OFFICIAL ROUTING SLIP

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-06207A000200110004-0
• Release Decision: RIPPUB
• Original Classification: C
• Document Page Count: 20
• Document Creation Date: November 17, 2016
• Document Release Date: July 14, 2000
• Sequence Number: 4
• Publication Date: December 7, 1972
• Content Type: MF

Appr
o
Appr veil IE
FORM NO. 237
1-67
ENI R WILL C
-flMTA 000
SECRET
OFFICIAL ROUTING SLIP
TO
NAME AND ADDRESS
DATE
INITIALS
Director of Training
Rm 026, CoC Bldg
2
3
4
5
6
ACTION
DIRECT REPLY
PREPARE REPLY
APPROVAL
DISPATCH
RECOMMENDATION
COMMENT
FILE
RETURN
CONCURRENCE
INFORMATION
SIGNATURE
Remarks :
The Executive Director rewrote the attachment
"Organizational Support of Training". Also, he may
have rewritten the other attachment. We have not
compared the rewritten versions with the originals,
but would! appreciate your having someone do so and
advise DD/S of the changes.
I understand these papers, togeth with the
OP PDP, will be discussed at the 14 Dec er
Deputies' Meeting.
FOLD HERE TO RETURN TO SENDER
FROM: NAME, ADDRESS AND PHONE NO.
DATE
Executive Officer to the DD/S Rm 7D18, Hqs
OLC 1J72
X200/ >
00110004-0
25X1A
200110004-0
 ROUTING AND RECORD SHEET
SUBJECT: (Optional) Xectlac~z
Personnel Management and Development
FROM:
EXTENSION
NO.
Director of Training
DATE
NO'
1026 CofC
3245
1972
TO: (Officer designation, room number, and
building)
DATE
OFFICER'S
COMMENTS (Number each comment to show from whom
--- ---
RECEIVED
FORWARDED
--
INITIALS
to whom. Draw a line across column after each comment.)
1.
DD/S
1 to 3 -
7-D-18-Hts.
1
Bill:
2.
OTR has done a thorough job
revising the two attached papers to
-
-
include the suggestions you made in
3.
ExDir
aompt.
C
your memorandum of 6 October 1972
(ER 72-5054/4). The Director of
7-E
7-E-12 12 - He s.
P
l h
i
ersonne
as rece
ved copies.
4. Deputy Director for Support
With your acceptance or
Rm 7D18, Hqs
approval of these documents, we will
s.
begin to implement the recommendation
Director of Training
contained in "Organizational Support of
Rm 1026, CoC Bldg
Training'' (Tab 2).
6.
---------
25
7.
Jo! offey
8.
2 Atts: DD/S 72-4313 + 72-4312
e
r
4--
q)
APPROVEDa
? D
f
2
CA4
t t ?
W. E. Colby
Executive Director -Corotroller
Date:
12 DD/S 72-4313: Memo dtd 17
Nov 72
or Ex.
ir. -
Compt., thru DD/S, fr
, subj:
Perso
el
DD/S Distribution:
i s Managemen an - eve m
, w/
tt s 1&-2
Orig RS - Adse #3, w/O Atts (To be
returned to DTR via DD/S)
DD/S 72-4312: Memo dtd 17
Nov 72
or Ex.
Dir. -
1 - ER, w/cy of Atts
14. Compt. thru DD/S, fr DTR
, subj: R
ole of
/
1 - DD/S Subject, w/cy of Atts
Training in Personnel Mana
gement
& Background
--- -
ts
-
1 - D/Pers, w/o Atts
.
"
1 - DD/S Chrono, w/o Atts
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FOR
1A
XV
 e
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MEMORANDUM FOR: Executive Director-Comptroller
25X1A THROUGH ty Director for Support
SUBJECT sonnel Management and Development
REFERENCE : Memo to DD/S and DTR from ExDir-Compt
dtd 6 Oct 72, same subject
1. The two basic papers which we submitted earlier for use in con-
junction with the Personnel Development Program have been revised in
the light of comments and suggestions contained in the referent memor-
andum. The revised versions of both papers, "Use of Training in
Personnel Management and .Development" and "Organizational Support
of Training" are attached.
2. With respect to subparagraph 2(e) of the referent memorandum,
we continue to regard the Managerial Grid as an important, if not ab-
solutely essential, prelude to the Midcareer Course. Your suggestion
that Fundamentals of Supervision and Management might be more to
the point is well taken, but in reality we are taking elements from this
course and including them in the Midcareer Course itself. Consequently,
it is our intention that students completing the Midcareer Course will,
in fact, have experienced the training afforded by both the Grid and
Fundamentals of Supervision and Management.
