver warfare, MCDP 1-3 applies it spe-
cifically to the tactical level of war. Like MCDP 1, it is not
prescriptive but descriptive, providing guidance in the form

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of concepts and ideas. This publication establishes the Marine
Corps' philosophy for waging and winning battles.
Commandant ofCorps
DISTRIBUTION: 142 000002 00
© 1997 United States Government as represented by the Sec-
retary of the Navy. All rights reserved.

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MCDP 1-3
Tactics
Chapter 1.Understanding Tactics
An Art and A Science—The Environment—How
We View Combat and How We Fight—Marine
Corps Tactics—Conclusion
Chapter 2.Achieving a Decision
Anzio: A Model of Tactical Indecisiveness—Cannae:
A Clear Tactical Decision Achieved—Understanding
Decisiveness—Military Judgment—Understanding the
Situation—Acting Decisively—Conclusion
Chapter 3.Gaining Advantage
Combined Arms—Maneuver—Exploiting the
Environment—Terrain—Weather—Periods of Darkness
or Reduced Visibility—Complementary Forces—Surprise—
Trapping the Enemy—Developing an Ambush
Mentality—Asymmetry——Conclusion

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TacticsMCDP 1-3
Chapter 4.Being Faster
Speed in Combat—What is Speed?—Speed and Time—
Timing—Relative Speed—Continuing Speed—Speed
and Change—Becoming Faster—Conclusion
Chapter 5.Adapting
Anticipation—Improvisation—Flexible Plans—
Decentralization—Conclusion
Chapter 6.Cooperating
Control in Combat-Cooperation—Discipline-Conclusion
Chapter 7.Exploiting Success and Finishing
Building on Advantage—Consolidation, Exploitation,
and Pursuit—Finishing the Enemy—Use of the Reserve in
Combat-Conclusion
Chapter 8.Making it Happen
Doctrine—Education—Training—Training and
Educational Methods—Professional Reading and
Historical Study—Tactical Exercises— Wargaming—
Terrain Walks—Competition—Critiques—Conclusion
Notes

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Chapter 1
Understanding Tactics
"In tactics, the most important thing is not whether you go
left or right, but why you go left or right.
—A. M. Gray
"There is only one principle of war and that's this. Hit the
other fellow, as quick as you can, and as hard as you can,
where it hurts him the most, when he am't looking. "2
—SirWilliam Slim

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MCDP 1-3Understanding Tactics
T
his book is about winning in combat. Winning requires
a thorough understanding and knowledge of tactics. But
what is tactics?
AN ART AND A SCIENCE
Tactics is "the art and science of winning engagements and
battles. It includes the use of firepower and maneuver, the in-
tegration of different arms and the immediate exploitation of
success to defeat the enemy,"3 as well as the sustainment of
forces during combat. It also "includes the technical applica-
tion of combat power, which consists of those techniques and
procedures for accomplishing specific tasks within a tactical
action."4 This description is from Marine Corps doctrine and
reflects our approach to tactics. What does it tell us?
Tactics refers to the concepts and methods we use to ac-
complish a particular objective in either combat or military
operations other than war. In war, tactics is the application of
combat power to defeat the enemy in engagements and bat-
tles. Combat power is the total destructive force we can bring
to bear against the enemy; it is a unique product of a variety
of physical, moral, and mental factors.5 Tactics results in the
actions and counteractions between opposing forces. It in-
cludes the use of maneuver, supported by the application and
coordination of fires, to gain advantage in order to defeat the
3

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TacticsMCDP 1-3
enemy. In military operations other than war, tactics may be
the schemes and methods by which we perform other mis-
sions, such as to control a crowd or to provide a secure envi-
ronment for the delivery of food, medicine, or supplies to a
nation or people in need.
As stated in the definition, tactics is a combination of art
and science to gain victory over the enemy. The art of tactics
lies in how we creatively form and apply military force in a
given situation. It involves the creation, positioning, and ma-
neuver of combat power. When do we flank the enemy, and
when do we ambush him? When do we attack, and when do
we infiltrate? How do we use speed and momentum to
achieve a decisive advantage? This creativity is a developed
capacity, acquired through education, practice, and experi-
ence.
The science of tactics lies in the technical application of
combat power. It includes mastering the techniques and pro-
cedures that contribute to the development of warfighting
skills such as marksmanship, navigation, gunnery, and close
air support. The execution of these techniques and procedures
must become second nature for us; this requires intensive and
continuous training. Without mastery of basic warfighting
skills, artistry and creativity in their application are impos-
sible.
4

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MCDP 1-3Understanding Tactics
Now that we have examined the art and science of tactics,
let us look at how we use tactics to complement strategy and
campaigning. Strategy and campaigning bring our forces to a
particular place at a particular time. We use tactics to win in
combat. A war typically involves many individual engage-
ments that form a continuous fabric of activity. Sometimes a
cluster of engagements flows together to make up a battle that
may last for hours, days, or even several weeks. Tactical
competence is indispensable to victory in such engagements
and battles. Leaders at the operational and strategic levels use
tactical victories to bring about success in the campaign and,
ultimately, in the war as a whole.
In combat, our objective is victory. Sometimes this in-
volves the complete destruction of the enemy's forces; at
other times achieving victory may be possible by attacking
the enemy's will to fight. The Marine Corps must be equally
prepared to win during both situations—those in which the
enemy forces must be completely destroyed (as during World
War II), and those in which the complete destruction of the
enemy's forces may not be necessary or even desirable. As
the Commanding General of the 1st Marine Division in Des-
ert Storm, stated, "Our focus was not on destroying every-
thing. Our focus was on the Iraqi mind and getting behind
[it]."6 He knew that the path to victory did not lie in the total
destruction of the Iraqi forces, but in undermining their will
to fight.
S

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TacticsMCDP 1-3
TIlEENVIRONMENT
The tactical arena is a dynamic, ever-changing environment.
The complexity of this environment makes combat chaotic
and unpredictable. As an example of confusion and chaos on
the battlefield, consider the amphibious assault on the island
of Tarawa in November 1943.
During the assault, the combination of high casualties, lack
of effective communications, and disruption of the 2d and 8th
Marine Regiments' landings on the assault beaches led to a
chaotic and nearly disastrous situation for the 2d Marine Di-
vision. Units were decimated under heavy fire. Surviving
Marines huddled together under a coconut log sea wall in in-
termingled units without effective communications. Landing
craft carrying reinforcements and supplies could not make it
over a coral reef to the landing beaches. Only through daring
leadership, initiative, and teamwork were Marines able to get
off the beach and annihilate the defending Japanese force.7
The violence of combat only increases the level of confu-
sion and chaos. Robert Sherrod, a Time and Life correspon-
dent at Iwo Jima, gave testimony to this chaos in what he
called "war at its worst":
The first night on Iwo Jima can only be described as a night-
mare in hell... .Aboutthe beach in the morning lay the dead.
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MCDP 1-3Understanding Tactics
They had died with the greatest possible violence. Nowhere in
the Pacific have I seen such badly mangled bodies. Many were
cut squarely in half. Legs and arms lay fifty feet from any
body.8
Battle is the collision of opposing forces—animate, inter-
active, and unpredictable in behavior. Performance varies
from week to week, day to day, and even hour to hour as a
unit interacts with its environment and the enemy.
Military forces are complex systems consisting of indi-
viduals and equipment. They interact internally and externally
in seemingly chaotic ways. As Clausewitz wrote, "A battalion
is made up of individuals, the least important of whom may
chance to delay things or...makethem go wrong."9 As
Marines, we believe the actions of single individuals can have
great impact in combat and can also make things go right. For
example, Sergeant John Basilone as a machine gunner at
Guadalcanal contributed "in large measure to the virtual anni-
hilation of a Japanese regiment."° He steadfastly manned his
position in the face of repeated wave-type assaults and was
instrumental in breaking the enemy's ability to press the at-
tack, forcing them to retreat without achieving their goals.
Battle is also influenced by a variety of external condi-
tions—directions and missions established by authorities, ter-
rain, weather, attitudes of the civilian populace—that often
cannot be foreseen. The outcome of combat can only be an-
ticipated in terms of probabilities.
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TacticsMCDP 1-3
Technology also affects the tactical environment—but not
always as anticipated. Technology may reduce uncertainty,
and it also may increase it. The Spartans, organized into pha-
lanxes, attacked in close formation, making it easy to see and
control one's forces. Today, tactical formations are less well-
defined as distances between elements have increased, com-
plicating command and control. Increased weapons lethality,
communications range, and tactical mobility cause us to dis-
perse forces over greater distances. War is more fluid as a re-
sult of technology. While the machine gun bogged down
warfare in World War I, tactical innovations like the tank, the
airplane, and the aircraft carrier made warfare more rapid and
free-flowing in World War II.
Future battle is likely to become even more chaotic. Al-
though combat in Operation Desert Storm was between fairly
well-defined forces in a well-defined space, the forces and
operating areas in Vietnam, Somalia, and Grenada were far
less well-defined. Enemy units were dispersed and often hid-
den within the civilian population, making them hard to de-
tect and harder to target. They converged at a time and place
of their choosing. Future opponents may choose to fight in
this manner to offset our overwhelming superiority in fire-
power.
Thischaoticenvironmentalsobringsopportunity.
Clausewitz wrote about combat, "No other human activity is
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MCDP 1-3Understanding Tactics
so continuously. ..boundup with chance."1' The challenge is
to recognize opportunity when it occurs in the midst of chaos
and uncertainty and to seize it to obtain a clear, unambiguous
victory. When viewed through time, even the most chaotic of
systems may reveal recurring patterns that may then be ex-
ploited. The experienced tactician will look for these recur-
ring patterns that can be exploited to advantage.
How WE VIEW COMBAT AND HOW WE FIGHT
How we view the combat environment in large part deter-
mines how we operate in it. There are two competing views
of combat. Some see it in simple terms as if the battle and the
environment represent a closed mechanical system. This "de-
terministic" view argues that combat is predictable. Among
the advocates of this view are military theorists who seek pre-
scriptive rules for battle and analysts who predict battle out-
comes based upon force ratios. The other view is that combat
is chaotic and uncertain. In this "probabilistic" view, battle is
seen as a complex phenomenon in which participants interact
with one another and respond and adapt to their environment.
The probabilistic viewpoint sees combat as unpredictable.
The distinctions between these two views of combat are im-
portant. They drive the choices commanders make in combat.
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TacticsMCDP 1-3
The deterministic view of combat often leads to centralized
control. It can be a recipe for micromanagement stifling the
initiative subordinates need to deal with combat's inevitable
uncertainties. Overly prescriptive orders and plans inhibit a
unit's ability to cope with uncertainty and change. Eventually,
the unit, inflexible and unable to adapt, may be overwhelmed
by events.
The probabilistic view of combat recognizes that the com-
plexity and uncertainty of war leads to a more decentralized
approach to control. We place greater trust in subordinates to
achieve a desired result. Through use of mission orders and
commander's intent, subordinates are able to handle unfore-
seen situations and exploit opportunities that arise.
Marine Corps tactics are based on the probabilistic view of
combat. We must be able to cope with uncertainty and oper-
ate in an ever-changing combat environment. We must be
flexible and responsive to changes in the situation. There are
no fixed rules that can be applied automatically, and every
situation is different. As one tactics manual put it more than
half a century ago: "The leader who frantically strives to re-
member what someone else did in some slightly similar situa-
tion has already set his feet on a well-traveled road to ruin."2
Leaders must remember that there are no fixed rules and
no precise checklists, but there are bounds. That is why suc-
cessful leaders study, train, and exercise their minds to im-
prove tactical proficiency. We study examples of successes
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MCDP 1-3Understanding Tactics
and failures not to emulate someone else's scheme, but to
increase our own tactical understanding and competence.
MARINECORPSTACTICS
The successful execution of Marine Corps tactics hinges on
the thoughtful application of a number of tactical concepts so
as to achieve success on the battlefield. Key among these
concepts are achieving a decision, gaining advantage, being
faster, adapting, cooperating, and exploiting success. Each of
these concepts is discussed in detail later in this publication.
Creative and practical employment of these ideas throughout
the planning and execution of tactics leads to success. These
concepts are not stand-alone ideas but are to be combined so
as to achieve an effect that is greater than their separate sum.
Part of the art and science of tactics lies in knowing where
and when to apply these concepts and which combinations to
use to achieve the desired effect.
The number and definition of these concepts are not fixed,
and their order of presentation does not indicate their value.
Marines may find in their studies new or slightly different
ideas that may be just as important. These ideas are presented
in this publication so that readers will think about how to
achieve success on the battlefield. These concepts help to pro-
vide a framework for developing a tactical mindset that has
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MCDP 1-3
long been a hallmark of Marine leaders, from corporal
through general.
CONCLUSION
Tactical excellence is the hallmark of a Marine Corps leader.
We fight and win in combat through our mastery of both the
art and the science of tactics. The art of tactics involves the
creative and innovative use of maneuver warfare concepts,
while the science of tactics requires skill in basic warfighting
techniques and procedures. It is our responsibility as Marine
leaders to work continuously to develop our own tactical pro-
ficiency and that of our Marines. Understanding the concepts
presented in this publication provides a foundation for that
development.
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Chapter 2
Achievinga Decision
"it follows, then, that the leader who would become a com-
petent tactician must first close his mind to the alluring for-
mulae that well-meaning people offer in the name of victory.
To master his df/Icult art he must learn to cut to the heart of
a situation, recognize its decisive elements and base his
course of action on these. "
—Infantryin Battle
"We must be ruthlessly opportunistic, actively seeking out
signs of weakness, against which we will direct all available
combat power. And when the decisive opportunity arrives, we
must exploit it fully and aggressively, committing every ounce
of combat power we can muster and pushing ourselves to the
limits of exhaustion. "2
—FMFM1, Warfighting

