COURSE REPORT, OPERATIONS FAMILIARIZATION COURSE NO. 2

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP60-00594A000200150001-8
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 10
• Document Creation Date: December 14, 2016
• Document Release Date: June 5, 2003
• Sequence Number: 1
• Publication Date: March 28, 1956
• Content Type: MF

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4-1-9-2
28 March 1956
i'iEMORANDUM FOR: Assistant Chief for Field Training
SUBJECT: Course Report, Operations Familiarization Course No. 2
The following report has been prepared in accordance with instructions
contained in the memorandum from AF/OS dated 10 March 1955, subject Course
Report. Thirty-seven students submitted critiques. A total of 35 students
completed the course. One student dropped out at the end of the first week
and the other departed the course at the end of the third week. On the
whole, the students rendered very favorable and valuable critiques. It is
interesting to note that units of instruction that were rated poorly in the
OFC #1 critiques in every case improved. This improvement can be traced
directly to the value of student critiques and their use in polishing the
various units of instruction in question.
II. BREAKDO_~JN OF STUDENT BODY
CS Ratings or
Military Rank Number of Students
14
13
12
11
9
7
5
Colonel/USAF
Captain/USAF
1st LT/USA
2d LT/USA
Sr. Asst. Surgeon/USPHS
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NO Cii1:.NGF in Class.
^ DLC ..3^IFILD
Class. C`I Z'TCED TO: TS
D-_.'1 ]"coo, 4 Apr 77
1l1L-..,Date
25
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ORGANIZATIONAL COMPONENTS Number Students
Deputy Director/Plans
Foreign Intelligence Staff
2
Psychological & Paramilitary Staff
Air Maritime Division
1
Counterintelligence Staff
Operational Approval & Support Division
1
Technical Services Staff
Special Assistance Division
Engineering Division
Divisions
Eastern European
4
Far Eastern
9
South Eastern
1
Western European
1
Western Hemisphere
1
Deputy Director/Support
Office of Logistics
1
Office of Security
6
Office of Personnel
1
Office of Training
Junior Officer Trainees
6
Medical Office
1
Total 37
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 A. The percentage of students assigning each rating for each
course unit.
B. The percentage for the top two categories (D and E) were
totaled.
0. The percentage of the bottom category (A) was multiplied by 3.
D. The percentage of the next lowest category (B) was multiplied
by 2.
E. The percentage of the middle category (C) was multiplied by 1.
F. Steps C,D, and E immediately above were totaled and subtracted
from step B,
or
%D+%E-
L~(%A)+2(%B)~?%67
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III. SU~%E4ARY OF STUDENT CRITIQUES
Students were asked to rate every unit of instruction in the course
according to the following criteria:
A. No contribution to understanding.
B. Needs a great deal of improvement.
0. Few major changes to improve it.
D. Few minor changes to improve it.
E. Should not be changed.
In order to get a value for comparative analysis purposes, the follow-
ing formula was applied to these ratings:
All units of instruction are listed below--broken down into lectures,
discussions, tests and problems, practical exercises, TSS and Commo and
demonstrations. Within each group the subjects are arranged according to
the value obtained by applying the above formula. The actual value is
arbitrary. However, it does give the OFC staff an idea of what are the
weaknesses of the course and what must definitely be worked on for the next
running.
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FINANCE
I
Session I
43
Session II
38
Session III
31
Session IV
44
Session V
28
Session VI
3
Session VII
62
Session VIII
11
Session IX
25
Session X
-37
Session XI
16
Session XII
-7
This compilation of student reactions to units of instruction gives the
reader an idea of our strengths and weaknesses. Most of our previous rankings
compiled after OFC #1 held up with the exception of certain PP and Ops Planning
lectures that were dislocated because of the VIP tourl on 8 March. 25
Improvement was made in several blocks of instruction, especially in practical
exercises. Subjects demanding student effort -- e.g., tests and written
exercises -- continue to rank low in comparison to demonstrations and lectures.
It can partially be explained by the fact that the student tends to be more
critical of these elements of instruction which he feels directly affect him
through the evaluation process. Of considerable value were the student comments
on various units of instruction. These are high-lighted below (each quotation
represents a different student's opinion, both good and bad): 25
CMT Lectures
Asst. Surg/USPHS
"Excellent, informative, got a great deal out of this."
GS-12 - Security
C-IT, Practical Exercises and Demonstrations
"Wonderful training."
The Commo man knows his business; problem should have been played
out realistically, however."
GS -9 - FE
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PP Lectures
"My opinion is that the instructor's opening statements regarding
the purpose of this school - seriousness, professionalism, etc.,
was beautiful, but long overdue."
"Informative but a bit vague."
GS-13 - FE
"The two PP lectures on 5 and 9 March seemed to be definitions
of terms plus fragments of theory and policy, all unrelated by a
central theme or organized plan of development. Among basic
25
Project Administration
"Excellent. Very enlightening, enjoyable and informative."
GS-11 - CI Staff
"This was a difficult subject which was handled very well and
exactly to the point."
GS-9 -WE
"Lecturer on TSS has an uncommonly morbid mind."
GS-5 - STD
Reporting
"All reporting lectures very well organized but presented very
fast. Had some trouble writing fast enough. I could do a better
job if I was sure exactly what was wanted."
