EBP Project Implementation Plan

In 1,250-1,500 words, discuss the implementation plan for your
evidence-based practice project proposal. When required, create
the appropriate form, table, image, or graph to fully illustrate
that aspect of the intervention plan and include them in an
appendix of your paper. You will use the implementation plan,
including the associated documents in your appendices, in the
Topic 8 assignment, during which you will synthesize the
various aspects of your project into a final paper detailing your
evidence-based practice project proposal.
Include the following:
Describe the setting and access to potential subjects. If there is
a need for a consent or approval form, then one must be created.
Include a draft of the form as an appendix at the end of your
paper.
Create a timeline. Make sure the timeline is general enough that
it can be implemented at any date. Based on the timeline you
created, describe the amount of time needed to complete this
project. Include a draft of the timeline as an appendix at the end
of your paper.
Develop a budget and resource list. Consider the clinical tools
or process changes that would need to take place. Based on the
budget and resource list you developed: (a) describe the
resources (human, fiscal, and other) or changes needed in the
implementation of the solution; (b) outline the costs for
personnel, consumable supplies, equipment (if not provided by
the institute), computer-related costs (librarian consultation,
database access, etc.), and other costs (travel, presentation
development). Include a draft of the budget and resource list as
an appendix at the end of your paper.
Explain whether you would select a qualitative or quantitative
design to collect data and evaluate the effectiveness of your
evidence-based practice project proposal. Provide rationale to

support your selection.
Describe the methods and instruments (questionnaire, scale, or
test) to be used for monitoring the implementation of the
proposed solution. Include the method or instrument as an
appendix at the end of your paper.
Explain the process for delivering the intervention and indicate
if any training will be needed.
Discuss the stakeholders that are needed to implement the plan.
Consider all of the aspects of your implementation plan and
discuss potential barriers or challenges to the plan. Propose
strategies for overcoming these.
Establish the feasibility of the implementation plan.
Refer to the "Evidence-Based Practice Project Proposal –
Assignment Overview" document for an overview of the
evidence-based practice project proposal assignments.
You are required to cite a minimum of five peer-reviewed
sources to complete this assignment. Sources must be published
within the last 5 years and appropriate for the assignment
criteria and nursing content.
Complete the "APA Writing Checklist" to ensure that your
paper adheres to APA style and formatting criteria and general
guidelines for academic writing. Include the completed
checklist as an appendix at the end of your paper.
Prepare this assignment according to the guidelines found in the
APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion
Rubric
The setting and access to potential subjects are clearly
described. A well-developed and accurate consent or approval

form is attached correctly in an appendix.
The amount of time needed to complete this project is clearly
described and general enough to be implemented at any date. A
well-developed timeline is attached correctly in an appendix
A detailed description of resources or changes needed and
outline of costs are clearly presented. A well-developed budget
and resource list are attached correctly in an appendix
A research design is selected. A thorough explanation for how
the design will be used to collect data and evaluate
effectiveness of the evidence-based practice project proposal is
presented. Strong rationale is provided for support.
The methods or instruments used for monitoring the
implementation of the proposed solution are thoroughly
described. The methods or instruments are accurate and
correctly attached in an appendix.
Please See bottom Page for class discussion on stakeholders and
barriers so it concise with class discussion
The process for delivering the intervention and any needed
training is thoroughly explained. Strong rA thorough discussion
of stakeholders needed to implement the plan is presented.
Strong rationale is provided for supportationale is provided for
support. (please for the stakeholder follow this class
discussion . )
Potential barriers or challenges to the implementation plan are
thoroughly discussed and clear strategies for overcoming these
are proposed. Strong rationale is provided for support.
The feasibility of the implementation plan is thoroughly
discussed. Strong rationale is provided for support.
Number of required resources is met. Sources are current and
appropriate for the assignment criteria and nursing content.
There are multiple barriers to implementing evidence-based
practice (EBP). I think one of the significant obstacles is that