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MCDP 1-3Achieving a Decision
T
actics is the employment of units in combat. The objec-
tive of tactics is to achieve military success through a
decision in battle. Using tactical actions to achieve a decision
is central to Marine Corps tactics.
In the past, military forces have often won only incre-
mental gains when they sought victory—taking a hill here or
a town there, pushing the front forward a few kilometers, or
adding to the body count. Sometimes these incremental gains
were the result of a competent enemy or the chaotic nature of
war. Many times, however, commanders sought incremental
gains as a means to achieve victory. This incrementalist view
sees war as a slow, cumulative process and is best exempli-
fied by the grinding attrition tactics seen on the Western Front
in World War I. There the opponents were more or less
evenly matched, and their tactics resulted in indecisive action.
In Vietnam, where the opposing forces were quite dissimilar
in their military capabilities, the incremental approach led to
the U.S.'s overreliance on firepower and body counts. This, in
turn, led to the conduct of military operations that were often
irrelevant to the outcome of the war, even though a compari-
son of casualty ratios appeared favorable.
Therefore, the Marine Corps has embraced a more flexible,
imaginative, and effective way to wage war: maneuver war-
fare. Marine success with this approach has been demon-
strated in places like Grenada and the Persian Gulf. In
contrast to tactics based on incremental attrition, tactics in
maneuver warfare always aims at decisive action.
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TacticsMCDP 1-3
This does not mean, however, that combat should be
viewed as a bloodless ballet of movement. Combat, especially
at the tactical level of war, will be characterized by tough,
brutal, and desperate engagements. We must remember that
war is a violent clash of two opposing wills in which each
side is trying to wrest advantage from the other. Our future
enemies may not allow us to gain, maintain, or employ tech-
nological or numerical superiority. The future battle may be
bloody and tough, and that makes it vitally important that
Marine leaders strive to develop tactical proficiency.
What do we mean by achieving a decision? Take a moment
to compare these two historical examples.
ANZIO: A MODEL OF TACTICAL INDECISWENESS
In late 1943, the Allies were searching for a way to alleviate
the stalemate in Italy. The campaign had stalled around the
Cassino front and resembled the trench warfare of World War
I. In order to keep the pressure on the Germans, bypass the
stubborn German defenses at Cassino, and capture Rome, a
bold operation was envisioned. The U.S. Army's 3d Division
and the British Army's 1st Division would make an amphibi-
ous landing at Anzio, about 35 miles south of Rome. (See
figure.)
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MCDP 1-3Achieving a Decision
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TacticsMCDP 1-3
The Allies achieved complete surprise by landing at Anzio
on January 22, 1944. Under the command of the U.S. Army's
Major General Lucas, the Americans and British quickly es-
tablished a beachhead and rapidly advanced 3 miles inland by
midmorning against light German resistance. With the major-
ity of their forces concentrated farther south around Cassino,
the Germans could not possibly reinforce the Anzio beach-
head until January 23d or 24th. If the Allies pressed their ad-
vantage, the road to Rome lay virtually undefended. The
seizure of Rome would have had the effect of isolating the
German defenders in the south and firmly establishing Allied
control over Italy.
Yet General Lucas delayed. Concerned about being over-
extended and wanting to build up his logistics ashore, Lucas
failed to press his initial advantage of surprise and allowed
the Germans to reinforce the Anzio area. Not until January
29th did Lucas feel strong enough to make an offensive bid,
but by that time it was too late. The Germans had arrived in
force and had seized the dominating high ground in the
beachhead area. Not only was the Allied offensive at Anzio
stalled, but the Germans had seized the initiative and quickly
threatened to drive the Americans and British back into the
sea (see figure).
As a result, the Allies did not complete the reduction of
the German defenses in southern Italy and capture Rome until
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MCDP 1-3Achieving a Decision
several months later. General Lucas lost a tremendous oppor-
tunity to exploit an initial success and gain a decisive result.3
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TacticsMCDP 1-3
CANNAE: A CLEAR TACTICAL DECISION
ACHIEVED
On August 2, 216 B.C., the Carthaginian general Hannibal
fought the Roman army under the command of Terentius
Varro near the city of Cannae in southern Italy. Hannibal
based his tactics on the specific characteristics of both forces
and on the aggressive personality of the Roman commander.
As dawn broke, Hannibal drew up his force of 50,000 vet-
erans with his left flank anchored on the Aufidus river, se-
cured from envelopment by the more numerous Romans. His
center contained only a thin line of infantry. His main force
was concentrated on the flanks. His left and right wings each
contained deep phalanxes of heavy infantry. Eight thousand
cavalry tied the left of his line to the river. Two thousand
cavalry protected his open right flank. Eight thousand men
guarded his camp in the rear.
Varro and more than 80,000 Romans accepted the chal-
lenge. Seeing the well-protected Carthaginian flanks, Varro
dismissed any attempt to envelop. He decided to crush his op-
ponent by sheer weight of numbers. He placed 65,000 men in
his center; 2,400 cavalry on his right; and 4,800 cavalry on
his left and sent 11,000 men to attack the Carthaginian camp.
Following preliminary skirmishes, Hannibal moved his
light center line forward into a salient against the Roman cen-
ter. (See A in figure.) Then, his heavy cavalry on the left
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TacticsMCDP 1-3
crushed the opposing Roman cavalry and swung completely
around the Roman rear to attack the Roman cavalry on the
other flank. The Roman cavalry fled the field.
The Carthaginian heavy cavalry then turned back to assault
the rear of the dense Roman infantry who had pressed back
Hannibal's thin center line. At the same time, Hannibal
wheeled his right and left wings into the flanks of the Roman
center. The Romans were boxed in, unable to maneuver or
use their weapons effectively. (See B in figure on page 21.)
Between 50,000 and 60,000 Romans died that day as Varro's
army was destroyed.
UNDERSTANDING DECISIVENESS
What do these examples tell us about achieving a decision?
First, achieving a decision is important. An indecisive bat-
tle wastes the lives of those who fight and die in it. It wastes
the efforts of those who survive as well. All the costs—the
deaths, the wounds, the sweat and effort, the equipment de-
stroyed or used up, the supplies expended—are suffered for
little gain. Such battles have no meaning except for the com-
parative losses and perhaps an incremental gain for one side
or the other.
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MCDP 1-3Achieving a Decision
Second, achieving a decision is not easy. History is litter-
ed with indecisive battles. Sometimes it was enemy skill and
determination that prevented even a victorious commander
from achieving the decision he sought. In other cases, com-
manders fought a battle without envisioning a larger result for
their actions. Sometimes, even with a vision of making the
battle decisive, they could not achieve their goals due to the
chaos and friction that is the nature of war and makes deci-
sive victory so difficult.
That leads to the third lesson our examples point out. To be
decisive, a battle or an engagement must lead to a result be-
yond itself Within a battle, an action that is decisive must
lead directly to winning in the campaign or war as a whole.
For the battle to be decisive, it must lead directly to a larger
success in the war as a whole.
On the other hand, we must not seek decisiveness for its
own sake. We do not, after all, seek a decision if it is likely to
be against us. We seek to ensure—insofar as this is possible,
given the inherent uncertainties of war—that the battle will
go our way. We have stacked the deck in our favor before the
cards are laid on the table. Otherwise, to seek decisive battle
is an irresponsible gamble.
When we seek battle, we must seek victory: accomplish-
ment of the assigned mission that leads to further significant
gains for the force as a whole. At Anzio, the Allied aim was
to break the stalemate in the south, opening up a southern
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TacticsMCDP 1-3
front that would force Germany to move additional forces
from the defense of Nonnandy. This weakening of the Nor-
mandy defenses would support our planned invasion of
France later that same year. At Cannae, Carthage won one
round in its long contention with Rome for the domination of
the Mediterranean. These tactical battles were planned for
their overall operational and strategic effect. The conse-
quences of a tactical engagement should lead to achieving op-
erational and strategic goals.
MILITARY JUDGMENT
Once we understand what is meant by the term decisive and
why it is important to seek a decision, a question naturally
arises: How do we do it?
There is no easy answer to that question; each battle will
have its own unique answers. As with so much in warfare, it
depends on the situation. No formula, process, acronym, or
buzzword can provide the answer. Rather, the answer is in
military judgment, in the ability of the commander to under-
stand the battlefield and act decisively. Military judgment is a
developed skill that is honed by the wisdom gained through
experience. Combined with situational awareness, military
judgment allows us to identify emerging patterns, discern
critical vulnerabilities, and concentrate combat power.
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MCDP 1-3Achieving a Decision
Understanding the Situation
The first requirement of a commander is to understand the
situation. The successful tactician studies the situation to
develop in his mind a clear picture of what is happening, how
it got that way, and how it might further develop. Consid-
ering the factors of mission, enemy, terrain and weather,
troops and support available-time available (METT-T), the
commander must think through all actions, determine the de-
sired result, and ascertain the means to achieve that result.
Part of the commander's thinking should also include assum-
ing the role of the enemy, considering what the enemy's best
course of action may be, and deciding how to defeat it. Think-
ing through these elements helps the commander develop in-
creased situational awareness.
Based on this understanding of the situation, the com-
mander can begin to form a mental image of how the battle
might be fought. Central to the commander's thinking must
be the question, "In this situation, what efforts will be deci-
sive?" The commander asks this question not just once, but
repeatedly as the battle progresses. The commander must also
address possible outcomes and the new situations that will re-
sult from those possibilities. As the situation changes, so will
the solution and the actions that derive from it.
For every situation, the leader must decide which of the
countless and often confusing pieces of information are im-
portant and reliable. The leader must determine what the en-
emy is trying to do and how to counter his efforts. The
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leader's skillis essentially one of pattern recognition, the
ability, after seeing only a few pieces of the puzzle, to fill in
the rest of the picture correctly. Pattern recognition is the
ability to understand the true significance and dynamics of a
situation with limited information. Pattern recognition is a
key skill for success on the battlefield.
Tactics requires leaders to make decisions. A leader must
make decisions in a constantly changing environment of fric-
tion, uncertainty, and danger. Making effective decisions and
acting on those decisions faster than the enemy is a crucial
element of Marine Corps tactics.
Sometimes there may be time to analyze situations deliber-
ately and to consider multiple options. Comparing several op-
tions and selecting the best one is known as analytical
decisionmaking. When time allows a commander to apply
analytical decisionmaking—usually before an engagement or
battle begins—the commander should make the most of it.
Once engaged, however, the commander finds time is short
and the need for speed paramount. In some cases, speeding up
the analytical decisionmaking process may be sufficient;
however, in most cases intuitive decisionmaking is needed to
generate and maintain tempo. Intuitive decisionmaking relies
on a commander's intuitive ability to recognize the key ele-
ments of a particular problem and arrive at the proper deci-
sion without having to compare multiple options. Intuition is
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MCDP 1-3Achieving a Decision
not some mysterious quality. Rather, it is a developed skill,
firmly grounded in experience, and one that can be further de-
veloped through education and practice. It is not without
some risk, however, and leaders should use the decisionmak-
ing style that works for them.
Leaders with strong situational awareness and broad expe-
rience can act quickly because they have an intuitive under-
standing of the situation, know what needs to be done, and
know what can be done. This insight has often been called
coup d 'oeil (pronounced koo dwee), a French term meaning
literally "stroke of the eye." It has also been called "tactical
sense."
Union Army Brigadier General John Buford's approach to
the battle of Gettysburg offers a good example of understand-
ing the battle so that it leads to a decision. Arriving at Gettys-
burg with a division of cavalry on the morning of June 30,
1863, Buford saw Confederate forces approaching from the
northwest. With the bulk of the Union forces still some miles
away, Buford was able to conceptualize the coming battle in
his mind. From his position on a hill outside town, he could
see that early seizure of the high ground west of Gettysburg
was critical to giving the Army of the Potomac time to mass
its forces. Occupation of this high ground would also preserve
the tactical advantage of the high ground to Buford's rear for
the Union Army once they arrived on the battlefield. Buford
also knew that if the Confederates were allowed to mass their
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MCDP 1-3Achieving a Decision
forces first around the high ground to the south and west, Lee
would have the advantage over the arriving Union forces.
(See figure.)
Quickly spreading out one brigade west of town along
McPherson Ridge, General Buford settled in to defend Get-
tysburg until the arrival of Union reinforcements. On July 1st,
the following day, he held his ground against a division of
Confederate infantry supported by artillery until General John
Reynolds' Second Corps came up and reinforced the line.
General Buford's ability to foresee the coming battle, take
quick action in the disposition of his forces, and hold the high
ground until reinforced was one of the decisive actions that
defeated the Army of Northern Virginia at the battle of Get-
tysburg.4 Buford's actions at Gettysburg demonstrated an ex-
ceptional ability to grasp the essence of a tactical situation
through the skills of pattern recognition and intuitive deci-
sionmaking.
Acting Decisively
Our ability to understand the situation is useless if we are not
prepared to act decisively. When the opportunity arrives, we
must exploititfully and aggressively, committing every
ounce of combat power we can muster and pushing ourselves
to the limits of exhaustion. The keys to this effort are identi-
f'ing enemy critical vulnerabilities, shaping the operating
area to our advantage, designating a main effort to focus our
combat power, and acting in a bold and ruthless manner.
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Critical Vulnerabiities. For battlefield success, it is not enough
to generate superior combat power. We must focus that com-
bat power. We must concentrate our efforts on a critical vu!-
nerability, that is, a vulnerability which permits us to destroy
some capability without which the enemy cannot function
effectively.
Seeking the enemy's vulnerabilities means striking with
our strength against his weakness (rather than his strength)
and at a time when the enemy is not prepared. This is where
we can often cause the greatest damage at the lowest cost to
ourselves. In practical terms, this often means avoiding his
front, where his attention is focused, and striking his flanks
and rear, where he does not expect us.
Just because a target is vulnerable does not, however, mean
that it is worth attacking. We must direct our resources and
strike at those capabilities that are critical to the enemy's
ability to function—to defend, attack, or sustain himself, or to
command his forces. We must focus our efforts on those criti-
cal vulnerabilities that will bend the enemy to our will most
quickly.
At the lower tactical level, this may mean using fire and
maneuver to take out a machine gun position that is the back-
bone of an enemy defense. It may mean using a gap in the en-
emy's fields of fire that allows us to get into the rear of his
position. It may mean exploiting the enemy's lack of air
defenses by calling in close air support. It may mean taking
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MCDP 1-3Achieving a Decision
advantage of an enemy's lack of mobility by rapidly overrun-
ning a key position faster than he can respond. It may mean
interdicting enemy resupply routes when his supplies are run-
fling short. It may mean exploiting a lack of long-range weap-
ons by employing standoff tactics. Whatever we determine
the enemy's critical vulnerability to be, we must be prepared
to rapidly take advantage of it.
There is no formula for determining critical vulnerabilities.
Each situation is different. Critical vulnerabilities will rarely
be obvious. This is one of the things that make mastery of
tactics so difficult and one reason that so few actions achieve
a decisive outcome. Identifying critical vulnerabilities is an
important prerequisite to achieving a decision.
Shaping the Operating Area. Once we have developed an un-
derstanding of the situation and have determined enemy criti-
cal vulnerabilities to attack, we try to shape the operating area
to our advantage. Shaping includes both lethal and nonlethal
activities such as planning fires to fix the enemy, using an
axis of advance to facilitate movement, designating objectives
to focus our combat power, or using deceptive measures to
reinforce enemy expectations. Shaping activities can make
the enemy vulnerable to attack, impede or divert his attempts
to maneuver, facilitate the maneuver of friendly forces, and
otherwise dictate the time and place for decisive battle. Shap-
ing forces the enemy to adopt courses of action favorable to
us. We attempt to shape events in a way that allows us several
options, so that by the time the moment for decisive action
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arrives, we have not restricted ourselves to only one course of
action. Through shaping we gain the initiative, preserve mo-
mentum, and control the tempo of combat.
Main Effort. The main effort is a central maneuver warfare
concept: concentrating efforts on achieving objectives that
lead to victory. Of all the actions going on within our com-
mand, we recognize one as the most critical to success at that
moment. The unit assigned responsibility for accomplishing
this key mission is designated as the main effort—the focal
point upon which converges the combat power of the force.
The main effort receives priority for support of any kind. It
must be clear to all other units in the command that they must
support that unit in the accomplishment of its mission. The
main effort becomes a harmonizing force for a subordinate's
initiative. Faced with a decision, we ask ourselves: How can I
best support the main effort?
Some actions may support the main effort indirectly. For
example, a commander may use other forces to deceive the
enemy as to the location of the main effort. Marine forces
used this concept extensively in conducting a series of com-
bined arms raids prior to the ground offensive in Operation
Desert Storm. The raids were to confuse the Iraqis as to the
true position and intention of Allied forces. "The raid force
appeared in the middle of the night and fired from positions
the enemy had every right to believe were unoccupied."5
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Use of a main effort implies the use of economy of force.
This term does not mean that we use as little force as we
think we can get away with. Rather, it means that we must not
fail to make effective use of all of the assets available to us.
Forces not in a position to directly support the main effort
should be used to indirectly support it. Such forces might be
used to distract the enemy or to tie down enemy forces that
might otherwise reinforce the threatened point. Uncommitted
forces can be used in this effort by maneuvering them in
feints and demonstrations that keep the enemy off balance.
While a commander always designates a main effort, it
may shift during the course of a battle as events unfold. Be-
cause events and the enemy are unpredictable, few battles
flow exactly as the commander has planned. As a result, the
commander must make adjustments. One way is by redesig-
nating the main effort. For example, if Company A is desig-
nated as the main effort but runs into heavy enemy resistance
while the adjacent Company B makes a breakthrough that ex-
ploits a critical vulnerability, the battalion commander may
designate Company B as the main effort. This new designa-
tion of Company B as the main effort must not, however, be
merely nominal. It means that the combat power which was
supporting Company A now shifts to support Company B.
Identifying the main effort is the principal and most impor-
tant answer to the question, "How do we achieve a decision?"
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Boldness and Ruthlessness. Forcing a successful decision re-
quires the commander to be bold and ruthless. Boldness refers
to daring and aggressiveness in behavior. It is one of the basic
requirements for achieving clear-cut outcomes:In order to
try for victory, we must dare to try for victory. We must have
a desire to "win big," even if we realize that in many situa-
tions the conditions for victory may not yet be present. Ruth-
lessness refers to pursuing the established goal mercilessly
and single-mindedly. This is doubly important once we gain
an advantage. Once we have an advantage, we should exploit
it to the fullest. We should not ease up, but instead increase
the pressure. Victory in combat is rarely the product of the
initial plan, but rather of ruthlessly exploiting any advantage,
no matter how small, until it succeeds.
Boldness and ruthlessness must be accompanied by strong
leadership and tempered by sound judgment. Without these
qualities, boldness can become recklessness, and ruthlessness
can be distorted into cruelty.
CONCLUSION
As Marine leaders, whether of fire teams or of a Marine expe-
ditionary force, we are responsible for achieving success. In
combat, the success we seek is victory—not merely a partial
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MCDP 1-3Achieving a Decision
or marginal outcome that forestalls the final reckoning, but a
victory that ettles the issue in our favor.
To be victorious, we must work ceaselessly in peacetime to
develop in ourselves a talent for military judgment—the abil-
ity to understand a situation and act decisively. Military judg-
ment results from the wisdom gained from experience. It
allows us to identify patterns of activity and to concentrate
our efforts against a critical vulnerability that will bend the
enemy to our will. We must sharpen our ability to make deci-
sions intuitively based on our understanding of the situation.
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Chapter 3
Gaining Advantage
"In war the power to use two fists is an inestimable asset. To
feint with one fist and strike with the other yields an advan-
tage, but a still greater advantage lies in being able to inter-
change them—to convert the feint into the real blow fthe
opponent uncovers himself"l
—B.H. Liddell Hart
"The challenge is to identify and adopt a concept of warfight-
ing consistent with our understanding of the nature and the-
ory of war and the realities of the modern battlefield. What
exactly does this require? It requires a concept of warfighting
that will function effectively in an uncertain, chaotic, and
fluid environment—in fact, one that will exploit these condi-
tions to advantage."2
—FMFM 1,Warfighting

