MANAGEMENT TRAINING FOR EXECUTIVE DEVELOPMENT (AGAIN)

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-06207A000200110002-2
• Release Decision: RIPPUB
• Original Classification: K
• Document Page Count: 12
• Document Creation Date: November 17, 2016
• Document Release Date: July 14, 2000
• Sequence Number: 2
• Publication Date: December 6, 1972
• Content Type: FORM

STATINTL
STATINTL
E
U RigaIIE9r Relea02,(22,41. CIA-RDP78-06207a01411 0412IAL
El SECRET
ROUTING AND RECORD SHEET
SUBJECT: (Optional)
Management Training for Executive Development (again)
FROM:
SA/CD
EXTENSION
32145
NO.
DATE
6 December 1972
TO: (Officer designation, room number, and
build ing )
DATE
OFFICER'S
INITIALS
COMMENTS ( Number each comment to show from whom
to whom. Draw a line across column after each comment.)
RECEIVED
FORWARDED
1.
DDTR
dropped this on
my desk at 1. 5 today and hopes
for an OTR response by noon
tomorrow (7 Dec 72) so that he
can meet his deadline to D/Pers.
I have advided him I have nomajor
difficulty with the paper, but
it does have within it the seeds
of some pretty significant
impact on OTR. Also told him,
based on past discussion of this
subjects that the list of
applications suggested for
training coverage (Att B) may
not stand the test of critical
scrutiny.
Paras. 4-6 of his memo are the
gen-
eral, he says CSC regards GS-11
and lower as the supervisory
level, GS-12/15 the midmanagers,
GS-16 and higher the executives.
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FORM 610 USEPREVIOUS
3-62 EDITIONS
SECRET 0 CONFIDENTIAL INTERNAL
SECRETUNCLASSIFIED
Approved For Release Avidentnift7A-IN
ii
,ii)
utive D sttor-COmptraller
Deputy Areetor for tiupport
Applicability af txpanded lederel Menagement Trelnin!,
to CIA
Administrator's Alert, rift Service Coccliseion,
Alv '77
I. Thb Government le striving to iaprove m
Dervice by improving the effectiveness of managers.
last veak's IAG imeetiss of Personnel Directors sten the
Commission provided a 4etaile4 briefing of the Government 's now,
merit training progr-sm (mentioned in refsreate). The Xsee4t ve Director
of the CSC highlighted the national importance attachs4 to tNis proAram
ly commenting on the PresAdent's desire to improve managerial effective-
in the "federal Fervica. In this regard, he mentioned the curre0?
emphasis placed upon implementation of the Federal Guidelines on Yxocutive
1)evelopment and cited the appointment of gr. Ash as the nev Director
e person vitas interest in effective management, managenent by
objectives, end productivity is sell tnewn. CIA vill heve an opporrtnnity
:wan to comment on *pacific aspects of the COAXiSa*I1 proposal. rn the
antime, the xoncral thrust and applicahllity of the proposal to thie
anti are sufficiently firrA to marrant 4 review of current managenefit
trainioc approaches in order to insure they art in sUbstantial accori.
lor to devising an xpanded management and executive tralnithe ng
COC examined the Vederal training scene and studied the Atte-
Qutes of managerial effectiveness. It found the vast najor-ty of e'era
executives and memo-ere have reached their present positions vio,. the suor-
visor or specialist route. .41.tt management training is given to erTloyeee
i=ediately Igor to beeoming, managers (descrih di-
le 4ra4es .9 1*-15), andoit
anaTIlly_2iven to I
mr4f needed lc most areas of a. tIcni=plasente-
ani evaluation, resource mannimment c s, etc. A
key point of the tAZ preeentalion Is the Comm bat traloim.7
13 yerticulerly needed nt the transitional points of an o ' evelop-
nalltly, supervisor to manavw, manager to e higher level of nana7r,
aud manager to executive. For a Gunnery of the salient featuren end
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.1 a of the sion nosagenent and executive
6e1, see Tab A This tab also motels& a listing of the
attributes ohmrsctoristte of effective perfOrnance by executiv
Ad-managers, one it summarize,' principal areas of needed irprovement.
The Commission's eroposal is probably the most important state-
ent en emegameot training withie the decade it provides a valuable
,e4itie for exesileing current Ay plans and actions to inerove personal
aneeement by the more effective utilisation of training resources far
nal envelopment. A reading or CSC objectives and recommendations
ems the Ageney is ledepeedently pursuleg a mum correletise closely
Federal rommendatioes. The Commission's emphasis upon eimmePreept
ning a* the transitional stages, when employees beeom meager., Usher
1 easumers or executives, dovetails with the Agency's increased rs-
e on core courses at different career level.. The diversity and
lence of the Agyney's skills, eomponent, external, and foreign lee-
urge t infn proerems easily met Federal objectives for the continaime
education of officers in managerial, roles. With respect to the Govern-
t's overall objective to improve 1mmeeemect by teProvice emmeeors
lying proposals now being studied or implemented in the Agency *Wald
ifleantly strengthen the commotion between training and personal de-
terment and provide a closer correlation between senior jobs and the
reining that inombents Should have to hold them.