nurses become stuck in their ways, or perform practices a
certain way because they “have always done it that way”.
Nurses may not question certain practices because that is how
they were trained from their mentors, and their colleagues
perform the practices the same way. Lack of knowledge in the
amount of EBP research available is a consideration to look at
when one asks; “why do I do this that way?” or “is there another
way?”. Hain and Kear (2015) stated that “qunurses become
stuck in their ways, or perform practices a certain way because
they “have always done it that way”. Nurses may not question
certain practices because that is how they were trained from
their mentors, and their colleagues perform the practices the
same way. Lack of knowledge in the amount of EBP research
available is a consideration to look at when one asks; “why do I
do this that way?” or “is there another way?”. Hain and Kear
(2015) stated that “questioning your practice can help you
maintain an astute awareness of other possibilities that could
improve quality while reducing costs.” As master’s-prepared
nurses, we need to be more adamant in researching best
practices and not falling into the trap of always doing
something a certain way because that is the way it has always
been done.
For Stakeholders
The lack of enough resources during the implementation of
evidence-based practice into the organization is a barrier that
affects the stakeholders in the organization. The problem can be
addressed by securing outside funding by the stakeholders or
investing in other assets that bring revenue to the organization,
providing the needed funds to the research. Another barri er for
the stakeholders is the lack of enough workforces that enable
the organization to acquire enough data about the evidence-
based practice being researched (Rath et al 2017). However, the
stakeholders can rectify the issue when offering more jobs
application to more researchers in the organization to help
advance evidence-based practice into the hospital.

This is the work for last time
EVIDENCE-BASED PRACTICE CHANGE MODEL
KOTTER'S CHANGE MODEL
Hypertension, or high blood pressure, is when the pressure in
the bloodstream is above the normal range. This is a very
prevalent problem in the healthcare industry (Fryar,et al.,
2020). Diagnosing high blood pressure can be as simple as
having consistently higher readings as normal (or hypertension).
If the blood pressure levels are high, one is more likely to
suffer from heart disease, heart attack, and stroke. This shows
the importance of implementing a change model that will; help
ensure that the problem is efficiently addressed. Kotter's change
model is useful to understand better the prevalence of the
condition and its impact on nurse professionalism (Mohiuddin,
& Mohteshamuddin, 2020). This paper provides a review of
Kotter’s Change Model as a possible model to address
hypertension in healthcare.
An effective solution for changing care approaches can be found
in John Kotter's change management plan (Rajan, & Ganesan,
2017). Some of the proposed regulatory conditions support
medical advances that have a significant impact on patient care.
Nurses are responsible for ensuring patient safety. Nursing
professionals play an important role in disseminating
information among other health care providers. As stated by
Kotter, change management plans must monitor the effects of
behavioral change and maximize individual abilities to achieve
achievable goals. As revealed by the improvement process, the
change management model accommodates the enormous
responsibility for information sharing during the shift change
process. There are numerous learning opportunities for nurses in
Kotter's change management model. Many assumptions are
made in the theory's early stages. Kotter's change process
provides a framework for understanding the multiple stages of
change supported by shareholders and administrators in an
environmental context. Safety and Health Administration serves
as the primary source of nursing guidance. Management and

leadership teams play a significant role in changing how care is
delivered to different populations. The following are the steps
followed:
Creating urgency is the first step in the process.
An institution's desire for transformation is a critical factor in
making it happen, creating a sense of urgency and igniting a fire
under the organization to get things moving. As a result, we
elevate the change program's importance and send a clear
message (Carman, et al., 2019). A clear explanation of why
change is necessary for the organization's various stakeholders
is required for this to work. Credibility as a change agent is
essential if we are to succeed in instilling a sense of urgency. In
this case, it is vital to start by ensuring that we create a sense of
urgency around the issue of hypertension.
The second step is to put together a strong coalition.
Strong leadership is critical to persuade people that change is
necessary. Leaders are needed to guide the way for change to
take place. Making sure all key stakeholders are fully engaged
throughout each stage of the change process is essential.
Creating a vision for the future is the third step in the process.
Ideas and solutions for dealing with change need to be tied to a
larger vision that people can understand and remember. With an
eye toward the future and a clear picture of how effectively
dealing with hypertension will benefit everyone, a compelling
vision sells the positive aspects of the change. The difficulty
arises when drastic measures such as layoffs or reduced staff
are implemented. Simply because bad news is difficult to
convey, organizations must have a high level of communication
expertise to convey a compelling vision, regardless of the
content of the message.
The fourth step is to convey the vision.
The success of a change project will be determined by what the
organization wants to achieve after creating it, such as
improved patient outcomes, low cost, among others. Everyday
communication within the organization is likely to compete with
this message for attention, so it must be repeated frequently and