--- Page 46 ---
MCDP 1-3Gaining Advantage
A
basic principle of martial arts is to use the opponent's
strength and momentum against him to gain more lev-
erage than one's own muscles alone can generate, thereby
gaining an advantage. The same concept applies to tactics.
We strive to gain an advantage over our adversary by exploit-
ing every aspect of a situation to help us to achieve victory,
not by overpowering him with our own strength. This chapter
will discuss sevenil different ways of generating leverage to
gain advantage over the enemy.
Consider the American Indian ambush technique. A small
number of warriors would draw a superior force of pursuing
cavalry into a canyon or similar close terrain. There a larger
force of warriors, lying in wait, would quickly surround and
ambush the soldiers, who thought they had been pursuing a
retreating enemy. By exploiting the cavalry's initial advan-
tages of strength and momentum, the American Indians were
able to seize the initiative and gain the advantage through the
use of this classic ambush method.
COMBINEDARMS
The use of combined arms is a key means of gaining advan-
tage. It is based on the idea of presenting the enemy not
merely with a problem, but with a dilemma—a no-win sit-
uation. We combine supporting arms, organic fires, and
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TacticsMCDP 1-3
maneuver in such a way that any action the enemy takes to
avoid one threat makes him more vulnerable to another.3 For
example, an entrenched enemy should discover that if he
stays hunkered down in fighting holes, Marine artillery and
air will blast him out. If he comes out to attack, Marine infan-
try will cut him down. If he tries to retreat, Marine armor and
airpower will pursue him to his destruction. That is combined
arms.
A good example of the use of combined arms at the squad
level would be the squad leader positioning squad automatic
weapons and grenade launchers to provide support by fire
while infantrymen with rifles assault the position. The fire-
power from the automatic weapons keeps the enemy in their
fighting holes while grenades make those holes untenable.
These supporting fires keep the enemy from reacting effec-
tively to our maneuvering infantry force. The enemy forces
are placed in a no-win situation.
Modern tactics is combined arms tactics. That is, it com-
bines the effects of various arms—infantry, armor, artillery,
and aviation—to achieve the greatest possible effect against
the enemy. Artillery and infantry, for example, are normally
employed together because of their mutually reinforcing ca-
pabilities—the infantry provides close support to the artillery,
protecting them from dismounted threats, while the artillery
provides the infantry with timely, close, accurate, and con-
tinuous fire support. The strengths of the arms complement
and reinforce each other. At the same time, the weaknesses
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MCDP 1-3Gaining Advantage
and vulnerabilities of each arm are protected or offset by the
capabilities of the other.
While a division commander in 1941, General Patton had
the following comments regarding combined arms:
There is still a tendency in each separate unit... tobe a one-
handed puncher. By that I mean that the rifleman wants to
shoot, the tanker to charge, the artilleryman to fire....Thatis
not the way to win battles. If the band played a piece first with
the piccolo, then with the brass horn, then with the clarinet,
and then with the trumpet, there would be a hell of a lot of
noise but no music. To get harmony in music each instrument
must support the others. To get harmony in battle, each weap-
on must support the other. Team play wins.4
The Marine air-ground task force is a perfect example of a
balanced combined arms team. Combined arms tactics is
standard practice and second nature for all Marines.
MANEUVER
Maneuver provides us a means to gain an advantage over the
enemy. In too many battles, one or both sides have sought to
gain advantage in combat through firepower and attrition. In
World War I, one side would rush across no-man's-land
under murderous fire and attempt to push an opponent off
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desired terrain. If the attack succeeded—and few did—the
evicted forces counterattacked in the same manner, usually
reoccupying the same terrain they had before. These battles
were firepower and attrition contests, and the advantage lay
with the side that had the most personnel and equipment to
expend. The cost in casualties and equipment was high and
often produced no decisive results. We want to avoid this type
of engagement.
Traditionally, maneuver has meant moving in a way that
gains positional advantage. For example, we may maneuver
by enveloping an exposed enemy flank or by denying the en-
emy terrain critical to his goals. We may maneuver by threat-
ening the enemy's lines of communications and forcing him
to withdraw. We may maneuver by seizing a position which
allows us to bring effective fire to bear against the enemy but
which protects us against enemy fires. We may maneuver in
other dimensions as well. For instance, we may also maneu-
ver in time by increasing relative speed and operating at a
faster tempo than the enemy. Normally we maneuver both in
time and space to gain advantage and, ultimately, victory at
the least possible cost.
EXPLOITING THE ENVIRONMENT
The use of the environment offers tremendous opportunities
to gain advantage over the enemy. We must understand the
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MCDP 1-3Gaining Advantage
characteristics of any environment where we may have to op-
erate: jungle, desert, mountain, arctic, riverine, or urban.
More importantly, we must understand how the effects of ter-
rain, weather, and periods of darkness or reduced visibility
impact on our own and our adversary's ability to fight.
Terrain
Ourobjectiveis to employ tactics that makes terrain an ad-
vantage to us and a disadvantage to our opponent. Terrain
impacts on our maneuver and influences our tactical disposi-
tions. We must understand terrain and comprehend its effects,
as it may limit our movement, reduce our visibility, or restrict
our fires. We must understand what effects it has on the en-
emy and on his abilities to detect or engage us. We must be
aware that the enemy also seeks advantage from terrain. We
must understand that terrain shapes the enemy's maneuver
and dispositions as well as our own.
Lieutenant Harrol Kiser of the 1St Battalion, 7th Marine
Regiment, knew how to use terrain to gain an advantage. In
November 1950, his company was ordered to seize a key
piece of terrain at Toktong Pass during the march out of the
Chosin Reservoir area. Lieutenant Kiser had only 20 Marines
left in his platoon, and the pass was heavily defended by the
Chinese. Using a flanking ridgeline to conceal his approach,
Lieutenant Kiser skillfully enveloped the enemy from the rear
and quickly routed the Chinese out of their well-entrenched
position.5 Today, as in Korea, the intelligent use of terrain has
become a standard practice for Marines.
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Weather
Adverse weather—cold, heat, rain—impedes combat opera-
tions. The military unit that is best prepared to operate in
these conditions will gain an advantage over its opponent.
During the breakout from Chosin Reservoir in November
1950, Marines demonstrated time and time again the ability to
use harsh weather to their advantage over a determined en-
emy. The assault of Able Company, 1st Battalion, 1St Marine
Regiment, on Hill 1081 in a blinding snowstorm is such an
example. Despite visibility of only 25 yards, the company
was able to coordinate a combined arms attack and envelop
this key piece of terrain that blocked the breakout of the 1st
Marine Regiment. Using a snowstorm to mask its movement,
Able Company surprised and annihilated the Chinese defend-
ers, thereby opening a route for the rest of the division.6
If we are to use weather to our advantage, we must train
and prepare rigorously to operate in all climatic conditions.
We must be able to operate our equipment and employ our
weapons effectively in hot, cold, or wet environments—liter-
ally in every clime and place.
Periods of Darkness or Reduced Visibility
Units that can operate effectively during hours of darkness or
periods of reduced visibility often gain significant advantage
over their opponent. Reduced visibility can make the simplest
of tasks difficult to accomplish. This obvious disadvantage
can be turned on its head and used to our advantage by a
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commander whose forces are trained, equipped, able, and
willing to operate at night. Night operations can produce great
gains against a force that cannot or will not operate at night.
Operating during periods of reduced visibility creates tempo
by adding another 10 to 12 hours to the day for fighting. The
psychological impact of night fighting is also great and can
produce significant rewards.
A good example of the tactical impact of night attacks is
found in the battle for Okinawa during World War II. Marine
forces were essentially stalemated by the presence of a strong
Japanese defensive line in the coral ridges of southern Oki-
nawa. After days of ineffective attacks by the 7th Marine
Regiment, the regimental commander elected to attack under
cover of darkness. At 0330 on 12 June 1945, the 1st and 2d
Battalions of the 7th Marines advanced, using a road that in-
tersected the ridge as a guide. Colonel Edward W. Snedecker,
Commanding Officer of the 7th Marines at the time, noted:
two companies, one from each [of] the 1st and 2d Battal-
ions, got across the valley during the night into position [on
the ridge]. Early in the morning when the Japanese came out
to cook breakfast, they found a little bit of a surprise ...[for]
them.7
The Japanese defenders were not used to U.S. forces at-
tacking at night. The use of darkness allowed Marines to oc-
cupy positions along the crest of Kunishi Ridge literally
without firing a shot. From these positions, the Marines
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dislodged the enemy from their entrenched positions and
moved onward until the Japanese defenders were annihilated.8
COMLPLEMENTARY FORCES
Complementary forces—the idea of fix-and-flank—are an
important way of gaining advantage. The idea behind comple-
mentary forces is to use our forces as a nutcracker. We seek
to crush the enemy between two or more actions. Consider
the case of an enemy rifleman firing from behind a tree. If
one Marine fires from the front, the enemy rifleman is pro-
tected by the tree. If the Marine maneuvers and attempts to
fire from behind, the enemy rifleman merely moves to the
other side of the tree to maintain his protection. However, two
Marines can place our opponent in a dilemma. One can fire
from the front while the other sneaks around and fires at the
enemy from the flank or rear. The opponent is now vulnerable
to one or the other of the two Marines. He cannot use the tree
for protection against both.
The same idea applies in air-to-air tactics. Upon detecting
enemy aircraft, a flight of fighters splits into two or more ele-
ments beyond air-to-air missile range. They approach the en-
emy aircraft from multiple directions and varying altitudes.
No matter how the enemy aircraft moves—dives, climbs,
turns, or twists—it is exposed.
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Sun Tzu described this concept as the cheng and the ch 'i.9
The cheng is the more direct, obvious action. It fixes the en-
emy. The ch 'i is the unexpected or extraordinary action. It is
the bid for a decision, or, as we call it today, the main effort.
These two actions work together against the enemy. The two
actions are inseparable and can be interchangeable in battle;
the cheng may become the ch 'i. The concept is basic, but it
can be implemented in a variety of combinations limited only
by our imagination.
SURPRISE
Achievingsurprise can greatly increase leverage. In fact, sur-
prise can often prove decisive. We try to achieve surprise
through deception, stealth, and ambiguity.
"War is based on deception,"° stated Sun Tzu. We use de-
ception to mislead our opponents with regard to our real in-
tentions and capabilities. By employing deception, we try to
cause our opponents to act in ways that will eventually prove
prejudicial for them. We may use deception to mislead the
enemy as to the time and location of our pending attack. We
may use deception to create the impression that our forces are
larger than they really are. We hope the enemy will realize
this deception only when it is too late for them to react.
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Marines have often relied on deception to mislead the en-
emy in regard to the location of amphibious landings.
Marines used deception to create the illusion of force where
there was none in Operation Desert Storm. Lieutenant Gen-
eral Boomer stated the situation which necessitated an exten-
sive deception operation: "We're taking on 11 Iraqi divisions
with two Marine divisions. Our force ratios are horrible. We
don't want him to know that...." TheMarines created Task
Force Troy: 460 Marinesimitatedtheactivitiesof a
16,000-man division using loudspeakers, dummy tanks and
artillery, and helicopters conducting simulated resupply.
Surprise can be generated through stealth. Stealth is used
to advantage when maneuvering against an enemy. It pro-
vides less chance of detection by the enemy, leaving him vul-
nerable to surprise action for which he may be unprepared.
Marines may also employ stealth by lying in wait for an ap-
proaching enemy—an ambush. The ambush is perhaps the
most effective means of surprising opponents, especially at
the lower tactical level where surprise through stealth is easi-
est to achieve.
We can also achieve surprise through ambiguity. It is usu-
ally difficult to conceal all our movements from the enemy,
but we can sometimes confuse him as to the meaning of what
he sees. Sun Tzu said:
The enemy must not know where I intend to give battle. For if
he does not know where Iintend to give battle he must
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prepare in a great many places. And when he prepares in a
great many places, those I have to fight in any one place will
be few.'2
Ambiguity was central to the tactics of the World War II
German blitzkrieg. An attack in blitzkrieg involved multiple
thrusts with reinforcements following whichever thrusts were
most successful. The multitude of thrusts created paralyzing
uncertainty because the opponent could not determine which
constituted the real attack. There was nothing secret about the
German attack, but it was ambiguous on a massive scale.
TRAPPING THE ENEMY
Modern tactics is based not on pushing the enemy, but on
trapping him—another excellent way of gaining advantage.
Trapping is the desired result of the application of combined
arms, fire and maneuver, or complementary forces tactics.
Why do we want to trap the enemy instead of just push
him? A pushing contest is seldom decisive. The side that is
pushed out comes back the next day still full of fight. We
have to fight him again and again. Unfortunately, in Vietnam,
many of our battles were pushing battles. We were always
able to push the enemy off the ground he held and to inflict
casualties on him. He just withdrew, regrouped, replaced his
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losses, and came back to fight us again. The result was a se-
ries of indecisive actions and a seemingly endless war.
However, if we can trap our enemy, we have a better op-
portunity to win decisively. Many of history's decisive battles
have been trapping actions. Recall how the Roman legions
were trapped at Cannae or the German divisions at Stalin-
grad? Trapping gains advantage by disrupting the enemy's
mental process while he attempts to think through the di-
lemma we have placed him in. Trapping allows us to gain and
maintain the initiative as the enemy is forced to react to our
actions. It can also temporarily undermine the enemy's will to
resist when he is at his weakest—while we continue to press
the attack and our initiative.
A good example of trapping from the Vietnam conflict oc-
curred during Operation Dewey Canyon. (See figure.) North
Vietnamese activity along the Laotian-South Vietnamese bor-
der increased dramatically in early January 1969. Large en-
emy convoys, including armored vehicles, regularly traveled
from Laos into South Vietnam, threatening friendly units.
Colonel Robert H. Barrow and his 9th Marines responded
with Operation Dewey Canyon.
The three battalions of the 9th Regiment crossed the Da
Krong River on February 11th and 12th. The Third and First
Battalions moved south-southeast through the mountainous
terrain toward Laos. Second Battalion, to the west, swung
south-southwest, turning east astride the south Vietnam-Laos
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border. The North Vietnamese forces moving along Route
922 from Laos into the A Shau Valley were trapped between
the three battalions. The North Vietnamese were mauled as a
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result. Their equipment losses were staggering. More im-
portantly, Operation Dewey Canyon destroyed a North Viet-
namese base area and so disrupted their logistics that it forced
them to abandon their planned spring offensive in I Corps'
area.'3
DEVELOPING AN AMBUSH MENTALITY
Perhaps the most common tactical tool for gaining advantage
is the ambush. All Marines are familiar with an ambush as a
type of combat patrol.'4 In maneuver warfare, ambush takes
on a much broader meaning, and the development of the am-
bush mentality is integral to maneuver warfare tactics.
The ambush mentality is probably not new to most of us.
We may have employed the ambush mentality in sports. In
football, the trap block is an ambush. A player pulls an offen-
sive lineman off the line, leaving a hole. When a defender
comes through the hole, another lineman suddenly blocks him
from the side, usually knocking him down. The players have
blind-sided him. That is the ambush mentality.
In basketball, setting up a pick is an ambush. As one team-
mate drives to the basket, another steps into the defender's
path from behind, blocks the path, stops the defense, and
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momentarily clears the lane to the basket for the other team-
mate. Again, that is the ambush mentality.
In combat, we move our reinforced squad into position
along a well-traveled trail. We position flank security to pro-
tect ourselves and give identification and warning of enemy
movements down the trail. We position our weapons so as to
concentrate our fires into a "kill zone" and to seal off exits,
forcing the enemy to remain subject to our fires. The squad
waits in position until signaled when they immediately re-
spond with concentrated, sustained fires on enemy forces
trapped in the kill zone. The enemy, surprised into inaction,
unsure of what to do or where to move, is annihilated. Fires
are maintained until all the enemy are killed or until signaled
to stop. That is the ambush mentality.
The ambush mentality tries to turn every situation into an
ambush. In this broader context, an ambush has several dis-
tinct features.
First, in an ambush we try to surprise the enemy. Think of
a patrol that we ambush. Our enemies are walking through the
woods when suddenly, out of nowhere, they are under fire
from multiple directions. They are taking heavy casualties.
The psychological impact of surprise may paralyze their
thoughts and actions, leaving them incapable of reacting ef-
fectively. To have an ambush mentality means we always try
to surprise the enemy, to do the unexpected. Surprise is the
rule rather than the exception.
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Second, we want to draw our enemy unknowingly into a
trap. This will often involve deceiving him. We make one
course of action appear inviting. When he takes that course of
action, we are waiting for him.
Third, an ambush is invisible. If the ambush is not invisi-
ble, it ceases to be an ambush and instead becomes a target
for the enemy. Whether we are defending or attacking, the en-
emy must not detect us until it is too late for him to react.
Surprise often depends upon invisibility. That invisibility may
be provided through stealth in movement or in focusing the
enemy's attention elsewhere to allow our forces to maneuver
without detection.
The reverse slope defense is an example of using invisibil-
ity to spring an ambush. The enemy does not know we are
there until he comes over the crest of a hill and is hit by our
fires. His vehicles are hit on their soft underbellies. His troops
are fully exposed to our weapons. Because he could not see us
until the last moment, he could not call in artillery fire on our
position. The reverse slope not only protects us from his di-
rect fire; it protects us from his observation and thus his indi-
rect fire. That is part of the ambush mentality: Do not let
yourself be seen.
Fourth, in an ambush we want to shock the enemy. Instead
of taking him under fire gradually with a few weapons at long
range, we wait until he is within easy range of every weapon.
We then open up suddenly, all at once, with everything we
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MCDP 1-3Gaining Advantage
have. He is paralyzed by the shock. He cannot react. Every-
thing was going fine, and suddenly he is in a firestorm with
people falling all around him. Often he will panic, making his
problem worse as he reacts rather than acts.
Combined arms may be used to ambush the enemy. Artil-
lery raids that reach deeper into his vital areas than expected
can produce that same desired shock effect as a ground-based
ambush. We place him in a dilemma as he attempts to move
from the effects of artillery and goes right into an attack by
air.
Finally, in the ambush mentality, we always focus on the
enemy. The purpose of an ambush is not to hold a piece of
terrain. It is to destroy the enemy. We use terrain to effect the
ambush, but terrain itself is not what we are fighting for.
ASYMMETRY
Fighting asymmetrically means gaining advantage through
imbalance, applying strength against an enemy weakness.
Fighting asymmetrically means using dissimilar techniques
and capabilities to maximize our own strengths while exploit-
ing enemy weaknesses. Fighting asymmetrically means fight-
ing the enemy on our terms rather than on his. By fighting
asymmetrically, we do not have, to be numerically superior to
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defeat the enemy. We only have to be able to exploit his vu!-
nerabilities. For example, using tanks to fight enemy tanks,
infantry to fight enemy infantry, and air to fight enemy air is
symmetrical. Using attack helicopters to fight enemy tanks
and close air support against enemy infantry are examples of
fighting asymmetrically. In these examples, we gain the ad-
vantage of the greater speed and mobility of the aircraft rela-
tive to the enemy. Ambushing tanks with attack helicopters in
terrain which hampers tank maneuver provides even more ef-
fect and generates even more advantage.
CONCLUSION
Combat is a test of wills where the object is to win. One way
to win is to gain and exploit every possible advantage. This
means using maneuver and surprise whenever possible. It
means employing complementary forces and combined arms.
It means exploiting the terrain, weather, and times of dark-
ness to our advantage. It means trapping our enemy by
ambush or by some other means. It means fighting asym-
metrically to gain added advantage. This is what Sun Tzu
meant when he wrote: "Therefore a skilled commander seeks
victory from the situation and does not demand it of his
subordinates."5
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Chapter 4
Being Faster
"Hit quickly, hit hard and keep right on hitting. Give the en-
emy no rest, no opportunity to consolidate his forces and hit
back at you.
—Holland M. Smith
"For the infantryman to be truly effective...hewill have to
be as light of foot as he is quick of thought....Mobilityis
needed most of all in the clash of arms. Sw/i and agile move-
ment plus rapidity and intelligent tactical flexibility are its
true essentials."2
—JohnA. English