4. Although Agency objeetives and efforts already equal or exceed
the Federal proposal, them isresempenremhimp iwelir immenimaS and
executive training pregran daserveng further-attention: emelt; the seci
for manmerehensiver sal inimmihmrsmmememt trainiset COWse for offieere
eseag gemmed: fOr Irma level or enumetirmreemetiens. The desirability
of each a coarse is supported by the findings of the CSC in its *tuft of
requirements for menagerisl effectiveness. It would also constitute an
appropriate response to the Federal guidelines on lleeative Developnest
that urge the effective use of training resources in order to better wie-
ner* officers is aredes GE; 1,-15 for future positions of executive respen-
5.The Office of Wedeln% sad the Office of Personnel have aevamed
sini her suggestions for a new emree that 'would feature monogamist prima
SM applications particularly relevant for officers at or near the
h chief level. Although the proposals of our officers were lade
ectly conceived, specific difference* are of less consequeme than
erities in the objectives and purposes to be served; and I perceive
eMificant problems in reamoiling our respective interests. A re-
eatuletion of both suggestions relieve:
a. Isomildillmais reemommilmt the leverPerettoe of certain
elemmeived" meagemat training is sem of the core moms end ad-
leadersbip eoeferenees for executives, the Director of
Training iodieated there is merit in exploring the seed for a
ADMIN1S E 01,411. USE U
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T.re
the erperat
is loci* is the td
wee is the level at which emeeetives
NISTi4W8E061141-
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II
?2-UN
the peteatial of soot a coarse for =tie delve . The
Director of Training proposed that the Board of Visitors examine the
vestion whether responsibilities for maeseing a breach can be more
effectively end qpickly learned through a treiniat ecurse or through
reliance co precedent and om-tte-30b experience.
b. in order to implement the Federal Guidelines on Tsecutive
)eveloj**en%, I recommended ecemdderation of a assaaveggut-avateations
course for candidate* selected ler executive developmert. The idea
rs coTaUlned in the BD sal forwarded to and the D ties
and it vas referred to in oar report to the CRC as a possible
of training pre-eseeutive candidates. A. visualised at that time, it
mould consist of a series of management situations and andiestione.
confronting executives end 061-45 officers broach or division
chiefs). The proposal vas based mpon the conviction that these levels
Are where a vide range of managerial responsibilities are centered.
Although many pre-executives have bed soma manaeement training, the
senior and executive threat:tholes are critical times to acquire a sub-
stantial umderstandiag of manaaement primeiples and applications.
ome coverage of management principle* probably mould be appropriate
t principal emphasis abould be pawed upon management roles and
Witten, as they are experienced and applied on the Job. Pr* sly
management officials and Agency specialiets vould be called upon
rtielpete In or lead the discussion verkshops, and generous us*
be cede of ease studies end knovu preblems. (The tare manale-
meet Applications eomrstr as used herein, higillights the eemeept of
jot-relatedaess.)
Although it sight be aavantageous to use the Board of Visitors
in taridaing ermine features of a course applicable to branch chiefs
candidates for executive deselogment, I believe it mould be helpful to
your suggestion that the Deputies initiaLWroonsider the elemeets
of a court. at the brevet chief level. Their generel reaction end personal
sugg latices could guide subsequent actions by OTR, OP, the Beare of Visitors
and any others eoneerned. TO facilitate consideration by the Deputies, I
have attached, In Tab B, a list or passible topics that could serve as a
starter lilt for addition, and deletion* by the Dewitt**.
narry B. Pieter
jirecter of Personnel
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on:
1 - Adse
1 - PB
1 - DX'
- WirR
1 - D/Pers
1 - PS Subj
1 - Chreno
STATINTL s (6 Dec 72)
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STRALL78111I
SUMMARY OF CSC PROPOSAL FOR EXECUTIVE AND MANAGEMENT TRAINING
1. Entry level trainin, for new mate, ers.
a. 3300 employees moving annually from supervisory or specialty
positions to manager jobs.
b. Curriculum to focus on program management and managerial role.
Presumably, traditional introduction to management, involving
theories, functions and styles, would be provided in a learning
situation probably utilizing simulation exercises.
c. Course timing and duration: eight weeks; to be taken within six
months after appointment.
2. Training for managers appointed to 'higher ?leVel:tatIgItIALpositiOns.
a. 2700. managers moving annually to higher level managerial posi-
tions.
b. Since trainees in this group are already experienced managers,
emphasis would be on continued training and education. Specific
course content not yet determined; would be programmed to further
sharpen managerial skills and techniques, especially in areas of
needed improvement as shown in CSC's survey.
c. Course timing and duration: three weeks.
3. Entry level executive traininE?.
a. 720 managers moving annually into executive positions.
b. Course content would be oriented towards program management con-
cepts and attributes relative to policy formulation and execution.