powerfully to become embedded in all aspects of company
operations. Keeping everyone informed is critical. Various
change-related topics must be reinforced repeatedly in the
communication strategy.
Removing barriers is the fifth step.
The staff should be motivated to get to work and realize the
benefits that have been touted. We need to plan to ensure
smooth operations by defining process changes and identifying
potential barriers to implementation. The change team must
establish additional rules and processes to deal with unexpected
or forecasted problems.
Create short-term successes
When it comes to leading change, those in charge must provide
all the stakeholders with a taste of success as early as possible
in the process. Change leaders are looking for "quick wins" that
employees can see and feel within a short period. As a result,
negative thinkers and critics could jeopardize the advancement
of society. The new culture is anchored in the organization, and
the new norm is established by celebrating victories.
Step 7: consolidating the gains made through the transformation
He claims that change fails due to declaring victory too early
when true and lasting change takes time. Achieving short-term
results is just the beginning of the process of bringing about
long-term change. As a result, he advises not to celebrate too
soon and keep the change momentum going before healthcare
workers get tired.
The final step is to make sure that the changes in the company's
culture are firmly established.
Making changes stick requires that they become part of an
organization's DNA (Mohiuddin, & Mohteshamuddin, 2020).
The vision value must be reflected in the day-to-day activities
of the company.

UNITED STATES MARINE CORPS
THE BASIC SCHOOL
MARINE CORPS TRAINING COMMAND
CAMP BARRETT, VIRGINIA 22134-5019
MILITARY BRIEFING
W3S0005
STUDENT HANDOUT

W3S0005 Military Briefing
2
LEARNING OBJECTIVES.
1. TERMINAL LEARNING OBJECTIVE.
a. Given subordinate units and an order, while considering
the situation
and time available, issue a five paragraph order to communicate
a complete,
realistic, and tactically sound plan that accomplishes the
mission. (TBS-C2-1002)
b. Given a unit and references, conduct a military brief to
ensure the
audience receives the message. (MCCSLDR-2204)
2. ENABLING LEARNING OBJECTIVES.

a. Given a scenario, commanders intent, and available
references,
determine format for the information brief in order to facilitate
the
transfer of information. (MCCS-LDR-2204a)
b. Given a scenario, commanders intent, and available
references, build
content into formatted information brief in order to facilitate
the transfer
of information. (MCCS-LDR-2204b)
c. Given a scenario, commanders intent, and available
references, present
an information brief in order to facilitate the transfer of
information.
(MCCS-LDR-2204c)
d. Given an audience, with the aid of references,
communicate orally to
present ideas with confidence, accuracy, and completeness.
(TBS-CORE-2102b)

3
1. TYPES OF MILITARY BRIEFS. Military briefs are
designed to present
selected information to commanders, staffs and other audiences
in a clear,

concise and expedient manner. The types of military briefs are
dictated by
purpose. There are four (4) basic types: the information brief,
the decision
brief, the staff brief, and the mission brief. Although there are
elements,
which are common to all four, each type of brief is distinct in
that it is
designed to accomplish a specific purpose.
a. Information Brief. The information brief is designed to
merely
provide information to an audience. An information brief deals
only with
facts. The desired end state of this type of brief is li stener
comprehension. No conclusion or decision needs to be drawn
form the brief.
Times when an information brief may be utilized include:
Passing information
of high priority which requires the immediate attention of
proper authority,
when passing complex information requiring detailed
explanation or an After
Action report for a military operation.

(1) Format. The basic format for the presentation of an
information
brief is as follows:
(a) Introduction.
1 Greeting. Recognize senior member(s) of
audience. Follow
up with “gentlemen” or “ladies and gentlemen” in recognition
of others
present. Finally, identify yourself.
2 Purpose. Explain purpose and scope.
3 Procedure. Explain conduct of brief, lecture,
demonstration, display, tour, combination, etc.
4 There is no need, nor time, for an attention gainer.
(b) Body.
1 Organization. The body should follow an
organization

providing the best arrangement, presentation and support of
main ideas.
Sequence may be chronological, such as what happened, is
happening, and is
expected to happen; or it may be presented as cause-and-effect,
as in an
after action report.
2 Plan for effective, smoothly executed transitions.
3 Be prepared for questions at any time.
(c) Conclusion.
1 Summarize main ideas. Keep in mind that this is
the last
thing your audience will hear and so it will be one of the more
prominent
memories. It is here that you should restate any significant
facts.
2 Closing statement. “This concludes my brief, are
there any
questions.” Or, if briefing a senior, “Sir, pending your

questions, this
concludes my brief.”
3 Introduce next speaker, if applicable.
4
b. Decision Brief. Designed to be presented to a commander
in order to
elicit a decision.
(1) The outcome is usually the manner in which a unit will
execute a
pending mission. For example, a commander may be presented
a decision brief
containing three (3) Courses of Action (COAs), all of which are
designed to
accomplish the same mission, but in different manners.
(2) After being presented and considering the strengths
and