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MCDP 1-3Being Faster
U
sually, to think of weapons means to think of a per-
sonal rifle or pistol; the unit's machine guns and mor-
tars; or the aircraft's missiles, bombs, or guns. A logistician
may realize that weapons include trucks, bulldozers, and ex-
cavators. Some Marines overlook one of their most powerful
weapons, one that creates advantage for infantrymen, avia-
tors, and logisticians equally. That weapon is speed.
SPEED IN COMBAT
How is speed a weapon? Think of sports again: The breaka-
way in hockey uses speed as a weapon. By rapidly passing the
puck down the ice, one team denies the other the chance to set
up a defense. Speed circumvents their opponent's ability to
respond in an organized manner. The fastbreak in basketball
seeks the same result. In two or three passes, the ball is down-
court and the basket scored, all before the opposition can re-
act.
The results of speed often reach beyond the immediate
goal. How many times have we seen a team score on a fast-
break, steal the ball as it comes inbounds, and immediately
score again, and even a third time? Unable to regain their
composure, the victims of the fastbreak become the victims of
a rally. The victims lose confidence. Passes go astray; signals
become crossed; tempers flare; arguments ensue. The rally
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becomes a rout. The beleaguered players see certain defeat.
They virtually give up while still on the court.
The same thing can happen in combat. The battalion or
fighter aircraft or logistics train that can consistently move
and act faster than its enemy has a powerful advantage.
In June of 1943, during the battle of Saipan, the aggressive,
hard-hitting tactics of General Holland Smith proved to be
singularly successful in defeating the Japanese defenders.
General Smith's tactical plan for Saipan called for applying
"unremitting pressure on the enemy and...bypassingstrong
points of resistance for mopping up by reserve elements in or-
der to press the attack to better ground."3 Long indoctrinated
with the value of speed in amphibious operations, General
Smith's bypassing tactics placed the Japanese remaining in
their fixed defenses at an extreme tactical disadvantage.
These tactics proved very effective in isolating and reducing
the Japanese defense. General Smith's use of speed served as
a force multiplier, and it also reduced Marine casualties.
The British Royal Air Force bested the Germans during the
Battle of Britain in World War II in part because they were
able to speedily recover their downed pilots, return them to
base, place them in new aircraft, and have them fighting again
in the afternoon. Downed German pilots were less easily re-
covered, and the Luftwaffe had fewer of the long-range air-
craft required for replacement. Eventually, pilot and aircraft
losses forced the Germans to end daylight bombing and resort
strictly to relatively ineffective night attacks.
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Great leaders have repeatedly stated the value of speed in
combat. Napoleon said, "I may lose a battle, but I shall never
lose a minute."4 Nathan Bedford Forrest told the secret of his
many victories: "Get there first with the most men."5 General
Patton said in 1943, "When the great day of battle comes re-
member your training and remember above all else that speed
and violence of attack are the sure road to success."6 Histo-
ry's great commanders differed in many ways, but one thing
they shared was a sense of the importance of speed.
In Operation Urgent Fury in 1983, the Marines of Battalion
Landing Team 2/8, moved fast, as their commander, Lieuten-
ant Colonel Ray Smith, had trained them to do. When they
captured the operations officer of the Grenadian army, he said
to them, "You appeared so swiftly in so many places where
we didn't expect you that it was clear that resistance was
hopeless, so I recommended to my superiors that we lay down
our arms and go into hiding."7 That is what speed used as a
weapon can do for you.
WHAT IS SPEED?
"What is speed?" would seem to have a simple answer: speed
is going fast. This is speed as we think of it when driving a
car—more miles per hour.
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That is part of the answer in tactics as well. We use speed
to gain the initiative and advantage over the enemy. For ex-
ample, when a tank battalion attacks, it goes over the ground
as fast as it can. General Balck was asked whether the Rus-
sian tanks ever used terrain in their attacks against him in
World War II. He replied that they had used terrain on occa-
sion, but that they more often used speed. The questioner fol-
lowed up: "Which was harder to defend against?" Balck
answered, "Speed."8
Physical speed, moving more miles per hour, is a powerful
weapon in itself On our approach to the enemy, speed in
movement reduces his reaction time. When we are going
through him or around him, it changes the situation faster
than he can react. Once we are past him, it makes his reaction
irrelevant. In all three cases, speed impacts on the enemy, es-
pecially his mind, causing fear, indecision, and helplessness.
Remember, attacking the enemy's mind is a central tenet of
maneuver warfare.
SPEED ANDTIME
In a military sense, there is more to speed than simply going
fast, and there is a vital difference between acting rapidly and
acting recklessly. With time we must always consider the
closely related factor of timing. Speed and time are closely
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related. In fact, speed is defined in terms of time: miles or
kilometers per hour. In tactics, what this means is that time is
always of the utmost importance. Time that cannot be spent
in action must be spent thinking about how to act effectively.
Even when we are engaged with the enemy, we are not al-
ways moving fast. Some of the time we are not moving at all.
Nonetheless, every moment is still of the utmost importance
even when we are sitting still. A battalion staff that takes a
day to plan an action is obviously slower than one that takes
an hour. A tank battalion that takes 3 hours to refuel is slower
than one that takes 2 hours, just as one that must refuel every
hundred miles is slower than one that must refuel every two
hundred. A company that sits down to eat once it has taken its
objective is slower than one that immediately presses on into
the enemy's depth. A fighter squadron that can fly only three
sorties per aircraft per day is slower, in terms of effect on the
enemy, than one that flies six. A maintenance repair team that
takes 2 days to fix a damaged vehicle and get it back into ac-
tion is slower, in terms of effect on the enemy, than one that
can do it overnight.
Making maximum use of every hour and every minute is as
important to speed in combat as simply going fast when we
are moving. It is important to every member of a military
force whether serving on staffs or in units—aviation, combat
service support, ground combat, everyone. A good tactician
has a constant sense of urgency. We feel guilty if we are idle.
We never waste time, and we are never content with the pace
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at which events are happening. We are always saying to our-
selves and to others, "Faster! Faster!" We know that if speed
is a weapon, so is time.
TIMING
We employ speed and use time to create tempo. Tempo is not
merely a matter of acting fastest or at the earliest opportunity.
It is also a matter of timing—acting at the right time.
Timing requires an appreciation for the rhythm of combat
so we can exploit that rhythm to our advantage. It is physi-
cally impossible to operate always at peak tempo. Even
though we can extend operating cycles through the economi-
cal use of resources, we cannot operate at top speed indefi-
nitely. We must rest our people and replenish our supplies.
The test of skill is to be able to generate and maintain a fast
pace when the situation calls for it and to recover when it will
not hurt us.
Timing means knowing when to act and, equally impor-
tant, when nottoact. Although speed is an important tactical
weapon, there are situations in which it is better to bide our
time. If our concept of operations involves a diversion,we
need to allow time for the diversion to take effect. If we have
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laid an ambush for the enemy, we need to give the enemy
time to fall fully into the trap. If a situation is still forming,
we may want to develop it further before we commit to a
course of action. For example, an error commonly made by
defenders is counterattacking too soon so that the enemy is
merely pushed back rather than cut off, encircled, and de-
stroyed. Decisive action is our goal, and it must be timed to
occur at the proper moment. There are times to act, and there
are other times to set the stage and wait.
A benefit from a decision not to act is that it saves precious
resources and energy for later commitment. Some leaders dis-
sipate their units' energy on constant, unprioritized activity.
Not all activities support the mission. A unit's energy is not
easily replenished and should be treated as a precious re-
source to be expended only towards decisive goals.
RELATIVE SPEED
Going fast and making efficient use of time are both parts of
the answer to the question, "What is speed?" However, some-
thing else must be considered: the enemy. As with all things
in war, speed is relative. Speed is meaningful militarily only
if we are acting faster than the enemy. We can do that either
by slowing the enemy or by increasing our own speed.
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In the battle for the Falkiand Islands in 1982, the British
Army moved slowly. The terrain was difficult, the weather
was abominable, and much of the material had to be moved
on men's backs, all of which slowed down the British. Never-
theless, the British still had the advantage in speed because
they moved faster than the Argentines who, once they had
made their initial dispositions, essentially did not move. That
superiority in relative speed allowed the British to maintain
the initiative throughout the campaign.
CONTINUING SPEED
To be consistent, superiority in relative speed must continue
over time. It is not enough to move faster than the enemy only
now and then because when we are not moving faster, the ad-
vantage, the initiative, passes to him. Most forces can manage
an intermittent burst of speed but must then halt for a consid-
erable period to recover between bursts. During that halt, they
are likely to lose their advantage. We realize that we cannot
operate at full speed indefinitely, and the challenge is to be
consistently faster than the enemy.
One way to sustain speed is to use the effects of combined
arms. When the infantry or mounted troops must break con-
tact temporarily to maneuver, resupply, or recover, air or
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artillery can keep the pressure on. Maneuver cannot be sus-
tained indefinitely, but the momentum can be maintained
through skillful planning of combined arms effects, keeping
the enemy always at a disadvantage.
Here the speed of logistics becomes critical. Although
physical exhaustion is a factor, halts often are driven by logis-
tics: ground or aviation units must stop for equipment repair,
maintenance, and resupply. Supporting forces can minimize
loss of speed if they can deliver the supplies and perform the
maintenance quickly. Thus, they enable combat units to move
before the enemy gains the initiative.
SPEED ANDCHANGE
In order to act consistently faster than the enemy, it is neces-
sary to do more than move quickly. It is also necessary to
make rapid transitions from one action to another. While
there are many types of transitions in combat, the important
thing to remember is that transitions produce friction. Reduc-
tion of friction minimizes the loss of tempo that the friction
generates at the point of transition. A unit that can make tran-
sitions faster and more smoothly than another can be said to
have greater relative speed.
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In the 18th century, the importance of fast transitions
(sometimes called agility) was displayed when shifting from
column formation into line. If an army could not rapidly de-
ploy into line and consequently was engaged while still in
column, it was often beaten. Much drill was devoted to prac-
ticing this difficult transition so that it could be accomplished
rapidly in combat. Today we develop proficiencies in battle
drills and immediate-action drills that allow units to rapidly
transition from one formation to another without pausing.
It is important to be able to effect rapid changes in organi-
zation as well. Being quick to effect required changes in task
organization based on a rapidly changing battle situation in-
creases agility and decreases reaction times. Battle drills and
rehearsals can be conducted to smooth out procedures for
changing organization rapidly. The faster these transitions can
be made, the more effective the force becomes.
The place in time and space where transitions occur can be
called a friction point. Friction points commonly encountered
in tactics include movement from an assembly area to attack;
from patrol movement formation to ambush posture; from de-
fensive posture to attack; from one maneuver to another, and
so forth. The transition involves simply positional changes
and drills, but also changes of attitude in the minds of
Marines. We must shift our mental focus from one movement
to another.
A modern example of the importance of fast transitions
comes from aerial combat. In the Korean War, American
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aviators achieved a high kill ratio of about 10:1 over their
North Korean and Chinese opponents. At first glance, this is
somewhat surprising. The main enemy fighter, the MiG-15,
was superior to the American F-86 in a number of key re-
spects. It could climb and accelerate faster, and it had a better
sustained turn rate. The F-86, however, was superior to the
MiG in two critical, though less obvious, respects. First, be-
cause it had high-powered hydraulic controls, the F-86 could
shift from one maneuver to another faster than the MiG. Sec-
ond, because of its bubble canopy, the F-86 pilot had better
visibility. The F-86's better field of view provided better
situational awareness and also contributed to fast transitions
because it allowed its pilot to understand changing situations
more quickly.
American pilots developed new tactics based on these two
advantages. When they engaged the MiGs, they sought to put
them through a series of maneuvers. The F-86's faster transi-
tions between maneuvers gave it a time advantage that the pi-
lot transformed into a position advantage. Often, when the
MiG pilots realized what was happening, they panicked—and
thereby made the American pilot's job all the easier.
These tactics illustrate the way fast transitions contribute to
overall speed and to a time advantage. The importance of
time and speed in a broader sense has been brought out in the
work of John Boyd. A former colonel in the U.S. Air Force,
Boyd studied a wide variety of historic battles, campaigns,
and wars. He noted that where numerically inferior forces had
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defeated their opponents, they often did so by presenting the
other side with a sudden, unexpected change or a series of
changes. The superior forces fell victim because they could
not adjust to the changes in a timely manner. Generally, de-
feat came at relatively small cost to the victor.9
This research led to the Boyd theory, which states that con-
flict may be viewed as time-competitive cycles of obser-
vation-orientation-decision-action (OODA). First, each party
to a conflict enters the fray by observing himself, his sur-
roundings, his enemy. In tactics, this equates to adoption of a
hunting instinct:searching; actively looking; hunting for the
enemy; and seeing what he is doing or is about to do. It also
includes anticipating the enemy's next moves—getting inside
his mind.
Second, based upon those observations, the combatant ori-
ents to the situation, that is, produces a mental image of the
situation and gains situational awareness. This awareness be-
comes the foundation on which to erect a plan. Generally, the
better the orientation, the better the plan.
Next, based upon this orientation, the combatant decides
upon a course of action. The decision is developed into a plan
that can be disseminated among subordinates for their plan-
ning and execution.
Last, the combatant acts, or puts the decision into effect. In
tactics this is the execution phase where the decision, or plan,
is implemented. Since this action has changed the situation,
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the combatant again observes, beginning the cycle anew.
Boyd's cycle is also known as the OODA loop.
The Boyd theory helps to define the word "maneuver." It
means being consistently faster than our opponent. As our en-
emy observes and orients on our initial action, we must be ob-
serving, orienting, deciding, and acting upon our second
action. As we enact our third, fourth, and fifth move, the time
gap between our actions and our enemy's reactions increas-
ingly widens. Our enemy falls behind in a panicked game of
catch up. As he tries to respond to our penetration, we attack
his reserves and his command and control. As he counterat-
tacks with his mobile reserve, we bypass with helicopterbome
forces. Everything he does is too late.
Thus, the military answer to the question "What is speed?"
is not simple. Nonetheless, it is central to every aspect of tac-
tics. As General George Patton said, "In small operations, as
in large, speed is the essential element of success."°
We should also exercise caution so as not to confuse speed
with haste. General Patton made this observation:
Haste and Speed: There is a great difference between these
two words. Haste exists when troops are committed without
proper reconnaissance, without the arrangement for proper
supporting fire, and before every available man has been
brought up. The result of such an attack will be to get the
troops into action early, but to complete the action very
slowly.
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Speed is acquired by making the necessary reconnaissance,
providing the proper artillery [support],.. .bringingup every
[available] man, and then launching the attack with a predeter-
mined plan so that the time under fire will be reduced to the
minimum.'
BECOMING FASTER
Now we see clearly the importance of speed. We want to be
fast. How do we do it?
We start by recognizing the importance of time. As leaders
of Marines, we have a responsibility to make things happen
fast. Our sense of the importance of time, of urgency, must
direct our actions. We must work to create and build that
sense within ourselves.
Once we have it, there are a number of things we can do to
increase speed. First, we can keep everything simple. Simplic-
ity promotes speed; complexity slows things down. Simplic-
ity should be central to our plans, our staffs (large staffs may
be one of war's greatest consumers of time), our command
and control, and our own actions.
Second, speed is increased through decentralization. De-
centralization is an important concept in the execution of ma-
neuver warfare. How do we achieve decentralization, while
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still retaining control? We use two main tools that provide the
required control of the effort and the decentralization of its
execution. These tools are mission tactics and commander's
intent.
Mission tactics is the assignment of a mission to a subordi-
nate without specifying how the mission must be accom-
plished. It is a key tenet of maneuver warfare. In mission
tactics, the higher commander describes the mission and ex-
plains its purpose. The subordinate commander determines
the tactics needed to accomplish the task based on the mission
and the higher commander's intent. In this way, each leader
can act quickly as the situation changes without passing infor-
mation up the chain of command and waiting for orders to
come back down. Speed is greatly increased by this decen-
tralization process. According to John A. English in his work
On Infantry, decentralization has been one of the most signifi-
cant features of modem war. English wrote: "In the confused
and often chaotic battlefield environment of today, only the
smallest groups are likely to keep together, particularly dur-
ing critical moments."12 In such circumstances, individuals
rally around their leader who, armed with knowledge of the
purpose or intent behind their task, can lead them toward
success.
The commander's intent provides the overall purpose for
accomplishing the task assigned through mission tactics. Al-
though the situation may change, subordinates who clearly
understand the purpose and act to accomplish that purpose
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can adapt to changing circumstances on their own without
risking diffusion of effort or loss of tempo. Subordinate com-
manders will be able to carry on this mission on their own ini-
tiative and through lateral coordination with other subunits,
rather than running every decision through the higher com-
mander for approval.
A third way to become faster is through experience. Expe-
rience breeds speed. Experience gives units advantages over
other less experienced units. This is why veteran units are
usually much faster than green, untried units. If we are famil-
iar with a situation or at least know generally what to expect,
we can think, act, and move faster. In peacetime, our Marines
are not likely to be combat veterans. Still, we can give them
experience through tactical decision games, sand table exer-
cises, war games, field exercises, and rehearsals. These and
other forms of training help to reduce the stress and confusion
of combat.
Another way in which experience helps us become faster is
through the use of implicit communications. Implicit commu-
nications are mutual understandings that require little or no
actual talking or writing. For example, two company com-
manders know each other well. They think alike because their
battalion commander has established standing operating pro-
cedures and has schooled subordinate commanders in an ap-
proach to war. Thus, the commander of Company B does not
need to talk with the commander of Company C very often in
action because each knows from common past experiences
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and from daily observations how the other is likely to react in
many different situations. If B Company's commander cre-
ates an opportunity, C Company's commander will take ad-
vantage of it. That is implicit communication. It is faster and
more reliable than explicit communication (trying to pass
words or messages back and forth over radios or telephones).
Of course, implicit communications must be developed
over time. This requires actions that strengthen unit cohesion
and mutual trust. This requires keeping people together in
their units and stable in their assignments. It implies keeping
good teams together. It means developing a band of brothers
in our units, as Admiral Horatio Nelson did. He spent many
evenings with his captains gathered in the cabin of his flag-
ship talking over tactics, ways they might fight different en-
gagements, how they would defeat this or that opponent.
From those evenings came a shared way of thinking so strong
that, at Trafalgar, Nelson needed only to signal "England ex-
pects every man will do his duty," and "Close action."3
Sometimes words have meaning beyond the normally obvious
meaning because of shared experiences and understanding.
Another way speed gains from experience is in the devel-
opment of lateral communication, or coordination. If all com-
munication is up and down the chain of command, action will
move slowly. If commanders and leaders at every level com-
municate laterally—if we, as leaders, talk directly to other
leaders—action moves much faster. Lateral communication is
not a natural consequence of mission orders.It must be
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practiced in training. It results from the confidence of the
higher commander who through past experiences has found
that subordinates can exercise initiative based on the assigned
mission and the commander's stated intent.
A good example of lateral communication comes from
aviation. In the air, the pilots of a flight of aircraft communi-
cate laterally as a matter of course. A pilot who needs to talk
to another does so. A message need not go through the mis-
sion commander and then be relayed to the other pilot. Events
would quickly outpace communication if pilots tried to talk
that way. The same procedures may be employed by ground
combat and logistics units as well.
A fourth way to become faster is by the commander's posi-
tioning himself at the point of friction. This position may be
with the main effort, with a supporting effort, or in the rear. A
commander who is forward can instantly influence the battle
as the situation develops. For the same reason, a commander
may choose a position at a crucial crossroad during a night
movement, or where a unit is pushing supplies forward, or
where a counterattack force in the defense may be sited. The
key is to be where we can best influence the actions of our
units. As Marines, we believe in leading from the front since
that is where most friction points occur, but they may occur
elsewhere. We must choose our positions accordingly.
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Throughout World War II and his entire career, Lieutenant
General Lewis B. "Chesty" Puller believed that Marines had
to lead from where the fighting was. "This Command Post
business will ruin the American Army and Marines if it isn't
watched,"4 he said while he was the commanding officer of
1st Battalion, 7th Marines, at Guadalcanal. As a battalion
commander, Puller usually positioned himself directly behind
the point element of his battalion and his headquarters ele-
ment directly behind the lead company so that he could best
influence the actions of his unit. From this location, he was
able to impose his will and personally affect the outcome of
the engagement. Depending on the situation, he could also be
found at other points on the march or on his perimeter. His
idea was to be where he could best influence the action.
Finally, it is important not only to be faster, but to maintain
that speed through time. This endurance is made possible
through physical and mental fitness. Physical fitness develops
not only the speed, energy, and agility to move faster, but it
also develops the endurance to maintain that speed for longer
durations. With endurance, we not only outpace the enemy
but maintain a higher tempo longer than he can. Mental fit-
ness builds the ability to concentrate for longer periods of
time and to penetrate below the surface of a problem. For this
reason, fitness plays an important part in the life of every
Marine. Patton once said "High physical condition is vital to
victory."5
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CONCLUSION
We must be faster than our opponent. This means we must
move fast, but, more importantly, we must act faster than our
enemy. The aim is to tailor our tactics so that we can act
faster than the enemy force can react. Our ability to plan, de-
cide, and execute faster than our enemy creates advantage
that we can exploit. We have just discussed ways to improve
our speed. Readers of this publication may think of additional
ways to be fast. When you find one that works, tell your fel-
low Marines about it so they can use it too. Anything that
works to make you faster is good even if it is not yet in the
books.
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Chapter 5
Adapting
"Victory smiles upon those who anticipate the changes in the
character of war, not upon those who wait to adapt them-
selves after they occur. "
—GiulioDouhet
"In any problem where an opposing force exists, and cannot
be regulated, one must foresee and provide for alternative
courses. Adaptability is the law which governs survival in
war as in life—war being but a concentrated form of the hu-
man struggle against environment."2
—B.H. Liddell Hart

