1. INTRODUCTION. Army Regulation 25-50 , Preparing and Managing Correspondence , gives specific guidance on the many correspondence formats used by the Army. In this lesson we will review the informal memorandum, the staff study, and the decision paper.
a . The basic format for Army correspondence is the formal memorandum. It is used to correspond formally (internally and externally) with any command, staff, or activity within the Department of Defense.
(1) The Informal Memorandum . Commands use the informal memorandum to communicate informally within a unit, organization, or agency. Its format is the same as the formal memorandum, except that you do not use letterhead stationery.
(2) The Memorandum for Record . The purpose of the Memorandum for Record (MFR) is to document conversations, meetings, and other events for future reference. Its format is the same as the informal memorandum , except the word "RECORD" appears in the place of the addressee.
(3) The Memorandum of Agreement (or Understanding) . The Memorandum of Agreement (or the Memorandum of Understanding) is to document agreements or understandings. The format is the same as the memorandum except for two changes. First the phrase "MEMORANDUM OF AGREEMENT" or "MEMORANDUM OF UNDERSTANDING" appears on the second line below the seal. Second, a signature block appears for each party entering into the agreement or understanding.
c. Format rules for a memorandum.
(a) Use letterhead stationery for the first page only. If not available, use plain white paper.
(b) Put the suspense date at the right margin on the same line as the "Reply to Attention Of" or one clear space above the date of the memorandum.
(c) List the office symbol of the originating office or unit flush left two lines below the seal, three lines above the MEMORANDUM FOR line.
(d) In parenthesis two spaces after the office symbol add a Modern Army Recordkeeping System (MARKS) number. This number indicates where to file the document.
(e) Type the date of signature flush right on the same line as the office symbol. Use military dates in memorandums. For example: 23 June 1999. If you abbreviate the month use upper and lower case letters and also abbreviate the year. For example: 23 Jun 99.
MEMORANDUM FOR Commander, Combined Arms Center and Fort Leavenworth, Fort Leavenworth, KS 66027
(b) Maintain 1-inch margins all around.
(c) Single-space the text, and double-space between paragraphs.
(d) Acronyms, abbreviations, and brevity codes.
1 . Use only those acronyms, abbreviations, and brevity codes your reader will understand. The first time an acronym is used in a document, spell it out and follow it with the acronym in parenthesis.
2 . Type acronyms in upper case letters without periods. Don't use apostrophes to form the plurals.
2 . If you create an "a" subparagraph, you must also have at least a "b" subparagraph. If you have a "(1)," you must also have a "(2)." Do not subdivide paragraphs beyond the third subdivision; however, do not indent any further than the second subdivision.
(g) Continuation pages.
2 . Type the subject line (worded exactly as on page 1) on the line immediately following the office symbol (don't skip a line).
(3) Point of contact . If you have a point of contact (POC), list the rank, name, office, and telephone number in the last paragraph.
(4) Authority line . Use an authority line (FOR THE COMMANDER, FOR THE DIRECTOR, etc.) if applicable. The authority line is flush left on the second line below the last paragraph.
(5) Signature block . Type the signature block on the fifth line below the last paragraph or the authority line (if included). The signature block starts at the center of the page. Spell out the name of the signing official in all upper case letters. Rank and branch may be all upper case or, if spelled out, upper and lower case. For example:
JOHNNY P. JONES, JR.
JOHNNY P. JONES, JR.
2LT, FA
Second Lieutenant, Field Artillery
Co. FSO
Company Fire Support Officer
(6) Enclosures . Type the number of enclosures and the word "Encls" flush left on the same line on which the signature block begins. Number and attach enclosures in the order they appear in the text. Identify them in the text (Encl 1, Encl 2, etc.) and list them after the enclosure line. List them in the same way you would a reference. If you have only one enclosure, use the word "Encl," and do not number it. For example:
3 Encls
NAME
1. Memo, office symbol, date, subject
RANK, BRANCH (or Rank, Branch)
2. DA Form
Duty Position
3. AR #-##
Encl
NAME
DA Form
RANK, BRANCH (or Rank, Branch)
Duty Position
(7) Distribution . Type DISTRIBUTION: flush left on the second line after the signature block or the last listed enclosure (whichever is lower on the page). To use the distribution line, you must have stated MEMORANDUM FOR SEE DISTRIBUTION in your MEMORANDUM FOR line. List the addressees in logical order, each on a separate line immediately below the word DISTRIBUTION.
(8) Copies furnished . Type CF: on the second line after the signature block, the last listed enclosure, or the last addressee in the distribution list (whichever is lower on the page). List all addresses in logical order, each on a separate line immediately below the word CF. Show whether or not enclosures are included by adding either "(w/encls)" or (wo/encls)" at the end of each CF address.
(9) Figure 5-1 gives a sample of the memorandum format.
Figure 5-1. Memorandum format.
3. THE STAFF STUDY. The staff study incorporates the elements of critical reasoning, creative thinking, the five steps of effective writing, and the elements of style to produce a document your commander can effectively use when making important decisions. The staff study follows a pattern that proceeds from identifying the problem to deciding on the best course of action (see 5-2).
Figure 5-2. Staff Study.
a. Objective . The objective of this section is to show you--
(1) How to plan and prepare a staff study.
(2) How to refer to appropriate references, gather background material, and coordinate these actions.
b. Purpose. The purpose of the staff study is to assist your commander, or other superior, in making a decision. To serve this purpose a staff study must incorporate the following principles of effective writing:
(2) Brevity. Your commander should be able to get a clear picture of the problem and the recommended solution with a minimum of reading. However, you should never sacrifice brevity for clarity.