weaknesses of each COA, the commander can make an educated
decision. Of
course, the commander retains the prerogative to modify or
reject the choices
and send his staff back to the drawing board.
(3) The format for a Decision Brief is built upon the
Information
Brief.
(a) Introduction.
1 Greeting. Recognize the senior member(s) of the
audience.
Follow up with “gentlemen” or “ladies and gentlemen” in
recognition of
others. Finally, identify yourself.
2 Purpose. State the purpose is to obtain a decision.
3 Procedure. Explain any special procedures or
introduce
additional briefer(s).

4 Coordination. State any previous coordination.
5 Classification. Identify security classification of
brief.
(b) Body.
1 Assumptions. State all that are valid, relevant and
necessary.
2 Facts Bearing. Any supportable facts bearing on
the
problem should be stated concisely and accurately.
3 Discussion. Analyze COAs. The initial statement
should
indicate the origin of the problem and point out any command
guidance given.
Plan for smooth transitions. THIS IS THE CRITICAL PHASE
OF THE DECISION
BRIEF!
(c) Conclusions.

1 State conclusions reached as a result of your
analysis.
Rank the COAs based upon level of supportability. Do not
introduce new COAs
or suggest modifications at this point. Restrict to only logical
conclusions
derived from discussion phase.
2 State recommended actions. Read
recommendations to ensure
accuracy and phrase them so the commander can mentally
accept or decline.
Recommendations must be specific and not solicitations of
opinion.
(d) Conclude your brief.
5
1 Ask for questions.

2 Solicit decision or inquire if recommendation is
approved
or disapproved.
c. Staff Briefing. The staff briefing is the most widely used
military
briefing and is used at every level of command from the Marine
Corps
fire/demo team to HQMC. It is used to secure a coordinated or
unified
effort. The staff briefing is designed for the rapid, oral
dissemination of
information.
(1) In peacetime, staff briefings are normally conducted on
a
scheduled basis. In combat, they are held as often as the
situation
requires.
(2) At the battalion level, the executive officer usually
presides
over the staff briefing, but the commander may elect to do so if
he desires.

The individual presiding normally begins by identifying the
purpose of the
briefing and may review the mission of the next higher
headquarters. He may
highlight the briefing and then call on staff members to brief
their areas of
responsibility. These staff representatives should avoid
presenting a rehash
of the entire staff estimate but should tailor their presentation to
specific
areas that will assist the commander in the execution of the
mission. For
example, the S2 chief should refrain from reciting verbatim the
entire
weather forecast. Specifically, he should focus only on the
effects of
weather on mission accomplishment.
(3) Staff representatives present matters that might pertain
to, be
of interest to, or require coordination action by other staff
sections. The
commander usually concludes the briefing but may take an
active part

throughout the presentation.
(4) The format for presentations by each staff member
during the
staff briefing varies and is dependent upon the commander’s
guidance. The
format may be elaborate, using visual aids to depict the
activities of each
staff representative; or it may be less formal, with the emphasis
on each
staff member briefing only those items or areas the commander
feels are
appropriate.
d. Mission Brief. Mission briefings are used under
operational
conditions to impart information or to give specific instructions
for
accomplishment of the mission.
(1) In an operational situation or when the mission of a
specific
unit is critical, it may be necessary to provide individuals or
smaller units

with more data than written orders provide. This may be done
by means of the
mission briefing.
(2) The mission briefing reinforces written orders and
provides more
detailed requirements and instructions. The mission briefing is
normally
conducted as a joint staff effort, with the commander stating the
mission the
unit has received and each staff member presenting information
on his area.
(3) There is no prescribed format for the mission briefing,
but it
should be tailored to achieve the specific purpose of the
briefing. In most
cases, the operations order (OPORD) format can be used if it is
not
unnecessarily repetitious.
6