GS-5 - JOT
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OPS Planning
Cases
"All the time spent on the various detailed criteria of
operational planning is wasted when we don't have time to apply
these in writing P0's. It also seems there is not enough
information on o write a sound project outline."
"The course was extremely valuable. Discussions more profitable
than lectures on the whole."
"Like in all case discussions during OFC #2, I feel that dis-
cussion of cases is very superficial. Much more time should be
devoted to discuss operations."
"Feel that discussion of application of theory use very
constructive."
in
"Too little explanation was given regarding the methods in
which it was desired that we handle the written exercises
GS-12 - PP/AND
"I thoughti as generally a good exercise as a
training medium. Though, not-being political minded I was a
little floored by the complexities of a fictitious II
political problem."
Testing
"The test generally lacked precision of language."
25
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"Insufficient time to comment on true and false questions.
Suggest that at least two exams be given on this subject
the first week or if one fails he be given a chance to better
his grade on this score towards latter half of course."
"All in all, I am very grateful to the Agency for having had
the opportunity to attend OFC #2 and I hope to be able to use
the knowledge gained here to the Agency's advantage."
"The timing and administrative planning of the entire course
made things go very smoothly on the whole."
GS-5 - STD
"Although realizing the attendant necessity for evaluation of
a man, I cannot see any good reason for the weekly grading
system. To spend 12-14 hours a day in a sincere effort to
absorb the material, and then to receive a grade of poor is
not exactly encouraging and not representative of a student's
effort. Perhaps a pre-test would aid in the initial evaluation
of a student, and likewise be used in the final appraisal."
GS-12 - PP/AMID
"I was a little surprised to observe the attitude of some of
my fellow students. A few seemed to almost resent the training.
I think that anyone who adopts this attitude should be taken out
of the class as soon as this becomes apparent. Otherwise it is
apt to infect the entire class. The worst of the matter was the
fact that this attitude was adopted by some of the older members
of the class who should have known better."
GS-12 - JCD/Office of Pers.
"On the whole, I feel that the course was extremely useful and
well received. I requested to take it and I'm glad!"
GS-12 - Security
"I would rate this course as the most informative and capably
directed training I have had since entering on duty with this
Agency. Generally excellent!"
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"While this is not a critique of the course ser se, there seems
to be some confusion between the training base here and the
training officers in the area divisions as to the type of course
OFC represents. I was told and by talking to various other
students of the course found out they were told that OFC was
strictly for *DDP non-case officer type personnel.' I think
this point should be clarified."
"Re whole course felt most interesting to get 'theory' behind
what have already been doing... wonderful social experience and
can build a 'corps' like Foreign Service Institute within our
Agency. However, did not really learn anything very much due
to previous desk experience but was broadening re activities
possible in various areas."
A. Comments concerning the Course
1. Generally, the comprehensive problem I Iwas
well liked and thought worthwhile by the students. They had two
useful criticisms, the first of which was that certain details
within the problem were not consistent and the other, that the
problem was unrealistic in some respects as to Headquarters
procedures.
2. The objective test at the end of the first week on
Clandestine Methods and Techniques was rather severely criticized.
The students felt that the wording of many of the questions was
both ambiguous and confusing, and, therefore, unfair. The staff
had recognized some of these and compensated for them in the
grading. These and other apparent faults in the test will be
corrected for the following running. The test is not an easy
one, and it comes at the end of a very busy week, which partly
explains the students' reaction. As in all objective tests, it
takes considerable time to polish it as to clarity and teaching
value.
3. The practical exercises and the demonstrations were
extremely well liked, and many of the students requested more of
this sort of thing. However, time does not permit nor do the
course objectives really demand this type of training.
4. Many of the students recommended that there be more case
discussions than lectures. This might be possible to some extent
at a later date when more pertinent case material becomes available.
25
1, J
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5. There were some complaints about the workload, especially
during the fifth and sixth weeks. This will be improved in the
future by spreading out some of the reading material, as well as
written work.
thinking demanded of him by Due to the tremendous 25
6. One of the main difficulties that occurred with the second
running of the course was that certain of the lecture material was
not geared into the comprehensive problem as it should have been.
Therefore, some of the students, particularly the inexperienced ones,
had difficulty in applying the lecture material to the comprehensive
problem. A serious attempt has been made to correct this on the new
schedule. However, it will still be up to the student to correlate
the principles and ideas given out in the lectures with the operational
divergency of experience and Agency position among our students, this
will always remain a rather difficult factor to overcome completely.
B. Plans for the Future
1. There were two major gaps in the teaching in OFC #2 which
must be filled as soon as possible. One was a more knowledgeable
approach by the OFC staff to Headquarters procedures. The other
was a more thorough understanding by the staff of PP activities and
procedures. A serious attempt will be made prior to the third running
of the course to begin to fill these two gaps.
2. Another serious consideration which arose during OFC #2 which
must be corrected for the future is the morale of the OFC students
with respect to the students taking the OC. There seemed to be a
feeling on the part of the students in OFC that they were relatively
unimportant in comparison to those taking the long course. The
students in the OFC resented the implication that their positions
within the Agency were not, in themselves, as important as that of
a field case officer. It is felt that this particular problem can
be readily overcome by integrating the two student groups in the
recreational activities, in informal discussions, and in allowing
the instructors from both courses to get to know all the students
better.
25
ie Instructor, UFO
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