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MCDP 1-3Adapting
T
he modern battlefield is characterized by friction, uncer-
tainty, disorder, and rapid change. Each situation is a
unique combination of shifting factors that cannot be con-
trolled with precision or certainty. This chapter discusses
ways to think about adapting or modif'ing our decisions
based on changed circumstances or sudden opportunities. A
tactically proficient leader must be able to adapt actions to
each situation.
The OODA loop discussed in chapter 4 essentially de-
scribes the process of adaptation—we observe the situation,
orient to it, decide what to do, and act. The antagonist who
can consistently adapt more quickly to the situation will have
a significant advantage. Adaptability is thus an important part
of Marine Corps tactics. In essence, adaptability means short-
ening the time it takes to adjust to each new situation.
There are two basic ways to adapt. Sometimes we have
enough situational awareness to understand a situation in ad-
vance and take preparatory action. This is anticipation. At
other times we have to adapt to the situation on the spur of
the moment without time for preparation. This is improvisa-
tion. To be fully adaptable, we must be able to do both.
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ANTICIPATION
The first basic way to adapt is to anticipate, by which we
mean to introduce new methods, schemes, or techniques for
futureuse. In order to anticipate, we must be able to forecast
future actions, at least to some extent. Our forecasts are usu-
ally based on past experiences. Often a forecast involves con-
sidering what we learned through trial and error in training,
exercises, or actual combat. An excellent example of anticipa-
tion is the Marine Corps' development of amphibious warfare
techniques at Quantico during the 1920s and 1930s. These
techniques proved to be essential to success in World War II,
both in the Pacific and in Europe.
All planning at all echelons is a form of anticipatory adap-
tation—adapting our actions in advance. Another important
tool for tactical adaptation is the use of immediate-action
drills or standing operating procedures. These are practiced,
predesigned, generic actions which cover common situations.
Having a collection of these tools at our disposal allows us to
react immediately in a coordinated waytoa broad variety of
tactical situations. Immediate-action drills do not replace the
need for tactical judgment; they merely provide a way to
seize initiative in the early stages of a developing situation
until we can take more considered action. They provide the
basis for adaptation.
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IMPROVISATION
The second basic way to adapt is to improvise, to adjust to a
situation on the spur of the moment without any preparation.
Like anticipation, improvisation is key to maneuver warfare.
Improvisation requires creative, intelligent, and experienced
leaders who have an intuitive appreciation for what will work
and what will not.
Improvisation is of critical importance to increasing speed.
It requires commanders who have a strong situational aware-
ness and a firm understanding of their senior commander's
intent so that they can adjust their own actions in accordance
with the higher commander's desires. Often we will find our-
selves in a situation where our organic resources—weapons,
vehicles, and so on—are not adequate to keep us moving fast.
In France in 1940, German General Heinz Guderian put some
of his infantry in commandeered French buses. On Grenada,
when Army Rangers needed vehicles, they took East German
trucks belonging to the Grenadian army. Sound unorthodox?
There is nothing "orthodox" about failure due to an inability
to adapt.
For instance, take the situation in which Marines of the 2d
Battalion, 5th Marine Regiment, found themselves in the bat-
tle of Hue City, Republic of Vietnam, in February 1968. One
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of their first objectives was to retake the city's Treasury
building, which was heavily defended by the North Vietnam-
ese. Prior to the assault, the Marines were disappointed to see
that their mortar fire was having little effect on the building
or its defenders. Then the battalion executive officer found
some U.S. tear gas canisters and dispensers in the Military
Assistance compound they had reoccupied. Realizing the
North Vietnamese lacked gas masks, the Marines proceeded
to lob the tear gas canisters into the Treasury building. As a
result of the executive officer's quick thinking and adapta-
tion, the North Vietnamese quickly vacated the building, and
the Marines secured the objective with minimal casualties.3
FLEXIBLE PLANS
We have several techniques to help us develop adaptability.
One of these is to make flexible plans. Flexible plans can en-
hance adaptability by establishing a course of action that pro-
vides for multiple options. For example, a blocking position
that covers two avenues of approach from the same location
instead of only one provides the flexibility to adapt to an en-
emy coming through either avenue.
We can increase our flexibility by providing branches for
current and future operations. Branches are options (e.g.,
changing dispositions, orientation, strength, movement, or
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MCDP 1-3Adapting
accepting or declining battle) to deal with changing condi-
tions on the battlefield that may affect the plan.4
Flexibility can also be increased by providing sequels for
current and future operations. Sequels are courses of action to
follow probable battle or engagement outcomes; victory, de-
feat, or stalemate.5
The value of branches and sequels is that they prepare us
for several different actions. We should keep the number of
branches and sequels to a relative few. We should not try to
develop so many branches and sequels that we cannot ade-
quately plan, train, or prepare for any of them. The skillful,
well-thought-out use of branches and sequels becomes an im-
portant means of anticipating future courses of action. This
anticipation helps accelerate the decision cycle and therefore
increases tempo.
Flexible plans avoid unnecessary detail that not only con-
sumes time in their development but has a tendency to restrict
subordinates' latitude. Instead, flexible plans lay out what
needs to be accomplished but leave the manner of accom-
plishment to subordinates. This allows the subordinates the
flexibility to deal with a broader range of circumstances.
Flexible plans are plans that can be easily changed. Plans
that require coordination are said to be "coupled." If all the
parts of a plan are too tightly coupled, the plan is harder to
change because changing any one part of the plan means
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changing all the other parts. Instead, we should try to develop
modular, loosely coupled plans. Then if we change or modify
any one part of the plan, it does not directly affect all the
other parts.6
Finally, flexible plans should be simple plans. Simple
plans are easier to adapt to the rapidly changing, complex,
and fluid situations that we experience in combat.
DECENTRALIZATION
Another excellent way to improve adaptability is to decentral-
ize decisionmaking authority as much as each situation al-
lows. This means that commanders on the scene and closest
to the events have the latitude to deal with the situation as re-
quired on their own authority—but always in accordance with
the higher commander's intent. This decentralization speeds
up reaction time: we do not have to wait for information to
flow up to a higher commander and orders to flow back
down. It increases the responsiveness of the organization,
which in turn increases adaptability. Decentralizing control
through the use of mission orders is one of the tools we use to
maximize our ability to adapt.
Confidence in the abilities of subordinates plays an impor-
tant part in decentralization. Leaders who have confidence in
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the capabilities of their subordinates will feel more comfort-
able in granting them greater latitude in accomplishing tasks.
It fosters a climate where senior leaders know that their intent
will be carried out. This was particularly true for the 1st Bat-
talion, 7th Marines, during Operation Desert Storm. As the
battalion began breaching operations for the advance of the
1st Marine Division across the first two Iraqi mine belts,
Marines were suddenly overwhelmed with" 'hundreds upon
hundreds of Iraqis sporting white flags' "whowere trying to
surrender. The number was so great that it threatened to stop
the Marine advance. However, the battalion commander im-
mediately recognized the situation, judged that the Iraqis
were harmless, and instructed the battalion not to stop to ac-
cept their surrender. "It was precisely the... typeof local
situation that [the division commander] wanted his command-
ers to recognize and use their own initiative to correct."8 Here
the commanding officer who was closest to the situation and
who understood the division commander's intent not to lose
the momentum of the advance adapted to the situation. This
adaptation resulted in a rapid breach of Iraqi defenses.
CONCLUSION
Successful warfare is filled with examples of leaders adapt-
ing to changing situations. We must start to learn how to
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adapt now during our training. Leaders should value and en-
courage innovative thinking. Moreover, they should expect
creative thinking from their subordinates because it creates
new opportunities.
For adaptation to be effective, commanders must readily
exploit the opportunities uncovered by subordinates. Com-
manders cannot remain tied to plans that blind them to
fleeting opportunities. While making the best possible prepa-
rations, they must welcome and take advantage of unforeseen
opportunities.
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Chapter 6
Cooperating
"Unity of command (effort) is coordinated action toward a
common goal, it is cooperation. It is working together by all
commanders toward the accomplishment of a common mis-
sion, which is imperative for complete and final success.
Commanders must develop in their staffs and subordinates
the desire to cooperate, not only among themselves but with
other elements of the command. "
—NAVMC7386, Tactical Principles
"The first element of command and control is people—people
who gather information, make decisions, take action, commu-
nicate, and cooperate with one another in the accomplish-
ment of a common goal."2
—MCDP6, Command and Control