(3) Accuracy. There must be no factual or mechanical errors. Check and recheck source data and the final paper so that your commander can accept the paper with confidence.
(4) Coherence. You should present your ideas in a logical order with the relationships between ideas clearly shown.
(5) Unity. Your paper must deal with only one subject--the problem. Keep away from side issues and irrelevant material.
(6) Completeness. You must cover every angle of the problem, including all reasonable courses of action. All papers needed to put the recommended action into effect should accompany your study.
(7) Objectivity. Your paper must present an unprejudiced viewpoint.
c. Research. To solve a problem, the author of a staff study must research the problem to identify the issues, develop and evaluate alternatives, and recommend effective action based on relevant facts.
d. Preparing the staff study. The most difficult task in preparing a staff study is the beginning. We recommend you review Lesson 1, Critical Reasoning and Creative Thinking , and Lesson 2, Steps to Effective Communication .
(1) Identify and state the problem . This step is crucial as the actual problem may not at first be obvious. Therefore, before undertaking the study, you must determine exactly what the problem is and clearly define the problem's scope and limitations. Then you write the problem statement and submit it for approval to the authority directing the study.
(2) List facts and assumptions . Next list all facts and assumptions bearing on the problem. Identify those that are known. Examine the inferences underlying the facts and assumptions and the effect they may have on possible conclusions. Develop a plan of attack that enables you to identify the information you need, the sources of information, and what agencies to consult. Establish the criteria which you will use to analyze both data and possible solutions.
(3) Develop possible solutions--courses of action (COA) . Analyze the subordinate topics you have identified and list what facts and assumptions you know about each one. You are trying to identify possible solutions to resolve the problem and fulfill the mission. A helpful technique is to list the subordinate topic and then brainstorm assumptions and solutions for each one before doing the actual research. Next evaluate each solution and select the best available solution. (There may be more than one that is equally good, but try to narrow the alternatives.) Now analyze the alternatives, and the best solution against previously determined evaluation criteria using an "advantages and disadvantages" format. One way of determining the advantages and disadvantages of a possible solution is to prepare a checklist.
(4) Research and collect data . After developing possible solutions, you begin to collect additional information from technical libraries, abstracts, DOD document center, subject-matter experts, operational personnel, etc.
(5) Interpret data . Data by itself is useless, it must be interpreted. Apply the standards of critical reasoning and creative thinking (lesson 1) to determine the feasibility, acceptability, and suitability of tentative solutions the data supports.
(6) Evaluate alternative solutions - courses of action (COA) . Apply the criteria you have established to the known facts and assumptions. Next compare and contrast the alternatives. The best solution will be the one most feasible, suitable, and acceptable that fulfills the evaluation criteria.
SAMPLE PROBLEM AND SOLUTION
a. Problem . The problem is to select a site for a 50-target, known-distance rifle range at Camp Targee. But there is a special condition imposed by Tenth U. S. Army--the site must conform to the requirements of the emergency expansion plan. This is an important element of the problem and has a direct bearing on the solution. Tenth U. S. Army has also implied that, if fully justified, they will approve the purchase of additional land.
b. Assumptions . You have made the assumption that because Camp Targee has an assigned mobilization mission there will be no change in the mission. By making this basic assumption, you can accept all aspects of the mobilization as documentable facts. You can accept that the acquisition of land and the range requirements even though based on future developments are valid. Tenth U. S. Army has also stipulated that the command is to justify any additional land acquisition before they grant any approval. However, the approval is not a fact; therefore, you must include it as an assumption.
c. Facts bearing on the problem . You have listed several facts that are important and pertinent to the solution of the problem. You have arranged these in a logical sequence for discussion.
(1) Tenth U. S. Army says that Camp Targee will be one of the first installations they will expand if mobilization occurs. This fact has a direct bearing on the problem because it indicates time will be a vital factor carrying out the emergency expansion plan. While it is not wrong to do so, there is no need to include the mobilization mission of the post since we can assume the commander is aware of it. It can also be assumed that the commander is familiar with the emergency expansion plan; however, it is the duty of the writer to determine which elements of the plan have a direct bearing on the problem. An analysis of the notes from the emergency expansion plan reveals that the most important elements are those concerning the range requirements and the additional land to acquire. The commander must have these facts to make a decision, and he should not have to look beyond the body of the study to find them.
(2) The second fact is stated in general terms. The commander who will approve or disapprove the study has had considerable experience as an infantry officer. You can assume, therefore, that the commander has at least a general knowledge of range requirements. If he desires to study them, the annexes will give him detailed information. The fact that Tenth U. S. Army directed we try to locate the range on the post is essential for an objective consideration of the problem.
(3) Tenth U. S. Army's position is that you must justify the acquisition of additional land. Therefore, the commander will want to know the location of the sites being considered. The fact that Sites I and II are the only adequate sites on the post is essential. This immediately assures the commander that you have investigated all possible sites on the post. Since Site III is located off-post on land designated for acquisition under the emergency expansion plan, the commander will be particularly concerned with the justification for use of this site. Inclusion about the location of the sites sets the stage for the discussion to follow.
d. Discussion. One way of determining the advantages of each site is to prepare a checklist. Below is an example of a checklist for this staff study.
Checklist for 50-target, known-distance rifle range at
Camp Targee
SITE #1
SITE #2
SITE #3