Marine Corps Doctrinal Publication 7 - Learning

Key Concepts

Warfare itself requires an agile learning mind

“Maneuver warfare requires intelligent leaders at all levels who possess a bias for intelligent action. Success in warfare depends on Marines developing an intellectual edge to accurately recognize cues, quickly make sense of information, and respond effectively.” (1-6)

“In short, Marines develop an intellectual edge by learning cognitive skills and competencies that enable them to move through the observe, orient, decide, and act cycle, often referred to as the OODA loop, more quickly and effectively than the enemy.” (1-6)

“The OODA loop decision-making cycle is even more important in preparation for future conflicts because as new technologies emerge the rate of change will continue to increase.” (1-6)

“The future battlespace will contain increasingly difficult problems that do not necessarily have a “right” answer. Therefore, Marines’ skills to observe objectively, reason effectively, take decisive action, and then adjust as needed remain key elements of success.” (1-17)

Principles of learning

1. Know yourself and seek self-improvement—“When Marines are aware of how perspectives and experiences shape their thinking, they can better identify assumptions, biases, and other factors that influence learning.” (1-10)

2. Be ready and willing to learn

3. Understand why you are learning

4. Provide and receive constructive feedback.

5. Learning is purpose-driven to develop professional competence.

One must be humble and self-aware to learn effectively

“Developing self-awareness of the personal factors that can detract from learning, such as hubris (i.e., ego) and bias, enables Marines to overcome friction. Marines strive to view situations and information objectively and unemotionally, provide candid feedback to each other, and learn to overcome or mitigate factors that negatively impact preparedness.” (1-14)

“All Marines, especially those in positions of leadership, can learn from anyone if they are ready and willing to learn. However, ego can hinder learning.“ (4-7)

To create an effective learning culture, leaders need to allow individuals to make mistakes

“Commanders will appropriately prioritize learning opportunities so that Marines of all ranks engage in meaningful professional development and progress in the profession of arms. Leaders of Marines must dedicate time and effort to learning, and prioritize mental fitness as much as physical fitness.” (2-5)

“As part of the learning experience, leaders must foster an environment that appropriately tolerates mistakes, errors, and challenges to existing ideas. Challenging ideas and making mistakes are part of  the learning process.” (2- 5-6)

“A critical element of learning from mistakes is embracing an appropriate level of risk. Combat is inherently dangerous and risky. However, the greatest mistake in combat could be an unwillingness to act from a fear of risk or a failure to adapt to the changing situation. Therefore, Marines should only take reasonable risks during training and learn to adapt to the changing situation.” (2- 6-7)

“Strong leaders do not berate a subordinate for making the first mistake; they turn mistakes into teachable moments.” (4-5)

Ideally, learning should simulate the real-world scenarios that people will face

“Marines must have many opportunities to learn in environments that realistically simulate the challenges Marines will encounter against capable adversaries across the full range of military operations.” (3-3)

“In the progression of learning, training should provide Marines with an opposing will to practice against.” (3-3) 

“There is no substitute for fighting against a competent, realistic, thinking, adaptive enemy—even if that enemy is simulated by other Marines.” (3-9)

Making time for reflection is a critical part of learning, especially for leaders

“Former Secretary of Defense and retired General James Mattis, when asked about the biggest problem with senior leadership, said that, ‘. . . it’s a lack of reflection[.] . . . Solitude allows you to reflect while others are reacting[.] . . . We need solitude to refocus on prospective decision-making, rather than just reacting to problems as they arise. You have some external stimulus, then you go back to your experience, your education, and you see what needs to be done.’” (3-15)

“In a fast-paced world, Marines need to make time to reflect in order to build understanding, exploit lessons, and be ready to adapt as situations change.” (3-15)

 Quotables

“A simple explanation of the differences between training and education is that training prepares Marines to deal with the known factors of war (e.g., the importance of good marksmanship), while education prepares Marines to deal with the unknown factors (e.g., effective deci- sion-making in changing circumstances)” (1-4)

“Marines need to develop memory skills because Marines—as human beings—increasingly tend to digitally store and search for information rather than committing the information to short-term or long-term memory. Marines cannot always rely on technologies or on being able to digitally search for information during combat due to many reasons, such as time constraints, lack of network access, or the need to minimize electronic signatures.” (1-9)

“There is no excuse for not learning from others.” (1-16)

“Instead of simply asking what happened in a battle, Marines should always ask and seek to better understand why the events happened, and consequently what to apply for future situations.” (1-20)

“Marines must also approach each event and interaction as a learning opportunity. There is always something to learn; even if that something is what not to do in the future.” (1-20)

“Naturally, ‘a subordinate’s willingness to admit mistakes depends on the commander’s willingness to tolerate them.’” (2-6)

“Avoiding feedback and having a fixed mindset leads to stagnation.” (2-13)

“Learners should not hide gaps in their knowledge—instead, they should exercise intellectual humility to identify and fill these gaps in order to improve.” (3- 7-8)

“Marines recognize that to be effective warfighters, they must be warrior-scholars—they must seize the initiative to study the profession of arms whenever and wherever learning opportunities arise.” (3-8)

“As stated in MCDP 1, ‘[a] leader without either interest in or knowledge of the history and theory of warfare—the intellectual content of the military profession—is a leader in appearance only. Self-directed study in the art and science of war is at least equal in importance to maintaining physical condition and should receive at least equal time.’” (4-4)

“We cannot rightly expect subordinates to exercise boldness and initiative in the field when they are accustomed to being over-supervised in garrison.” (4-5)

“Negative feedback that unnecessarily tears a Marine down seldom leads to effective learning and can stifle initiative.” (4-7)