APPRAISAL OF INTERMEDIATE INTELLIGENCE COURSE FOR OSI ANALYSTS 1 JUNE - 26 JUNE 1953

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP56-00403A000100060010-2
• Release Decision: RIPPUB
• Original Classification: C
• Document Page Count: 3
• Document Creation Date: November 11, 2016
• Document Release Date: July 16, 1998
• Sequence Number: 10
• Publication Date: June 26, 1953
• Content Type: REPORT

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Annraisal 9f Intermediate Intelligence Course for OSI Analysts
1 June to 26 June 1953
1. Tails Schedule
The daily schedule was organized in conformity with the SAD/OSI
desire to have research on case work projects proceed concurrently with
the lectures. By apportioning the periods devoted to each into half
and full days considerable time was saved during the working day since
the students did their research in various libraries and archives scat-
tered throughout the city. The system did, however, interrupt the con-
tinuity of both lecture subject matter and research effort.
2. Curriculum
The curriculum in general met student needs as anticipated by OSI,
the emphasis being placed on subjects of concern to scientific analysts.
Although it might be assumed that people who have been in the Agency for
more than a year would have a certain familiarity with the functions of
the departmental components of the intelligence community, it was appar-
ent that for future courses more time can well be spent in acquainting
the students with the contributions of each IAC agency to the national
intelligence effort, and in addition, the mission and operating methods
of the CIA offices engaged in collection, production, and dissemination
functions.
Another subject which deserves full treatment is research methodology,
not merely a discourse on basic principles, but a seminar type of discussion
on actual collection of data, whore to go and how to exploit available sources.
3. Lectures
Lectures were informal in presentation, with students permitted to
interpolate questions. In that respect, every lecture was a seminar char-
acterized by complete freedom of discussion. For a small group this method
is profitable, but a thorough briefing of lecturers on exactly what is
expected of them becomes essential. In general all lecturers rose to the
occasion admirably. Some, of course, made more of an imprdssion on the
students than did others, often because of the interest and appeal of the
subject matter treated. Student criticism of certain lecturers was
partially due to the fact that they were pinch-hitting for those who were
unable to appear, and hence there was inadequate opportunity for the co-
ordinator to discuss the presentation with the substitutes.
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4. Student Partiojoation
The students were mature, well-motivated, and completely receptive.
OSI is to be complimented on the selection of people who came with a real
desire to profit from the opportunity, and whose intellectual curiosity
extended beyond the limits of their particular field of interest. Dis-
cussion with them thus was particularly stimulating for the lecturers.
Their frank approach to problems of common concern was helpful to the
representatives of various Agency divisions in pointing up ways in which
the work of analysts could be more effectively supported.
5. Case Fork Projects
The assignment of case work projects was made by OSI. The variety
of subject matter and source material was extensive, and thus, in the
aggregate, principles and procedures differed so much that there was no
common basis for instruction in specific research techniques. There was
no great need for such instruction, however, since the students were c ,%p-
able of conducting independent research.
The results of the case work projects were presented by the individ-
ual students in 30 minute oral briefings on the concluding day of the
course. Not only was this a valuable experience for the speakers, but
instructive for their colleagues. The quality of these presentations
was excellent.
6. General Conclusions
Judging from student reactions, this first intermediate level course
was quite successful and achieved its purpose. For students of maturity
and experience in intelligence work it is essential to keep instruction on
a "graduate level." As gaps in elementary or basic concepts become apparent
through seminar discussion, they can be adequately treated by brief expla-
nation or in the conversations resulting from an informal student-teacher
relationship. In courses of this nature it is well to have flexibility
of schedule, so that if more time can profitably be spent on a given sub-
ject, such expansion will not be limited by schedule regidity.
I believe that the interests of both substantive discussions and
case work projects would be better served if the first two weeks of a
four-weeks course were devoted entirely to seminar instruction and the
last two weeks entirely to the research effort. The course should still
culminate in oral presentation of research results.
It may be concluded that intermediate courses of seminar nature
can be adapted to the specific needs of any office of the Agency. If
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research projects are desirable, they can be easily appended to a con-
centrated two weeks of general instruction. Presumably, the people
who would take such courses are specialists whose daily routine is
compartmentalized and confining. There is, therefore, an inherent
refreshment objective which can be attained by giving them an oppor-
tunity to meet the best-informed people in the Agency and to discuss
with them concepts and problems of mutual interest. If an occasional
appearance of an expert from outside the Agency can be arranged, so
much the better. This was particularly evidenced by the enthusiasm
with which this student ?roun received the contribution made by Dr.
In res onse to students' requests, arrangements were made with
of the Reading Improvement Branch to test their
reading speed and comprehension in both English and Russian. The
results were discussed with the students individually and proved val-
uable to them in self-analysis and improvement of reading habits.
The experience gained in this pilot course should enable the
Office of Training to accede to similar requests with confidence.
Super-imposed on the normal work-load of the Intelligence Training
Division such courses represent a considerable additional burden,
but are still feasible if limited to infrequent intervals.
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