(4) The purpose of the mission briefing can be summarized
as the
final review of a forthcoming military action to ensure those
taking part are
certain of their mission, understand the intent of the
commander, and grasp
his concept of the operation. For these reasons, the commander
actively
participates throughout the confirmation briefing.
(5) The Confirmation Brief is a form of the Mission Brief
that is
performed as a part of the Marine Corps Planning Process.
After the
subordinate commander receives his order or plan, the
subordinate commander
then briefs the higher commander on his understanding of the
higher’s intent,
their specific task and purpose and the relationship between
their unit’s
missions and the other units in the operation. The Confirmation
Brief also

allows the higher commander to identify gaps in his plan,
identify
discrepancies between his and subordinate commander’s plans
and learn how
subordinate commands intend to accomplish their mission.
Lastly, The
Confirmation Brief informs the higher commander that the
subordinate unit is
ready to execute and lays out the timeline for the execution of
its mission.
(6) The format for a Confirmation Brief will vary from
unit to unit,
however the brief generally follows the OPORD format with
emphasis being
placed on the Mission and Execution paragraphs. In some
cases, the
Situation, Admin and Logistics, and Command and Signal
paragraphs are omitted
as a part of the Confirmation Brief since they have been
addressed previously
during the planning process and would be redundant. For
example, the weather
forecast published by the S-2 usually doesn’t need to be
reiterated to the

commander by one of his subordinate commanders. However,
selected portions
of these paragraphs may be included if they have a direct effect
on the
accomplishment of your mission and the higher commanders
mission. For
example, if the rain the S-2 forecasts will cause a delay in your
operation,
then that is something that should be briefed.
2. PREPARING A BRIEF. The preparation or creation of a
brief involves
several steps. A briefer must have a thorough knowledge of the
subject to be
presented. Knowledge is gained through research. Knowledge
alone, however,
does not guarantee an effective brief. Effective planning is also
important.
You prepare for a briefing by using knowledge, research and
planning. To
ensure success use the following steps to guide you in your
preparation of
your briefs:

a. Analysis.
(1) First, determine the purpose of the briefing. You have
to ask
yourself (and others); Why am I giving this brief? What is the
desired
outcome? Ask for guidance in order to inform accurately - your
purpose is not
to sell or entertain, but to impart information.
(2) Second, consider your audience. Know the size and
composition,
including names and grades. Learn the interests, desires and
traits of the
senior member.
(3) Next, consider the time and schedule contingencies.
Know in
advance how much time you have and how flexible the schedule
or itinerary is.
(4) Consider the requirement for equipment and facilities.
Size,
comfort, accessibility, acoustics of the facility, and freedom

from
7
distractions will affect selection of visual aids, seating
arrangements, and
use of assistants.
(5) Finally, check the SOP. Many commanders have
definite rules for
the presentation of briefings. Know and follow these rules on
such things as
protocol, uniform, manner of greeting, use of manuscripts and
other important
aspects. If your brief contains classified information, i t is
imperative
that you clear your brief through the S-2/G-2.
b. Research Topic/Write Outline.
(1) Tailor topic(s) to meet time restraints/constraints.
Both the

content and the organization depend on the purpose and scope
established in
the initial guidance.
(2) Collect authoritative material to support your position.
Examples include statistics, surveys, and interviews.
(3) Determine main ideas to form the foundation of your
brief.
(4) Sequence main ideas in logical order. This could be
chronological, cause and effect or possibly in the building block
format
depending on the situation.
(5) Write an outline (your “rough draft”). Main ideas
should be in
some logical sequence with natural transitions from idea to
idea.
c. Write the Briefing.
(1) Depending on local SOP, program as an outline or a
complete

manuscript, the latter being a rarer requirement.
(2) Advance approval of a briefing is usually required;
obtain firm
approval of content and organization prior to rehearsal to avoid
changes
later.
(3) For use in rehearsals and presentations, prepare an
outline,
prompter cards, or an annotated manuscript. Use lectern notes
and visual
aids for the rehearsal just as you plan to do for your actual
brief.
d. Rehearse. Rehearsing your brief is the best way to
alleviate
excessive nervousness. Complexity of the briefing and time
available to
present it will govern the amount of time you devote to
rehearsals.
(1) Rehearse alone initially to get the sequence of the
briefing down
and the manipulation of visual aids.

(2) Rehearse with assistants to coordinate key words.
(3) Bring in a live audience of one or two persons to give
you an
objective criticism of your presentation. What is logical to you
may not be
logical to others.
(4) Conduct a dress rehearsal with only your audience
missing.
8
(5) The above order will not always be possible, but the
briefer must
at least walk through the main points of the briefing and fix in
his mind the
approach to the subject.
(6) Make a final check. Insure that everything is ready for

the
actual briefing. Give special attention to seating arrangements
and other
physical aspects.
(7) Sometimes, the items listed above will not be feasible.
The
briefer must, however, at a minimum walk and talk through the
main points of
the brief to set to mind the basic organization of the
presentation.
e. Prepare a Briefing Packet. An effective packet helps to
guide an
audience through your brief. Creating a packet is not always
necessary or
even feasible depending upon the situation and environment.
Determine the
requirement, or lack thereof, in your initial analysis. Effective
packets
serve as a “tour guide” and follow the following guidelines:
(1) Synchronized with presentation to prevent constant
page turning.