Training would assist officers to lessen their preoccupation with
their previous managerial jobs and identify with a higher order
of program management and policy issues. Commission studies of
essential executive attributes indicate the necessity of provid-
ing an integrated learning structure to avoid consideration of
management subjects as isolated units. The Commission advocates
a methodology of executive training that would insure maximum
participation in practical work situations with minimum time de-
voted to informational inputs or outputs. The CSC proposal would
stress relevancy of training experience to learner, needs; use of
learners as training resources and acceptance of responsibility
of learning by the learners. Practical orientation would be accom-
plished through simulations and gaming as much as possible to
achieve involvement, motivation for learning and reproduction of
real office situations.
c. Course timing and duration: eight weeks; to be taken within twelve
months after appointment.
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4. Continuing education for balance of incumbent mana?ers and executives.
a. 50 to 60,000 incumbents whose positions do not change within a
given year.
b. Course content would deal with substantive program management,
e.g., agriculture; functional management, e.g., data processing;
management tools and techniques, e.g., manpower forecasting; in-
house training, e.g., Agency operating procedures; and personal
and interpersonal skills.
c. Course timing and duration: minimum of one week; to be taken
annually.
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SUMMARY OF FACTORS CONTRIBUTING TO MANAGERAL EFFECTIVENESS *
I.
Most Essential Attributes:
Executives
Mid-Managers
1.
Delegates authority; accepts
1.
Correctly defines problems
consequences
2.
Recognizes when a problem exists
2.
Recognizes when a problem exists
3.
Determines advantages and dis-
3.
Inspires loyalty/confidence
advantages or alternative actions
4.
Selects and uses information in
decision-making
4.
Selects and uses information in
decision-making
5.
Determines advantages and dis-
5.
Effectively uses manpower
advantages of alternative actions
6.
Acts decisively
6.
Effectively uses manpower
7.
Orally communicates effectively
7.
Correctly defines problems
8.
Effectively works with superiors
8.
Acts decisively
II.
Attributes in Need of Improvement:
Executives
1. Listens effectively
2. Establishes effective work teams
3. Effectively develops and trains
subordinates
4. Measures progress toward object-
ives
5. Analyzes complex problems and
issues
6. Establishes objectives
7. Adjusts to new situations
8. Recognizes potential impact of
change on Agency's public
Mid-Managers
1. Effectively trains and develops
subordinates
2. Analyzes complex problems or issues
3. Channels creativity of subordinates
4. Can express ideas in writing
5. Can personally apply management
6. Establish effective working teams
7. Has knowledge of management science
techniques to make judgments
8. Effectively uses manpower resources
* A sample of 52 top government executives, GS-18 and above, were asked,
in interviews, to rank the relative importance of a long list of managerial
factors developed from literature and research. Six hundred executives in
Grades GS-17 and GS-16 were asked to make the same rankings for mid-managers
reporting to them (284 responded).
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LIST OF POSSIBLE SITUATIONAL TOPICS
IN MANAGEMENT APPLICATIONS COURSE
How to write objectives, implement them, and monitor them (with particular
reference to outputs that are more qualitative than quantitative).
How to establish and monitor performance standards for evaluating organiza-
tional effectiveness and productivity.
How to prepare a budget.
How to prepare a Program Call.
How to solve problems and use selected information in making. decisions
(including reference to the theory of decision-making).
How to effectively use one's time as a manager (doing versus managing).
HOW to function effectively in a group (negotiating; acceptability within
the group).
How to perceive variable impacts of management decisions among different
elements of an organization.
How to lessen one's preoccupation with mid-manager roles and assure a new
and broader awareness of overall responsibilities as an executive.
How to employ the systems approach to management, in preference to handling
individual cases (interactive and integrative).
How to perceive and deal with conflict (organizational stereotypes; compart-
mentation; coordination, etc.).
How to challenge and recognize the achievement of employees (satisfiers/
dissatisfiers; sensitivity to employee attitudes; stimulation of employee
creativity). Discussion should include reference to psychological studies
pertaining to the relationships among motivation, effort, rewards and per-
formance.
How to identify promising employees and executive prospects.
How to plan and implement personal executive developmental programs in
relation to future requirements.
How to more effectively communicate organizational objectives and actions
to subordinates throughout lower echelons.
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How to evaluate the performance of employees; how to stimulate their pro-
ductivity and responsiveness to organizational objectives; and how to
coach them on ways to improve their performance.
How to improve equal opportunity programs within Operating Offices and Career
Services.
How to handle disciplinary cases and problems of unsatisfactory performance;
alcoholism and dangerous drugs.
How to utilize reports and computer information in achieving managerial ob-
jectives (variance reporting; management by exception; obtaining feedback;
post-auditing).
How to establish change and realign positions
or organization.
How to effectively utilize personal controls,
and PRA's in managing.
How to better guage relative program priorities and relate future program
needs to available money and human resources.
How to more effectively match people and jobs (job enrichment; avoid over-
hiring of skills, misutilization, underutilization).
How to apply OD concepts and techniques to the management of an office.
How to listen more effectively.
How to engage in long-range planning and find the time to do it.
How to improve leadership skills.
How to identify, early, employees with executive potential.
grade structures, and tables
such as average grade, CSGA,
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