--- Page 98 ---
MCDP 1-3Cooperating
E
verythingthat we have to do in tactics—gaining advan-
tage and, above all, achieving a decisive result—needs
a team effort. If efforts are not in harmony, results may be in-
decisive. For example, if the aviation combat element's ac-
tions are not harmonized with those of the ground combat
element, they are unlikely to have a decisive effect. If artil-
lery support is not well coordinated with an infantry attack,
combined arms synergy will not be achieved, and the attack
may fail. However, achieving this team effort is easier said
than done.It requires rapidly maneuvering forces, often
widely dispersed, to work together under the most adverse
conditions.
CONTROL IN COMBAT
Because war is characterized by chaos, uncertainty, and rapid
change, control quickly breaks down. It is probably a mistake
to speak of control in combat. MCDP 6 states that "given the
nature of war, it is a delusion to think that we can be in con-
trol with any sort of certitude or precision."3 As anyone who
has experienced combat will undoubtedly agree, it is impos-
sible to control everything. Attempts to impose control also
can easily undermine the initiative upon which Marine Corps
tactics depends. Marines can become hesitant; they may feel
they must wait for orders before acting. We are not likely to
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move faster or gain leverage over a competent opponent un-
less Marines at every level exercise initiative.
The dilemma, then, is this: How do we achieve the goal of
working together in harmony while exercising a more decen-
tralized type of control?
CooPE1TIoN
The beginning of the answer lies in cooperation. We define
cooperation as the union of self-discipline and initiative in
pursuit of a common goal. Cooperation can be viewed as a
component of control.
Control can generally be divided into two types: central-
ized and decentralized. Centralized control tends to be in one
direction and works from the top down: someone at a higher
level determines what subordinates will and will not do. Cen-
tralized control makes us conform to higher dictates because
only one person does the thinking for the organization—the
person in control.
In contrast, decentralized control works from the bottom
up. Command is the exercise of authority and guidance, and
control is felt as feedback about the effects of the action taken
because thinking is required at all levels. (See figure.) This
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MCDP 1-3Cooperating
feedback allows the commander to adapt to changing circum-
stances and to command subsequent action. Cooperation is
required in decentralized control. Subordinates work together
laterally and from the bottom up to accomplish tasks that ful-
fill the commander's intent. Cooperation means we take the
initiative to help those around us accomplish our shared mis-
sion.4
I
COMMANDER
I I
COMMANDER
I
ICOMMANDERFliICOMMANDERFh
A typical view of com-
mand and control—com-
mand and control seen
as unidirectional.
Command and control
viewed as reciprocal in-
fluence — command as
initiation of action and
control as feedback.
Two views of the relationship
between command and control.
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Cooperation is essential to Marine Corps tactics. The flight
leader and wingman work on the basis of cooperation. These
pilots cooperate with the infantry they support. Two infantry
units, fighting side by side, cooperate. A mobile combat serv-
ice support detachment and the mechanized force it supports
cooperate. We all work together far more effectively when we
communicate laterally than when we communicate only
through higher headquarters and respond only to centralized
direction. As an ancillary benefit, we relieve our overloaded
communications networks.
The history of tactics is filled with examples where coop-
eration made the difference—and control could not. One such
example occurred during an Iraqi counterattack in Operation
Desert Storm. Black smoke from burning oil wells turned the
day into night. A UH-1N Huey pilot used his night vision
equipment to lead flights of AH- 1W Cobras through near-
zero visibility to attack Iraqi armored vehicles. The specially
equipped Huey designated targets so that the Cobras could
engage them at near pointblank range with antiarmor Hellfire
missiles. For nearly 10 hours, the Huey pilot led flight after
flight into the pitched battle, earning the Navy Cross for
heroism.5
The pilots worked together to destroy targets the Huey
could not engage and the Cobra could not see. This example
shows what cooperation can accomplish.
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MCDP 1-3Cooperating
DISCIPLINE
Cooperation can harmonize efforts and get everyone to work
together without the centralized control that undermines in-
itiative. However, it raises a more fundamental question:
How do we prepare people to cooperate when the going gets
tough?
The answer is discipline. "There is only one kind of disci-
pline—PERFECT DISCIPLINE. If you do not enforce and
maintain discipline, you are potential murderers."6 In the face
of adversity and difficulty, discipline enables individuals to
pursue what is best for those around them, their unit, and the
Marine Corps. Individuals and units might have the desire,
but without discipline they will be unable to accomplish the
most difficult tasks in combat—operating faster than the en-
emy, gaining advantage, generating decisiveforce, and
achieving decisive results.
In combat, instant obedience to orders is crucial. Orders
may not be popular, but there comes a point where they must
be carried out without question. Discipline is a result of train-
ing. In training for war, discipline should be firm, but fair.
The Marine Corps is known as a highly disciplined fighting
force. Discipline is one of the strengths that make Marines
equally effective assaulting a beach, conducting a noncom-
batant evacuation operation, fighting a fire, or guarding our
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embassies. Nonetheless, discipline is founded not only on
obedience but also on a sense of duty.
The discipline needed for cooperation comes from two
sources: imposed discipline and self-discipline. The first
source, imposed discipline, is more often associated with the
term "military discipline." Imposed discipline, typified by the
Prussian approach, is characterized by instant obedience to
orders. External in nature, it ensures compliance with estab-
lished procedures, rules, or guidance and direction from
above. It is a means to achieve efficiency in accomplishment
of routine duties or drills. In its most extreme form, it can be
rigid, paralyzing, and destructive of initiative. Imposed disci-
pline also may make units vulnerable to the effects of chaos
and uncertainty and unable to cooperate with one another.
Self-discipline is an internal force that morally obligates all
Marines to do what they know is right—in this case, to coop-
erate with every other Marine in the pursuit of a common
goal. The obligation is internal in each individual; it is some-
thing he or she feels powerfully about. Coupled with a sense
of camaraderie and esprit de corps, it pulls from within and
causes Marines to do everything they can for fellow Marines.
At the unit level, this force can be felt as morale. "No system
of tactics can lead to victory when the morale of an army is
bad."7
Self-discipline can be seen in successful athletic teams as
well as military units. Team players instinctively back up
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MCDP 1-3Cooperating
their teammates. In baseball, the outfielders cover each other
on flyballs. In hockey, rarely does only one player rush the
goal. In football, offensive linemen do not stand by idly on a
pass play if no defensive player faces them. They block the
first defender they can find. Members of squads and fire
teams also work together as teams to accomplish tasks and
take care of each other. This cooperation among teammates
cannot be enforced by a coach or leader. It depends upon the
self-discipline of the individuals.
Marine discipline is the self-discipline of a successful
team, not just the imposed discipline of the army of Frederick
the Great. For Marines, military discipline means accepting
personal responsibility. Self-discipline will not allow us to
shirk responsibility or blame others. A discipline failure—of-
ten a failure to act—is a personal failure.
Our form of discipline is also absolute. There is no time
off. Someone else may be in charge, but that does not absolve
us from the responsibility to do everything we can to achieve
the common goal. It does not reduce our responsibility to co-
operate with fellow Mlarines in our unit and beyond.
This discipline is a mindset, a wayofthinking and behav-
ing. It runs through everything that we do. It is as much a part
of garrison life as of combat. We also carry this sense of per-
sonal responsibility and duty to contribute into our private
lives. We see it whenever off-duty Marines take the initiative
to help at the scene of an accident, act as leaders in their
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communities, or in other ways do more than their share. They
do so because of something inward, not because they are
compelled by control. That something is self-discipline, and it
is not limited to one aspect of life.
CONCLUSION
Modern tactics relies on cooperation. Cooperation, in turn,
depends on discipline. Discipline consists of both imposed
discipline and self-discipline. As leaders of Marines, we must
create a climate in which self-discipline and a high level of
initiative can flourish within the boundaries of military disci-
pline. This climate depends on us. Words are easy; anyone
can give an occasional pep talk on the merits of self-
discipline. Marines judge actions, not words, and respond
positively to leadership by example. If the leader creates a cli-
mate where perfect discipline is expected and demonstrated,
cooperation will follow.
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Chapter 7
ExploitingSuccess
and Finishing
"Do not delay in the attack When the foe has been split off
and cut down, pursue him immediately and give him no time
to assemble or form up. .. sparenothing. Without regard for
dyjIculties, pursue the enemy day and night until he has been
annihilated. "
—FieldMarshal Prince Aleksandr V. Suvorov
"Pursue the last man to the Adda and throw the remains into
the river. "2
—FieldMarshal Prince Aleksandr V. Suvorov
"When we have incurred the risk of a battle, we should know
how to profit by the victory, and not merely content ourselves,
according to custom, with possession of the field.
—Maurice de Saxe