(2) Simple, large – bulleted format.
(3) Contains only essential information. If detailed,
amplifying
data is needed, include it as an enclosure at the end of the
packet or
provide as an additional handout.
(4) Items incorporated in a briefing packet include, but are
not
limited to, the following:
(a) Title Page. The title page should contain the name
of the
mission or exercise, the type of brief that is being given, the
names of
those presenting the brief, the date, and the classification of the
brief.
(b) Orientation Tab. During the orientation show a map
of the
AO. When briefing the orientation, remember that you are not
the first or
only person to brief, so much of the orientation has already
been provided by

the S-2 or S-3. Brief the orientation from the Engineer
perspective. Brief
general to specific and do so in an organized manner.
Remember to use a
1:50K map when doing the orientation.
(c) Situation. When briefing Enemy and Friendly
situations,
focus on how it affects your engineer mission only. For
example, if you are
in a Confirmation Brief for obstacle planning, talk to the
enemy’s breaching
capabilities.
(d) Request For Information & Assumptions. In a
Confirmation
Brief you should have already had all your RFI’s answered.
Any unanswered
RFI’s become assumptions that you have to work off of when
planning. When
making assumptions, use the worst case scenario.
(e) Mission. Your mission comes directly from the task
that was

provided to you in your CO’s order. Your mission should be
stated as
engineers to support the commander’s intent. Make sure you
answer the Who,
What, Where, When, and Why (IOT).
(f) Commander’s Intent. This should be your intent as
the
Engineer Officer based on the engineering mission. Although it
will not be
the exact same as the intent of the CO, it should not refute
anything that he
9
has stated in his order. The end-state is again based derived
from your
engineering mission. Although it will not be the exact same as
the end-state
of the CO, it should not refute anything that he has stated in his
order.

(g) Execution. This should be the meat and potatoes of
your
brief. Brief your plan in phases in such a way that it illustrates
how you
will accomplish your mission. Use maps and graphics as
required. All
coordination with supported or supporting units should have
already been
conducted so be sure that you are not introducing anything new
to the units
at the brief. At the end of this section the entire briefing
audience will
walk away knowing what your plan is and have a general
understanding of how
you intend to execute that plan. Be sure to show the
commanders in the room
what you will be doing.
(h) Timeline. There are several ways to depict a
timeline. When
you brief the Commanding Officer, you need to convey what
you will have done
and by when. In your briefing packet you should show the
mathematics of how

you arrived at that timeline. GANTT charts, CPM, Activity
Estimation sheets,
etc.
(i) Administration. Do not just list the T/O – however
you
should show the Task Organization of how you have your
platoon broken down.
You should also list any critical MOS’s that you have. For
instance, if you
are doing a utilities heavy mission and only have (2) 1141’s,
you should
mention that. Lastly, ensure the CO knows of any additional
augments you
have, especially from other units.
(j) Logistics. Do not list your entire T/E, just like you
don’t
list your entire T/O. However, you need to show your critical
pieces of
equipment and gear, and show the big ticket items of Class IV
and Class V.
All requests for the materials should have already been
coordinated with and

approved by the S-4. You need to account for how you plan to
move all your
equipment, gear, Marines, and materials. Any gear you are
temporarily
loaning from other units or internal units to the battalion should
be noted
in this section.
(k) Command & Signal. Explain the location of key
personnel –
PltCdr, PltSgt, PltGuide. You should also explain what
frequency you will be
operating on and if there are any changes to the POI. If you
have any
brevity codes associated with the mission, i.e. breaching, make
sure you
explain them clearly in this section.
(l) Conclusion. Summarize your main points. Reiterate
what time
you will be mission complete from the engineering standpoint.
Do not
introduce any new ideas in this section; it should take you no
more than 45-