3. The Office of Training "Catalog of Courses" has just been published,
but forthcoming revisions will contain changes comparable to those in
the attachments to this memorandum.
25X1A
HU(AH T. CUNNINGH
Director of Training
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ORGANIZATIONAL SUPPORT OF TRAINING
The projected implementation of the Personnel Development Program
in combination with the OTR Profile of Courses presents the Agency with
a unique opportunity for bringing its cumulative resources to bear on the
question of organizational development. The effective implementation of
the combined personnel and training plan depends without question upon
whether or not it is reinforced by appropriate organizational authority
and administrative mechanisms. Consequently, this paper discusses
several significant aspects of this problem and recommends specific steps
which the Office of Training believes are vital to the success of this entire
undertaking.
A. Management Trainig for Executive Development
The Office of Training has taken a number of steps to strengthen
and expand management training in the Agency. The Managerial Grid
and the Fundamentals of Supervision and Management have been included
in the core program of courses. Elements of management training, with
particular emphasis on leadership principles and problem solving, have
been incorporated in several other core courses. An intensive manage-
ment training program, or leadership conference, for senior officers
throughout the Agency is currently under development.
In addition, we believe there is merit in exploring the need for
a management training course designed specifically for branch chiefs
throughout the Agency. Recognizing the difficulty in developing a course
pertinent to the operation of all branches in the Agency, and allowing for
what is probably a wide disparity in the grade levels of "branch chiefs, IT
there nevertheless is logic to the idea. The branch in many instances is
the key organizational unit in terms of day-to-day operations in the Agency
and is also, at least conjecturally, the level at which potential executives
begin to emerge.
Recommendation: That the Board of Visitors make recom-
mendations with respect to a branch chief management
training course, including content, attendance, etc.
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B. Training Sanctions and Executive Development
We reacted negatively to suggestions earlier that officers failing
to meet stipulated training requirements be denied promotions to certain
grades. In our judgment, such sanctions would penalize many individuals
for circumstances beyond their control.
On the other hand, we do believe that officers should not be
assigned to :responsibilities for which they are not properly prepared.
The potential executive, in particular, ought to be given systematic
training in his managerial capabilities. There are a number of training
opportunities for these officers, but at the very least they should be
trained in both the principles of leadership and their general application.
Recommendation: That "first line" supervisors, i. e. , officers
in the GS-7/10 range, take the Managerial Grid (Phase I) and
the Fundamentals of Supervision and Management preferably
prior to and in no case later than six months after, assuming
supervisory responsibilities. (Waivers would require ExDir
approval. )
C. The: Training Officer and the PDP
If training is to make significant contributions to personnel man-
agement and development, there needs to be increased realization through-
out the Agency about training appropriate and available to achieve this
goal. The new OTR Catalog should prove very helpful in this respect, but
there are two supplemental considerations.
First, each Deputy Director should establish one or more train-
ing models or profiles appropriate to the long-term development of his
personnel. OTR's Profile of Courses, as published in the Catalog, es -
tablishes a training model on an Agencywide basis, but the more
specialized training needs of the several directorates must also be
determined and projected. Consequently, we think OTR should work
with individual and "grandfather" career services in developing specific
training models to suit their purposes.
Second, continuing reliance on training as an instrument of
personnel development requires that the Annual Personnel Plan become
the. focal point for planning training, as well as developmental assign-
ments, for individual officers. Component training officers must be
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involved fully in this effort. Unfortunately, many component training
officers lack adequate knowledge both of their components' substantive
work and of training opportunities, they have relatively junior status,
function only part-time as training officers, and are regarded widely
as processors of training requests. We believe the PDP should be an
occasion for rectifying this condition,
Recommendations:
1. That a senior OTR officer, preferably from the Curriculum
Council, and the Senior Training Officer of each Directorate
be assigned to work within their areas of competence in
developing career training models or profiles appropriate
to their personnel.
2. That the Board of Visitors examine the role and influence
of the component training officer in terms of grade level,
membership on career service boards and panels, amount
of time allocated to training responsibilities, and knowledge
of both training opportunities and the component's substantive
functions,
D. Training Requirements
In order for OTR to be able to plan appropriate training on a
timely and scheduled basis for large numbers of employees, we have
genuine need of a reasonably accurate forecast of training requirements.
Our training projections for any given year generally reflect our operating
experience in one or more past years.
Core: courses should be scheduled one year in advance, Conse-
quently, OTR needs reliable forecasting, backed by organizational
discipline requiring individual officers to be made available for stipulated
training on a :planned basis. Without such forecasting, OTR cannot
realistically plan the allocation of resources or adjustments in courses
to meet organizational needs. For example, even though we have been
advised to expect larger numbers of students in our core courses for
FY 1974, we have at this point rather ill-defined contingency factors
against which to plan.