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MCDP 1-3Exploiting Success and Finishing
I
t is not enough merely to gain advantage. The enemy will
not surrender simply because he is placed at a disadvan-
tage. The successful leader exploits any advantage aggres-
sively and ruthlessly not once but repeatedly until the
opportunity arises for a finishing stroke. We must always be
on the lookout for such opportunities—whether we create
them ourselves or they arise in the flow of action—and when
we perceive an opportunity to be decisive, we must seize it.
The application of Marine Corps tactics does not mean that
we expect to win effortlessly or bloodlessly or that we expect
the enemy to collapse just because we outmaneuver him. It
means we look for and make the most of every advantage and
apply the decisive stroke when the opportunity presents itself.
BUILDING ON ADVANTAGE
Once we have gained an advantage, we exploit it. We use it to
create new opportunities. We then exploit those opportunities
to create others, shaping the flow of action to our advantage.
The advantages do not necessarily have to be large; even
small favoring circumstances exploited repeatedly and ag-
gressively can quickly multiply into decisive advantages.
Like the chess grandmaster, we must think ahead to our next
move and the one beyond it: How am I going to use this ad-
vantage to create another one? For example, in an attack by
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penetration, once we have created one advantage by punching
through the enemy's position and getting into his rear, we
create another by pouring forces through the gap, generating
the "expanding torrent" that Liddell Hart wrote about.4
Rommel recounts how exploiting each advantage in the
battle for Kuk in the Carpathian mountains during World War
I led to another opportunity. As his detachment exploited
each situation and moved farther behind the enemy lines, it
generated more surprise and advantage. During this action,
Rommel's detachment captured thousands of enemy soldiers
with very little fighting, due largely to his unwillingness to
lose momentum. One success led directly to another opportu-
nity, which he immediately seized.5
After the battle for Tarawa in November 1943, Major
Henry Crowe, Commanding Officer of 2d Battalion, 8th
Marines, was asked why he thought the Japanese had been
defeated so quickly once the Marines were established ashore.
He remarked that it was due to the constant pressure of naval
gunfire, bombs, and mortars. The Marines used their advan-
tage in supporting arms to create opportunities for success.6
CONSOLIDATION, EXPLOITATION, AND PURSUIT
Once we have created leverage, how do we take advantage of
it? A decisive result or victory rarely stems from the initial
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action, no matter how successful. More often, victories are
the result of aggressively exploiting some relative advantage
until one becomes decisive and the action turns into a rout.
Casualty rates historically tend to remain relatively constant
and often fairly even until one side or the other tries to flee.
Only then do significantly asymmetrical casualty rates com-
monly occur. This exploitation of the enemy's bad situation
can yield surprisingly great results.
We can take several specific types of actions to exploit op-
portunities we have created or discovered. The first way we
can exploit success is by consolidation—as when we consoli-
date our forces after seizing a position we intend to hold
against the enemy.7 Here our aims are limited to protecting
what we have already gained. We must realize that by con-
solidating, rather than continuing to force the issue, we may
be surrendering the initiative. There may be any number of
reasons for choosing this course. Perhaps we lack the strength
to continue to advance. Our new gain may be of critical im-
portance, and the risk of losing it outweighs the advantages of
any further gains. Perhaps the new gain by itself grants a sig-
nificant advantage. For instance, a position that provides ex-
cellent fires or threatens the enemy's lines of communications
may put the enemy in an untenable position. Perhaps the new
gain compels the enemy to meet us on our terms—for exam-
ple, we seize a critical piece of terrain with strong defensive
qualities, forcing the enemy to attack on unfavorable terms.
The second way to pursue an advantage is through exploi-
tation, an offensive tactic that is designed to disorganize the
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enemy in depth.8 Exploitation usually follows a successful at-
tack that has created or exposed some enemy vulnerability.
For example, an attack that has torn a gap in enemy defenses
allows us to attack vital enemy rear areas. The object of ex-
ploitation is not to destroy the combat forces directly oppos-
ing us, even though they may be weakened. Instead, the
object is to disrupt the entire enemy system by attacking im-
portant activities and functions.
For example, during Operation Desert Storm in 1991, the
Army's Tiger Brigade was employed by the 2d Marine Divi-
sion as an exploitation force during the division's final attack.
The brigade had the advantage over the Iraqis in speed, fire-
power, and night combat capabilities. With these advantages
the Tiger Brigade sliced deep into the rear of the Iraqi III
Corps and sealed off the vital highway intersections north of
Al Jahra. The result was a total disruption of the Iraqi organ-
ized defense.9
The third way to exploit advantage is through pursuit. A
pursuit is an offensive tactic designed to catch or cut off a
hostile force that has lost cohesion and is attempting to escape
in order to destroy it.'° If the intent is to bring about the final
destruction or capture of the enemy's forces, then pursuit
should be pushed with the utmost vigor. It is here that opera-
tions turn into routs, and overwhelming victories often occur.
General Grant's pursuit of General Lee's Confederate
Army of Northern Virginia from Petersburg to Appomattox in
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MCDP 1-3Exploiting Success and Finishing
April 1865 is a classic example of a pursuit. Here Grant
pushed his forces to their limits in order to prevent Lee's es-
cape. This ultimately led to the capture and surrender of Lee's
forces."
The Confederate Army's Lieutenant General Thomas J.
"Stonewall" Jackson summed up pursuit when he said,
"Strike the enemy and overcome him, never give up the pur-
suit as long as your men have strength to follow; for an en-
emy routed, if hotly pursued, becomes panic-stricken, and can
be destroyed by half their number."2
FINISH1TG THE ENEMY
Ultimately, we want to cultivate opportunities into a decisive
advantage. Once we do, we make the most of it. Marine
Corps tactics calls for leaders who are "strong finishers." We
must have a strong desire to "go for the jugular." We must be
constantly trying to find or to create the opportunity to deliver
the decisive blow. At the same time, we must not be prema-
ture in our actions. We must not make the decisive move be-
fore the conditions are right.
This ability to finish the enemy once and for all derives
first from possessing an aggressive mentality. Second,it
stems from an understanding of the commander's intent.
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Third, it stems from a keen situational awareness that helps us
recognize opportunities when they present themselves and
understand when the conditions are right for action.
USE OF THE RESERVE IN COMBAT
The reserve is an important tool for exploiting success. The
reserve is a part of the commander's combat power initially
withheld from action in order to influence future action.'3 The
reason to create and maintain a reserve is to provide flexibil-
ity to deal with the uncertainty, chance, and disorder of war.
The reserve is thus a valuable tool for maintaining adaptabil-
ity. In general, the more uncertain the situation, the larger
should be the reserve. Napoleon once said that "War is com-
posed of nothing but accidents, and...ageneral should
never lose sight of everything to enable him to profit from
[those] accidents."4 These accidents take the form of oppor-
tunities and crises. The reserve is a key tactical tool for deal-
ing with both.
The commander should have a purpose in mind for the re-
serve's employment and design it to fulfill that purpose. To
truly exploit success may warrant assignment of the com-
mander's best subordinate unit or a preponderance of combat
power or mobility assets to the reserve. Those commanders
who properly organize, task, and equip their reserves are
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usually the ones with the capability to finish the enemy when
the opportunity arises.
Winston Churchill recognized the value of a reserve when
he wrote: "It is in the use and withholding of their reserves
that the great Commanders have generally excelled. After all,
when once the last reserve has been thrown in, the Com-
mander's part is played....Theevent must be left to pluck
and to the fighting troops."5
A strong reserve is also a way to retain the initiative. If an
advance slows, the reserve can increase the momentum. If an
advance picks up speed, the commitment of the reserve can
create a rout. We may use the reserve to expand or exploit
gaps or penetrations. We may commit the reserve to attack in
a different direction, thus exploiting opportunities for success
instead of reinforcing failure. Without a strong reserve, even
the most promising opportunities can be lost.
A classic example of the use of the reserve is the battle for
Tarawa. With the 2d and 8th Marine Regiments held up on
the assault beaches, General Julian Smith decided to land the
6th Marine Regiment, the division reserve, to break the stale-
mate. The 1st Battalion, 6th Marines, which was task-or-
ganized as part of the division reserve, landed on the western
end of the island, passed through 3d Battalion, 2d Marines,
and from the flank conducted a swift and violent assault of
the Japanese fortifications across the island. Within 48 hours,
the Japanese forces were annihilated and the island secured.
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General Smith's use of his reserve to exploit success and fin-
ish the enemy was the key to victory at Tarawa.'6 (See figure.)
Sometimes we must employ the reserve to deal with some
crisis, rendering it temporarily unavailable for commitment
elsewhere. In such instances, a reserve should be reconsti-
tuted as rapidly as possible. We should look for the opportu-
nity to employ the reserve to reinforce success. However we
may employ the reserve, we should always think of it as the
tool for clinching the victory. In this respect, Marshal Foch
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MCDP 1-3Exploiting Success and Finishing
wrote that "the reserve is a club, prepared, organized, re-
served, carefully maintained with a view to carrying out the
one act of battle from which a result is expected—the deci-
sive attack."17 It is generally through offensive action, even in
the defense, that we achieve decisive results. Since the re-
serve represents our bid to achieve a favorable decision or to
prevent an unfavorable one, it often becomes the main effort
once committed and should be supported by all the other ele-
ments of the force.
Along with the tangible assets used as a reserve, the pm-
dent commander must also be aware of, and plan for, the
intangible factors that impact on combat power and its
sustainment. Intangible factors include fatigue, leadership
quality, proficiency, morale, teamwork, and equipment main-
tenance. We build reserves also by reserving aviation sortie
rates or numbers, withholding unique or low-density muni-
tions, or holding critical supplies such as fuel or petroleum,
oils, and lubricants for a specific goal. We consider these in-
tangible factors when creating and tasking the reserve, as we
do in all assignments of tasks.
These concepts apply not only to units initially designated
as the reserve but also to any unit, since any unit can be
shifted or recommitted as the reserve. Thus a commander
must always be mentally prepared to redesignate roles of
units and to create and use reserves as the situation requires.'8
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CONCLUSION
Most decisive victories do not result from the initial action,
but from quickly and aggressively exploiting the opportuni-
ties created by that action. We may find any number of ways
to exploit tactical opportunity, but they all have the same ob-
ject—to increase leverage until we have the final opportunity
to decide the issue once and for all in our favor. A goal in
Marine Corps tactics is not merely to gain advantage but to
boldly and ruthlessly exploit that advantage to achieve final
victory.
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Chapter 8
Making It Happen
"Nine-tenths of tactics are certain, and taught in books: but
the irrational tenth is like the kingfisher flashing across the
pool and that is the test of generals. It can only be ensured by
instinct, sharpened by thought practicing the stroke so often
that at the crisis it is as natural as a reflex. "
—1.E. Lawrence
"It cannot be too often repeated that in modern war, and es-
pecially in modern naval war, the chief factor in achieving
triumph is what has been done in the way of thorough prepa-
ration and training before the beginning of war. "2
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MCDP 1-3Making It Happen
R
eading and understanding the ideas in this publication
are the initial steps on the road to tactical excellence.
The primary way a Marine leader becomes an able tactician is
through training and education, both of which are firmly
rooted in doctrine. Doctrine establishes the philosophy and
practical framework for how we fight. Education develops the
understanding, creativity, military judgment, and the back-
ground essential for effective battlefield leadership. Training
follows doctrine and develops the tactical and technical profi-
ciency that underlies all successful military action. Individual
and group exercises serve to integrate training and education,
producing a whole that is greater than the sum of its parts.
The lessons learned from training and operational experience
then modify doctrine.
DOCTRINE
Doctrine establishes the fundamental beliefs of the Marine
Corps on the subject of war and how we practice our pro-
fession.3 Doctrine establishes a particular way of thinking
about war and our way of fighting, a philosophy for leading
Marines in combat, a mandate for professionalism, and a
common language. Doctrinal development benefits from our
collective experience and distills its lessons to further educa-
tion and training.
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Our doctrine within the Marine Corps begins with the phi-
losophy contained in MCDP 1, WarJIghting. This philosophy
underlies publications in the Marine Corps Warfighting Pub-
lications series that contain tactics, techniques, and proce-
dures for specific functions. This body of thought helps form
Marine tacticians through its implementation in education and
training. (See figure.)
EDUCATION
The doctrinal development cycle.
While combat provides the most instructive lessons on deci-
sionmaking, tactical leaders cannot wait for war to begin their
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education. We must be competent in our profession before
our skills are called upon. The lives of our Marines depend on
it.
Our education in tactics must develop three qualities with-
in all tactical leaders. The first quality is creative ability. Tac-
tical leaders must be encouraged to devise and pursue unique
approaches to military problems. No rules govern ingenuity.
The line separating boldness from foolhardiness is drawn by
the hand of practical experience. That said, an education in
tactics must possess an element of rigor. Too often, tactical
discussions lack an in-depth analysis of cause and effect. The
tactically proficient leader must learn how to analyze solu-
tions to tactical problems. Lacking such a rigorous analysis,
the tactician will not learn from experience nor exercise crea-
tive ability.
The second quality is military judgment, which includes
the skills for gaining situational awareness and acting deci-
sively. The tactician must readily recognize the critical fac-
tors in any situation—enemy capabilities, weather, terrain
characteristics, and the condition of our own forces, to men-
tion just a few. Marine leaders must be able to cut to the heart
of a situation by identifying its important elements, develop-
ing a sound plan, and making clear decisions. Our educational
approach should emphasize the ability to understand the mis-
sion, issue a clear intent, and determine the main effort.
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The third quality is moral courage. Moral courage is the
ability to make and carry out the decision regardless of per-
sonal cost.Itis different from—and rarer than—physical
courage. The cost of physical courage may be injury or death,
whereas the cost of moral courage may be the loss of friends,
popularity, prestige, or career opportunities. The burden of
conflicting responsibilities in combat—responsibility for the
lives of subordinates, support for peers, loyalty to superiors,
duty to the Nation—can be heavy. Our educational efforts
should lead potential leaders to work through the proper reso-
lution of such conflicts in peacetime. Leaders often need to
make morally correct decisions in combat, but there will
rarely be time for deep moral or ethical contemplation on the
battlefield.
An effective leader willingly takes on the risks which come
with military responsibilities. In that light, the greatest failing
of a leader is a failure to lead. Two steadfast rules apply.
First, in situations clearly requiring independent decisions, a
leader has the solemn duty to make them. Whether the subse-
quent action succeeds or fails, the leader has made an honor-
able effort. The broad exercise of initiative by all Marines
will likely carry the battle in spite of individual errors. Sec-
ond, inaction and omission based on a failure of moral cour-
age are much worse than any judgment error reflecting a
sincere effort to act. Errors resulting from such moral failings
lead not only to tactical setbacks but to the breakdown of
faith in the chain of command. Proper training, education, and
concerned leadership are the keys to instilling the qualities of
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MCDP 1-3Making It Happen
creative ability, military judgment, and moral courage in the
minds of all Marines.
TRkINING
Good tactics depend upon sound technical skills. These are
the techniques and procedures which enable us to move,
shoot, and communicate. We achieve technical competence
through training. We build skills through repetition. Training
also instills confidence in weapons and equipment. It devel-
ops the specialized skills essential to functioning in combat.
One of the ultimate aims of training is speed. Essential to
speed is the requirement for accuracy. Speed without accu-
racy may be counterproductive and causes more damage than
inaction. Whether Marines compute firing data, practice rifle
marksmanship or weapons gunnery, rearm and refuel aircraft,
repair vehicles, stock or transport supplies, or communicate
information, the speed and accuracy of their actions deter-
mine the tempo of the overall force. Training develops the
proficiency which enables this effective combination of speed
and accuracy.
Small-unit training should focus on proficiency in such
techniques and procedures as immediate-action drills, battle
drills, and unit standing operating procedures. Practicing to
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TacticsMCDP 1-3
reach technical proficiency applies to all types of units,
whether a section of aircraft executing air combat maneuvers,
a maintenance contact team repairing a vehicle under fire, an
artillery gun team conducting displacement drills, or a rifle
squad conducting an in-stride breach of an obstacle. We de-
velop and refine these measures so that units gain and main-
tain the speed and accuracy essential for success in battle.
Staffs, like units and individual leaders, must train to in-
crease speed and accuracy. Staffs increase speed by accom-
plishing three things:first, by obtaining and organizing
information to help the commander and themselves under-
stand thesituation;second, by understanding the com-
mander's decision and coordinating efforts to focus combat
power to achieve the commander's goal; and third, by moni-
toring events, maintaining situational awareness, and antici-
pating and adapting to changes. As staffs train, they increase
accuracy by becoming more proficient both in their respective
areas and in functioning as a team.
Field Marshal Erwin Rommel knew the value of speed and
accuracy for his staff when he wrote:
A commander must accustom his staff to a high tempo from
the outset, and continuously keep them up to it. If he once al-
lows himself to be satisfied with norms, or anything less than
an all-out effort, he gives up the race from the starting post,
and will sooner or later be taught a bitter lesson.4
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MCDP 1-3Making It Happen
The speed and efficiency of a unit depend not only on the
technical proficiency of its individual members but also in
large part upon its cohesiveness. Such cohesion requires both
personnel stability and solid leadership.
Training should also prepare Marines for the uniquely phy-
sical nature of combat. Living and caring for themselves in a
spartan environment, confronting the natural elements, and
experiencing the discomfort of being hungry, thirsty, and
tired are as essential in preparing for combat duty as any
skills training. The point is not to train individuals on how to
be miserable, but rather on how to be effective when miser-
able or exhausted.
Likewise, training should enable us to take appropriate ac-
tion in any environment and at any time. This readiness in-
cludes operating during inclement weather and periods of
limited visibility. We must make terrain, weather, and dark-
ness our allies if we are to gain advantage and deliver deci-
sive force at a time and place of our choosing. We can neither
anticipate nor appreciate the inherent friction that these natu-
ral factors produce unless we experience them.5
Titur4IrGANDEDUCATIONAL METHODS
There is no single "best" approach to developing tactical pro-
ficiency. However, any approach should be adaptable to all
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echelons and to all grades. The environment should be one
that is challenging and conducive to creative thinking. Like
all preparation for war, training should reflect the rigors of
that environment. The following examples may provide some
tools for developing tactical proficiency in Marines.
Professional Reading and Historical Study
Because of the relative infrequency of actual combat experi-
ences in most military leaders' careers, Marines must seek to
expand their understanding through other, less direct means.
The study of military history is critical to developing judg-
ment and insight. It enables us to see how successful com-
manders have thought through—and fought through—the
situations they faced. Not many people can do it instinctive-
ly—few possess the rare native ability to think militarily.
Even those few can enhance their abilities through study and
practice.
Historical studies provide the most readily available source
of indirect experience in our profession. These studies de-
scribe the leadership considerations, the horrors of war, the
sacrifices endured, the commitment involved, the resources
required, and much more. These studies include biographies
and autobiographies of military figures, books on specific
battles, wars, and military institutions, unit histories, after-
action reports, films, and documentaries. Group discussions
help to expand the insights into leadership and battle that we
have gained through individual study.
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Professional readings and study are not solely the responsi-
bility of military schools. Individuals cannot afford to wait
for attendance at a military school to begin a course of self-
directed study. Military professionalism demands that indi-
viduals and units find time to increase their professional
knowledge through professional reading, professional mili-
tary education classes, and individual study.
Tactical Exercises
Tactical success evolves from the synthesis of training and
education—the creative application of technical skills based
on sound judgment. Exercises enable leaders to practice deci-
sionmaking and individuals, staffs, and units to practice and
perfect collective skills. Exercises also serve to test and im-
prove tactics, techniques, and procedures, immediate actions,
battle drills, and combat standing operating procedures.
An exercise should serve as a unit's internal assessment of
the quality of its training and education, not as grading crite-
ria for higher commands. The conclusions should aim to note
shortfalls so as to address them through future instruction and
not to penalize poor performance. A unit will never be fully
trained. There will always be room for improvement.
Exercises also test the ability of units to sustain tempo for
an extended period of time. Since victory is rarely the product
of single actions, the ability to operate and sustain combat ef-
fectiveness over time is important. Knowing when hostilities
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TacticsMCDP 1-3
will cease is a convenience denied the combat Marine. Equip-
ment must be maintained, and people must be sustained with
adequate rest, nourishment, and hygiene until they accom-
plish their mission.
Tactical exercises can range from field exercises to com-
mand post exercises to tactical exercises without troops. Field
exercises, conducted by units of any size, involve all unit per-
sonnel working together to learn, test, and refine their collec-
tive battlefield tasks. Such exercises can be general in nature,
or they can be detailed rehearsals for specific upcoming
missions.
Command post exercises are largely limited to command-
ers and their staffs. Their purpose is to familiarize staffs with
their commanders' personal preferences and operating styles
as well as to exercise staff techniques and procedures and to
review particular contingency plans.
Tactical exercises without troops provide tactical leaders
opportunities to exercise judgment while permitting other unit
elements to conduct training and education of their own.
There are two approaches to conducting them.
The first method provides a leader an opportunity to evalu-
ate a subordinate's ability to perform in a given scenario. This
method places students in an area of operations and provides
a situation upon which to plan and execute a task—for exam-
ple, "Establish a reverse slope defense." The aim here is to
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exercise tactical proficiency in the siting of weapons and the
use of terrain.
The second method also places students in an area of op-
erations and provides a situation but gives them a mission or-
der—for example, "Prevent enemy movement north of Route
348." The aim here is to exercise judgment. After walking
the ground, the students must first decide whether to defend
or attack, supporting their conclusions with reasoning. The
reasoning is then discussed and criticized. This approach en-
courages students to demonstrate ingenuity and initiative.
They have free rein to employ their resources as they see fit
to achieve the desired results.6
Wargaming
Wargames can be a valuable tool for understanding the many
factors that influence a leader's decisions. Morale, enemy and
friendly situations, the higher commander's intentions, fire-
power, mobility, and terrain are only a few of the decision
factors included in the play of wargames. In all these simula-
tions, from the sand table to a commercial board game to a
computerized simulation, routine should be avoided. The less
familiar the environment, the more creativity the student must
display.
Sand table exercises, tactical decision games, and map ex-
ercises present students with a general situation, mission or-
ders, and a minimum of information on enemy and friendly
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TacticsMCDP 1-3
forces. Sand table exercises are especially suited to novice
tacticians. They present the terrain in three-dimensional array,
whereas a map requires interpretation. Both map and sand
table exercises enable students to conceptualize the battle,
deliver their decisions, and issue orders to subordinates. Af-
terwards, students discuss their decisions and are critiqued.
The discussion should focus on making a decision in the ab-
sence of perfect information or complete intelligence.
Terrain Walks
Terrain walks introduce the realities of terrain, vegetation,
and weather. Terrain walks can be conducted in at least two
ways.
The first method provides students with an area of opera-
tions, a general situation (usually depicted on a map), and a
mission. As in sand table and map exercises, students de-
scribe their view of the battle. Choosing one plan, the group
then begins to walk the terrain according to the plan. The
group will then encounter unanticipated terrain and obstacles,
while the instructors introduce enemy actions into the play of
the problem. In this way, students must contend with the dis-
parity between actual terrain and vegetation and maps as well
as the chaos and uncertainty generated by enemy actions that
invariably occur in real-world operations.
The second method involves the firsthand study of historic
battlefields. We gain a special vantage on battle by walking
the ground and seeing the battlefield from the perspective of
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MCDP 1-3Making It Happen
both commanders. We gain a new appreciation for an histori-
cal commander's blunders. Often such blunders seem incom-
prehensible—until we see the ground. Only then can we
realistically consider alternative courses of action that the
commander might have pursued.7
Competition
Exercises should provide realism. The means to achieve tacti-
cal realism are competitive free-play or force-on-force exer-
cises. Whenever possible, unit training should be conducted
in a free-play scenario. This approach can be used by all lead-
ers to develop their subordinates. It affords both leaders and
unit members the opportunity to apply their skills and knowl-
edge against an active threat.
Free-play exercises are adaptable to all tactical scenarios
and beneficial to all echelons. Whether it is fire teams scout-
ing against fire teams, sections of aircraft dueling in the sky,
or companies, battalions, squadrons, and Marine air-ground
task forces operating against one another, both leaders and in-
dividual Marines benefit. Leaders form and execute their de-
cisions against an opposing force as individual Marines
employ their skills against an active enemy. Through free-
play exercises, Marines learn to fight as an organization and
to deal with a realistically challenging foe.8
Critiques
A key attribute of decisionmakers is their ability to reach de-
cisions with clear reasoning. Critiques elicit this reasoning
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TacticsMCDP 1-3
process. Any tactical decision game or tactical exercise
should culminate with a critique.
The standard approach for conducting critiques should pro-
mote initiative. Since every tactical situation is unique and
since no training situation can encompass more than a small
fraction of the peculiarities of a real tactical situation, there
can be no ideal or school solution. Critiques should focus on
the students' rationale for doing what they did. What factors
did a student consider, or not consider, in making an estimate
of the situation? Were the decisions the student made consis-
tent with this estimate? Were the actions ordered tactically
sound? Did they have a reasonable chance of achieving suc-
cess? How well were the orders communicated to subordi-
nates? These questions should form the basis for critiques.
The purpose is to broaden a leader's analytical powers, expe-
rience level, and base of knowledge, thereby increasing the
student's creative ability to devise sound, innovative solutions
to difficult problems.
Critiques should be open-minded and understanding, rather
than rigid and harsh. Mistakes are essential to the learning
process and should always be cast in a positive light. The fo-
cus should not be on whether a leader did well or poorly, but
rather on the progress achieved in overall development. We
must aim to provide the best climate to grow leaders. Dam-
aging a leader's self-esteem, especially in public, therefore
should be strictly avoided. A leader's self-confidence is the
wellspring from which flows the willingness to assume re-
sponsibility and exercise initiative.9
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MCDP 1-3Making It Happen
CONCLUSION
In this publication, we have explored themes that help us to
understand the fundamentals and to master the art and science
of tactics. From the study of our warfighting philosophy, we
have gained an appreciation for the requirement to be deci-
sive in battle. To accomplish this, we must clearly visualize
the battlespace through gained situational awareness, recog-
nize patterns, and make decisions intuitively. We have also
discussed ways we can gain advantage over the enemy and
force him to bend to our will. We also explored how to be
faster in relation to the enemy, to adapt to changing condi-
tions, to cooperate for success, to exploit success, and to fin-
ish the enemy. Finally, we discussed how we can begin to act
on these ideas during our training for combat. The ideas pre-
sented in this publication have implications far beyond battle-
field tactics and the doctrinal way we think about warfare.
They also influence the way we organize—using task organi-
zation and flexible command and control relationships—and
the way we equip ourselves for combat.
Waging war in maneuver warfare style demands a profes-
sional body of officers and Marines schooled in its science
and art. When asked why the Marines were so successful in
Operation Desert Storm, General Boomer replied:
The thing that made the big difference on the battlefield is that
we had thousands and thousands of individual Marines con-
stantly taking the initiative. The young lance corporal would
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MCDP 1-3
take a look, see something 75or100 meters out in front that
needed to be done, and go out and do it without being told. As
I read through [the] award citations from Desert Shield and
Desert Storm, this theme reappears, time and time again. That
aggressive spirit comes from being well-trained, and confident
in your professional knowledge.'°
Everything we do in peacetime should prepare us for com-
bat. Our preparation for combat depends upon training and
education that develop the action and thought essential to
battle.
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MCDP 1-3Notes
Understanding Tactics
1.Statement by Gen A. M. Gray, former Commandant of the
Marine Corps, during a ceremony commemorating the anniversary
of the groundbreaking for the Marine Corps Research Center, June
20, 1997.
2.Sir William Slim, Defeat into Victory (London: Cassell and
Co. Ltd., 1956) pp. 550-55 1.
3.MCDP 1, Warfighting (June 1997) p. 30. MCDP l's defmi-
tion differs from that given in Joint Pub 1-02, Department of De-
fense Dictionary of Military and Associated Terms: "tactics—i. The
employment of units iii combat. 2. The ordered arrangement and
maneuver of units in relation to each other and/or to the enemy in
order to use their full potentialities."
4.Ibid.,p.3.
5.Combat power: "The total means of destructive and/or
disruptive force which a military unit/formation, can apply against
the opponent at a given time." (Joint Pub 1-02)
6.LtCol G. I. Wilson, "The Gulf War, Maneuver Warfare,
and the Operational Art," Marine Corps Gazette (June 1991) pp.
2 3—24.
7.This example was taken from Joseph H. Alexander, Utmost
Savagery; The Three Days of Tarawa (Annapolis, MD: Naval Insti-
tute Press, 1995).
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TacticsMCDP 1-3
8.Bill D. Ross, Iwo Jima. Legacy of Valor (NY: Vanguard
Press, 1985) pp. 79—80.
9.Carl von Clausewitz, On War, trans. and eds. Michael
Howard and Peter Paret (Princeton, NJ: Princeton University Press,
1984) p. 119.
10.Medal of Honor Recipients 1863—1973 (Washington, D.C.:
U.S. Government Printing Office, 1973) p. 492.
11.Clausewitz, P. 85.
12.Infantry in Battle (Washington, D.C.: The Infantry Journal,
Incorporated, 1939) p.1.
Achieving a Decision
1.InfantryinBattle,p. 1.
2.FMFM 1, Warfighting (March 1989) p. 61.
3.Martin Blumenson, Anzio: The Gamble That Failed (Phila-
delphia, PA: J. B. Lippincott Company, 1963).
4.Shelby Foote, The Civil War: A Narrative (NY: Random
House, 1963) pp. 467—468.
5.Maj Charles D. Melson, Evelyn A. Englander, Capt David
A. Dawson, comps., US. Marines in the Persian Gulf 1990—1991:
Anthologyand AnnotatedBibliography(Washington,D.C.:
130