60 seconds.
(m) Questions. Ask for questions from the audience. It
usually
pays to have the Platoon Sergeant or Platoon Guide on hand as
well to help
answer questions if need be.
f. Use of Notes. Think of your notes as signs on a highway.
You pick
up information at a glance as you whiz by; you should do the
same with your
notes. Here are some tips on preparing your notes:
(1) Use cards (3”x5”, 4”x6”, 5”x8”) or sheets of paper,
whichever is
easiest for you. Number each card or page in the upper right-
hand corner.
10
(2) Keep your notes brief, just a word or phrase, with

plenty of
space between key points so that your eye easily locates the
next “thought-
jogger”.
(3) Type or print in large block letters.
(4) Underline important words in ink or colored pencil.
(5) Do not fold your notes (they should lie flat) or staple
the pages
together. Turning pages distracts the audience.
(6) Notes tell your audience you are prepared, so do not
conceal
them.
(7) Occasionally, you may be required to read from a study
as part of
your briefing. Here are some guidelines:
(a) Be familiar with the materials.
(b) Listeners cannot see punctuation, so punctuate for

them with
your voice.
(c) Hold your reading material at a comfortable height
so that
you can read out and over it, not down into it. Look at your
listeners
occasionally. Use free hand or thumb to guide your eye down
the page.
g. Use of Media.
(1) Media (Computer Generated Graphics) can greatly
enhance the
effectiveness of a brief. Power Point has become the unofficial
standard
throughout the Marine Corps. As leaders, you need to
familiarize yourself
with the program and become proficient with it.
(2) Many units or organizations will have a standard slide
background
format or “master” that you’ll be required to utilize for briefs or
other

presentations. Use classification marks (Unclassified, Secret,
Top Secret)
in the header and footer as appropriate.
(3) In absence of a standard format, try to avoid the use of
the more
complicated or “busy” backgrounds contained in the design
templates. Text
can sometimes get “lost” in the details of the background. Not
all of the
design templates are suitable in certain light conditions. Details
and
colors displayed on the monitor may look different when
projected onto a
screen or whiteboard, especially when viewed under florescent
lighting. Make
sure you look at your brief from the perspective of your
audience to avoid
problems of clarity.
(4) Lengthy text paragraphs become a reading exercise for
your
audience vice an informative brief and should be avoided. Keep
sentences

simple or use sentence fragments. Proof read fragments to
ensure your
message is clearly understood and that the point that you’re
trying to make
isn’t misconstrued. Choose a font style, size and color that will
contrast
against your background and be visible to all. Keep in mind
that there is
nothing wrong with black on white.
11
(5) The use of graphic animation should be limited as it
becomes
distracting over time. This is especially true with the use of
sound effects
and should generally be avoided for a military brief. Standard
military
symbology and colors must be used where applicable and
practicable.

(6) Since the brief will most likely be displayed behind
you, keeping
eye contact with your audience presents a greater challenge.
The use of the
notes pages printed from your brief and placed on the lectern or
podium can
help you to keep your focus on your audience. It’s acceptable
to glance at
your slides from time to time, but reading from them is not
acceptable.
h. Use of Visual Aids.
(1) Stand as close to your visuals as possible. If you are
right-
handed, stand stage left. If you are left-handed, stand stage
right.
(2) When using the overhead projector, turn the projector
off when
you have finished showing a transparency, remove the
transparency, and then
place the next one on the projector before turning the projector
on. This
will prevent the audience from being subjected to flashes of

bright light on
the screen.
(3) Turn the projector off when you are not using a visual.
(4) If your visuals are on charts, place them face down on
the floor
or face against the wall when you finish with each one to avoid
distractions.
(5) If you are using slides, place them in an orderly
sequence so
that you can readily find the one you want during the question
period.
(6) If handout material is necessary for your briefing,
distribute it
either before or after your briefing. It is impossible for the
audience to
receive the material, read or glance at it, and still devote
attention to
what you are saying. If you must distribute material during
your briefing,
pause until the audience receives it before you resume speaking.

i. Use of Pointers.
(1) Use a solid (wood or metal) pointer.
(2) Look at the visual only to get the pointer on the right
spot and
to glance at words printed there. Then face the audience to
speak while
holding the pointer fixed on the spot.
(3) Unless you are circling an item of interest, hold the
pointer
steady on the spot. Do not wave it around.
(4) When pointing at a line of words, place the pointer at
the end of
the line nearest you and hold it there. Do not sweep it or move
it from word
to word as you read.
(5) Place the pointer under a word horizontally as an
underline for
emphasis.