Recommendation: That once the directorates have developed
career training models for their personnel, nominations of
specific individuals for particular courses become an integral
part of the Annual Personnel Plan.
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TAB
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 APPENDIX A
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I. Early Career
The Managerial Grid
Intelligence and World Affairs Course
(EOD)
TRAINING FOR PROFESSIONAL DEVELOPMENT
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TAB
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The Core Program of Courses
1. Early Career
a. Intelligence and World Affairs Course: To be taken by all pro-
fessional employees at the time of entry on duty or promotion to professional
status. It is an introduction to the Agency and to the intelligence profession.
Four weeks, full time.
b. The Managerial Grid (Phase I): For employees GS-07 and above
with between one and three years' service in the Agency. It is an intensive,
participatory learning experience which introduces management training
into the employee's career, seeking to identify managerial styles and
promote open communication. One week, full time.
II. Midcareer
a. Fundamentals of Supervision and Management: To be taken by
"first line" supervisors immediately preceding, or at the time of, their
appointments. The course concentrates on effective managerial behavior,
emphasizing Communication, Motivation, Perception, Leadership, and
Problem Solving /Decision Making. One week, full time.
b. Midcareer Course: To be taken by Agency officers at the GS-12/13
level, age 30-40 years, with approximately 5-10 years' service. The course
enables experienced officers to widen their knowledge and understanding
of the Agency and the intelligence profession. Officers who have not
previously taken the Managerial Grid do so as the first week of this course.
Five weeks, full-time (not including the Grid).
C. Advanced Intelligence Seminar: To be taken by middle and senior
grade officers from throughout the Agency, GS-13/15 level, allowing for
at least a three-year interval following enrollment in the Midcareer Course.
The seminar emphasizes current factors affecting the Agency's role, key
functions, and effectiveness. It provides opportunity for in-depth dialogue
among participants and high-level guest speakers from inside and outside
the Agency. Three weeks, full time.
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III. Senior Career
The Senior Seminar: Primarily for officers at the GS-16 level or
higher, although GS-15 officers may be selected. The seminar provides
to officers in highly responsible positions an opportunity for critical
examination of major developments and problems in the fields of intelli-
gence, foreign affairs, and management. It draws extensively on experts
from government, academic life, research organizations, and journalism.
Much of the learning is derived from the interaction of the participating
officers. Nine weeks, full time.
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USE OF TRAINING IN PERSONNEL MANAGEMENT AND DEVELOPMENT
This document has been compiled for implementation of the com-
prehensive personnel management program prescribed by the Executive
Director-Comptroller and the Deputy Directors. It provides personnel
planners with succinct, systematic guidance about training opportunities
appropriate for the development of Agency personnel, from time of initial
employment to the senior stages of their careers.
It is recommended that each Deputy Director develop long-term
career training profiles or models for each major group of functional
specialists within his jurisdiction while at the same time identifying and
developing future managers on a planned basis. In doing so, the following
six categories of training should be reviewed most carefully to assure that
training which is undertaken to satisfy immediate functional needs takes
place within the context of long-term career planning and organizational
development.
A. Categories of Training
1. The Core Program of Courses: a group of six courses around
which all other training should be planned; their purpose is to provide
officers with background, perspective, and updating as part of their pro-
fessional growth. Designed for officers of all Directorates and Independent
Offices, these courses focus on Agency activities, problems, and mana-
gerial factors; the intelligence community; U. S. foreign policy; inter-
national and domestic matters affecting foreign policy and intelligence
activities. ]Brief descriptions of these courses and the points in an offi-
cers career at which they should be taken are provided in Appendix B.
2. General Skills Training: courses offered primarily by the Office
of Training to train personnel in skills susceptible of application throughout
the Agency; to be taken whenever a specific skill is required by a particular
assignment, they include courses in supervisory, managerial, communica-
tion, information science, clerical, and other skills transcending the needs
of one Directorate or component.
3. Special Skills Trainin : courses offered by the Office of Training
which relate to skills ordinarily required by personnel assigned functions
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within a particular Directorate or field of expertise; they include, for
example, training courses in collection, support, and production of
intelligence.
4. Component Training: specialized programs or courses offered
by specific components, ordinarily for their own personnel but in some
cases for other Agency personnel as well. They tend to be less well known
than other training opportunities because of organizational compartmenta-
tion but in many instances offer distinct opportunities for enhancing the
qualifications of officers whose careers sometimes require highly special-
ized knowledge and skills.