--- Page 138 ---
MCDP 1-3Notes
Headquarters, U.S. Marine Corps, History and Museums Division,
1992) P. 181. Also see pages 173—182 of the same publication and
LtCol Charles H. Cureton, US. Marines in the Persian Gulf
1990—1991: With the 1st Marine Division in Desert Shield and De-
sert Storm (Washington, D.C.: Headquarters, U.S. Marine Corps,
History and Museums Division, 1993) pp. 26—27.
Gaining Advantage
1.Robert Debs Heini, Jr., Col, USMC, Retired, Dictionary of
Military and Naval Quotations (Annapolis, MD: United States Na-
val Institute, 1966) p. 321.
2.FMFM1,p.57.
3.Combined arms: "The tactics, techniques, and procedures
employed by a force to integrate firepower and mobility to produce
a desired effect upon the enemy." FMFRP 0-14, Marine Corps Sup-
plement to the DOD Dictionary of Military and Associated Terms
(January 1994).
4.Martin Blumenson, The Patton Papers, vol. 2 (Boston,
MA: Houghton Mifflin Company, 1974) pp. 39—40.
5.Andrew Geer, The New Breed (NY: Harper & Brothers,
1952) p. 339.
6.Ibid., pp. 365—3 66.
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TacticsMCDP 1-3
7.Joe Douglas Dodd, "Night Attack on Kunishi Ridge,"
Marine Corps Gazette (April 1985) p. 43.
8.Ibid.,pp.42—44.
9.Sun Tzu, The Art of War, trans. Samuel B. Griffith (NY:
Oxford University Press, 1963) p. 91.
10.Ibid.,p. 106.
11.Maj Robert R. Parker, Jr., "Deception: The Missing Tool,"
Marine Corps Gazette (May 1992) p. 97.
12.SunTzu,p.98.
13.The Marines in Vietnam, 1954-1973.' An Anthology and
Annotated Bibliography (Washington, D.C.: Headquarters, U.S.
Marine Corps, History and Museums Division, 1985) pp. 173—181.
14. FMFM 6-7, Scouting and Patrolling for Infantry Units
(January 1989) p. 2-1.
15.Sunlzu,p.93.
Being Faster
1.Heinl, p. 220.
2.John A. English, On Infantry (NY: Praeger, 1984) p. 223.
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MCDP 1-3Notes
3.Jeter A. Isley andPhilipA. Crow!, The US. Marines and
Amphibious War: ItsTheory, and Its Practice in the Pac?/Ic
(Princeton, NJ: Princeton University Press, 1951) p. 338.
4.Peter G. Tsouras, Warrior's Words: A Quotation Book:
From Sesostris Ill to Schwarzkopf 1871 B.C. to AD. 1991 (London:
Casse!l Arms and Armour, 1992), p. 434.
5.Hem!, p. 63.
6."Command," Time (January 25, 1943) p. 61.
7.Co! Ray Smith, USMC, te!ephone interview by Capt S. R.
Shoemaker, USMC, 12 March 1991, Washington, D.C..
8.Gen Hermann Baick, interview by William S. Lind, 6 June
1980, Washington, D.C..
9.William S. Lind, Maneuver Warfare Handbook (Boulder,
CO: Westview Press, 1985) pp. 5—6.
10.Gen George S. Patton, Jr., War As I Knew It (NY: Bantam
Books, Inc., 1979) p. 323.
11.Ibid., pp. 330—331.
12.English, p. 217.
13.Capt A. T. Mahan, USN, The Life of Nelson: The Embodi-
ment of the Sea Power of Great Britain (Boston: Little, Brown, and
Co., 1899) p. 730.
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TacticsMCDP 1-3
14.FMFRP 12-110,Fightingon Guadalcanal (September
1991) p. 33.
15.Patton,p.376.
Adapting
1.Tsouras,p.21.
2.Ibid.,p.21.
3.Keith William Nolan, Battle for Hue (Novato, CA: Presidio
Press, 1983) pp. 51—52.
4.Branch: "A contingency plan or course of action (an op-
tion built into the basic plan or course of action) for changing the
mission, disposition, orientation, or direction of movement of the
force to aid success of the operation based on anticipated events, op-
portunities, or disruptions caused by enemy actions and reactions as
determined during the wargaming process." MCRP 5-2A, Opera-
tional Terms and Graphics (June1997).
5.Sequel:"Major operations that follow the current major
operation.Plans for these are based on the possible outcomes (vic-
tory, stalemate, or defeat) associated with the current operation."
(MCRP 5-2A).
6.See MCDP 5, Planning, for a more complete discussion of
modular plans.
134

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MCDP 1-3Notes
7.Cureton, p. 77.
8.Ibid, p. 77.
Cooperating
1.NAVMC 7386, Tactical Principles (Quantico, VA: Marine
Corps Schools, 1955) P. 7—8.
2.MCDP 6, Command and Control (October 1996) p. 48.
3.Ibid.,p.43.
4.Ibid.,pp.39—41.
5.Melson, Englander, and Dawson, comps., p. 140.
6.Patton, p. 376.
7.Heinl,p. 196.
Exploiting Success and Finishing
1.Tsouras,p.349.
2.Ibid.,p.349.
3.Heinl, p. 109.
135

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TacticsMCDP 1-3
4.Capt B. H. Liddell Hart, "The 'Man-in-the-Dark' Theory of
Infantry Tactics and the 'Expanding Torrent' System of Attack,"
Journal of the R. US.I. (February 1921) p. 13.
5.Erwin Rommel, Attacks (Vienna, VA: Athena Press, 1979)
pp. 235—250.
6.FMFRP 12-90, Second Marine Division Report on Gilbert
Islands—Tarawa Operation (September 1991) p. 51.
7.Consolidation of position: "Organizing and strengthening
a newly captured position so that it can be used against the enemy."
(Joint Pub 1-02)
8.Exploitation: "An offensive operation that usually follows
a successful attack and is designed to disorganize the enemy in
depth." (Joint Pub 1-02)
9.Col Charles J. Quilter, II, US. Marine Corps in the Persian
Gulf 1990—1991: With the I Marine Expeditionary Force in Desert
Shield and Desert Storm (Washington, D.C.: Headquarters, U.S.
Marine Corps, History and Museums Division, 1993) p. 99.
10.Pursuit: "An offensive operation designed to catch or cut
off a hostile force attempting to escape, with the aim of destroying
it." (Joint Pub 1-02)
11.Bruce Carton, This Hallowed Ground: The Story of the Un-
ion Side of the Civil War (Garden City, NY: Doubleday & Com-
pany, Inc., 1956) p. 384.
136

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MCDP 1-3Notes
12.Heinl, p. 259.
13.Reserve: "Portion of a body of troops which is kept to the
rear, or withheld from action at the beginning of an engagement,
available for a decisive moment." Tactical reserve: "A part of a
force, held under the control of the commander as a maneuvering
force to influence future action." (Joint Pub 1 -02)
14.Brig Gen Thomas R. Phillips, U.S. Army, ed., "Military
Maxims of Napoleon," in Roots of Strategy: A Collection of Mili-
tary Classics (Harrisburg, PA: Military Service Publishing Co.,
1940) p.436.
15.Heinl, p. 275.
16.This example was taken from Martin Russ, Line of Depar-
ture: TARAWA (Garden City, NY: Doubleday & Company, Inc.,
1975).
17.Heinl, p. 274.
18.Much of the material in this section is based on Capt John
F. Schmitt's article, "The Use of the Reserve in Combat," Marine
Corps Gazette (March 1990) pp. 63—69.
Making It Happen
1.T. E. Lawrence, "The Science of Guerrilla Warfare," intro-
duction to "Guerrilla Warfare," Encyclopedia Britannica, 13th ed.
(NY: Encyclopedia Britannica, 1926).
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TacticsMCDP 1-3
2.Hem!, p. 329.
3.Doctrine: "Fundamental principles by which the military
forces or elements thereof guide their actions in support of national
objectives. It is authoritative but requires judgment in application."
(Joint Pub 1-02)
4.As attributed to Erwin Rommel by Heiiil, p. 60.
5.For more detailed information on the establishment of unit
training programs, see MCRP 3-OA, Unit Training Management
Guide (November 1996).
6.For more detailed readings on the subject of designing and
executing training exercises, see MCRP 3-OB, How to Conduct
Training (November 1996).
7.William Glenn Robertson, The Staff Ride (Washington,
D.C.: U.S. Army Center of Military History, 1987) provides an ex-
cellent description of the use of terrain walks. See also Staff Ride
Handbook (Quantico, VA: Marine Corps University, 1996).
8.This section reflects the emphasis found in MCDP 1, War-
fighting, regarding the requirement to simulate the "clash of oppos-
ing wills" found in combat by conducting free-play exercises.
9.The subject of how to conduct critiques and hold after-
action reviews is covered in detail in both MCRP 3-OA and MCRP
3-OB.
10.Melson, Englander, and Dawson, comps., p. 94.
138
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