(6) When pointing on a transparency, lay the pointer down
on that
portion of the transparency you wish to emphasize.
12
(7) When you do not need the pointer, lay it down or hold
it
motionless at your side.
(8) If using an assistant, plan for him to use the pointer to
emphasize key points while you present the brief.
3. BRIEF DELIVERY.
a. A military brief is a highly specialized type of speech. It
is
characterized, more than any other type of speech, by
conciseness,
objectivity and accuracy. A successful brief depends, not only

on organized
content, but also on how the briefer presents it. A confident,
precise and
forceful delivery, based on in-depth subject knowledge and the
following,
will succeed:
(1) Present the subject as directed and ensure it is
understood.
(2) Conclusions and recommendations must be logical.
(3) Need for brevity precludes a lengthy introduction
and/or summary.
b. Communication Techniques. Effective verbal
communication involves
the effective use of each of the following eight (8) techniques:
(1) Volume. Volume is vital in holding listeners’
attention. A
speaker should use the volume necessary to reach an entire
audience,
regardless of the speaking environment. Do not, however,
overpower the

closest members of an audience. Various situations call for
different volume
levels.
(2) Inflection. Inflection is directly related to volume.
More
commonly referred to as “pitch,” inflection aids in maintaining
listener
attention. A lack of inflection results in a monotone speaker.
Inflection
is often used to express an emotional or persuasive point. This
helps make a
brief or lecture more meaningful.
(3) Rate. Rate is the speed of delivery. Speak too fast and
listeners may miss important material. Speak too slowly and
you may bore
them to death. Vary your rate of delivery to increase interest.
(4) Force. Force is used to emphasize a particular
syllable, word or
point. The use of force in certain instances may alter the
meaning of what

you say. “It’s not what you say, but how you say it.”
(5) Pause. Pauses are used to accomplish the following:
allow the
listener to absorb information; provide punctuation; provide the
listener an
opportunity to prepare for the upcoming topic. Often, instead
of using
pauses effectively, we tend to fill them with useless “pet words”
or nervous
fillers such as “umm, OK, like, and alright.” A purposeful
pause is
perfectly acceptable, and highly effective. An awkward pause,
one that is
too long, used at the wrong time or nervously, can be just as
detrimental as
the use of pet words.
(6) Grammar. Grammar is the correct use of the written
language.
Always use proper grammar in front of any audience. Refrain
from using
slang. The use of improper grammar damages a speaker’s
credibility and

hinders effective communication.
13
(7) Pronunciation. Pronunciation is defined as speaking
individual
words properly, without deviation. Regional accents are
acceptable if words
are spoken clearly and distinctly. For example, the word
CREEK can be
pronounced either “creek” or “crick” depending upon where a
person was raised
in our country. Both refer to the same object, a small stream,
and are
commonly accepted. The mispronunciation of a word is never
acceptable.
(8) Articulation. Articulation refers to the clarity of
spoken
words. It is closely related to pronunciation in that each vowel
and
consonant is spoken clearly and completely. Words, and

therefore thoughts,
communicated clearly and completely are readily understood.
c. Interruptions. Interruptions and/or questions can occur at
any point
throughout the course of a brief.
(1) Do not become distracted.
(2) Answer questions before proceeding, or…
(3) Indicate that the question will be answered at a later
point in
the brief, but refer back to the question when reaching that
point.
(4) Prepare to provide further support for any part of the
brief.
d. Bad Mannerisms. Avoid the following:
(1) Generalities and “scoop words” (et cetera, and so on, I
believe,
obviously, clearly). They suggest shallow thinking or a lack of
confidence.

Specifics command respect and present firm belief in the
presented material.
(2) Sarcasm, belligerence or hostility used in the defense
of a point
or when responding to naïve or unfriendly questions begets a
negative
reaction and damages rapport. Courtesy also commands respect.
(3) Do not slouch. You’ll appear either unconfident or
slovenly.
(4) Lack of eye contact. Look audience members straight
in the eye.
This is especially effective in emphasizing a key point.
(5) Do not remain motionless for an inordinate period of
time. It
suggests nervousness.
(6) Pacing. While you should avoid appearing statuesque,
excessive
pacing also suggests nervousness.

(7) Do not use acronyms, abbreviations or special jargon
before
determining the audience understands and can decipher them
without effort.
(8) Nervous “fiddling”, such as: key jangling, pen
clicking, ear
pulling, nose and body scratching, rocking, weaving, wandering,
playing with
the pointer, and/or putting hands in and out of pockets, is an
indicator of
nervousness and a lack of preparation and confidence.
e. Characteristics of an Effective Briefer.
(1) Has an orderly mind.
14
(2) Evaluates the purpose of the brief.
(3) Is prepared.

(4) Varies rate and inflection.
(5) Recognizes and responds to audience feedback.
(6) Is BRIEF.
REFERENCES:
1. MCDP-6 COMMAND AND CONTROL

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