5. External Training: this category consists of Agency-sponsored
training, full- and part-time, at non-Agency institutions and installations
when in the judgment of Agency officials such training is needed but not
available within the organization. Included in this category are academic
programs, Federal institutes, management schools and programs, the
senior service schools, and training activities conducted by military,
commercial, and industrial facilities.
6. Foreign Language Training: these are programs conducted or
arranged by the Office of Training on a full- or part-time basis, within
or outside the Agency. Officers regularly assigned duties involving foreign
language competence should achieve the career goals of speaking and read-
ing at least one "world" language at the intermediate level or better and
speaking and reading (with some exceptions) at least one "restricted" lan-
guage at the intermediate level or better. The "world" languages are those
which will be useful on several different assignments over a career, e.g.,
French, Spanish, German, Russian, and Chinese. A "restricted" language
is one likely to be of value in one country or assignment.
The amount of study time required to reach the goals depends,
of course, on a number of factors, including an individual's aptitude, lan-
guage proficiency at EOD, opportunity for using the language, and its
degree of difficulty.
The "world" language competence should be maintained at all
times, although the "restricted" language capability does not necessarily
have to be retained following completion of the assignment in which it was
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required. The Office of Personnel maintains responsibility for assuring
that the Language Control Register is current, while the Office of Training
has responsibility for conducting the foreign language testing program.
B. OTR Catalog of Courses
The concept and method of planning long-term training of personnel
is given more comprehensive, as well as more detailed, explanation in
OTR's "Catalog of Courses, " which classifies and describes individual
courses within the basic categories described above. This Catalog pro-
vides complete information about Agency training programs. It is re-
vised whenever necessary to maintain currency. In addition, representa-
tives of the Office of Training are available for consultation to assist
career services in developing long-term training models for their per-
sonnel and in planning training packages for individual officers as well.
The intent of this concept, and of the services offered, is to enable
the Agency to make maximum use of training resources and to relate
training more systematically and precisely to both personal and organiza-
tional development.
Appendices: A - Profile of Courses
B - The Core Program of Courses
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 UNCLASSIFI
ROUTING AND RECORD SHEET
SUBJECT: (Optional)
Role of Training in Personnel Management
FROM:
DTR
6
EXTENSION
NO.
102
C of C
3245
DATE
~ 7 NOV 1972
TO: (Officer designation, room number, and
building)
DATE
OFFICER'S
COMMENTS (Number each comment to show from whom
RECEIVED
FORWARDED
INITIALS
to whom. Draw a line across column after each comment.)
DD/S
7D18 Hq.
2.
I 2)
, Q
1 v
25X1 A
3ExDir - Compt.
7E12 Hq.
- -
-
ttiL C
4.
(0
5.
it
7
6.
10.
12.
13.
14.
15.
----
FORM
ON$ ^
3-62 (~ L EDI TI ONS
SECRET
CONFIDENTIAL ^ USEERONLY ^ UNCLASSIFIED
IA-RDP76JO
110004-6I SECRET
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`x` 1972
MEMORANDUM FOR: Executive Director-Comptroller
THROUGH : Deputy Director for Support
SUBJECT : Role of Training in Personnel Management
REFERENCES : (a) Memo to ExDir-Compt from MAG, same
subject, dtd 11 Oct 72 (ER 72-5461)
(b) Memo to DD/S and DTR from ExDir-Compt,
Subj: Personnel Management and Development,
dtd 6 Oct 72 (ER 72-5054/4)
(c) Memo to DD/S from DTR, Subj: Training Phase
of the PMMP, dtd 19 Sep 72 (DTR 7923)
(d) Memo to ExDir-Compt from DTR, Subj: Training
and Career Development, dtd 17 Apr 72 (DTR 7403)
1. The analyses and recommendations submitted to you by the
Management; Advisory Group [Reference (a) ] and the Office of Training
[ References (c) and (d)] are remarkably similar and certainly in full
agreement on the basic question involved, i. e. , the need for increased
reliance on training as an instrument of career management and organiza-
tional development.
2. Paragraph I of MAG memorandum does, I think, overstate the
case and does not take sufficient account of the Agency's extensive use of
existing training opportunities; the degree of dialogue and active coopera-
tion between OTR and other components in developing new training programs
and modifying existing ones; the institution of new offerings in information
science, systems analysis, management and budgeting, and use of the
computer by the "consumer"; and the introduction of new analytic metho-
dologies in several of our general training courses.
3. Nevertheless, the differences between the MAG and OTR views
are a question of degree only. There is no doubt that much more needs
to be done in these areas and we believe the Board of Visitors can make
a major contribution to this effort. In a practical sense, OTR can heartily
endorse virtually all of the specific recommendations made in the MAG
paper, recognizing that they offer some refinements and additions to OTR's
own proposals made in References (c) and (d).
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4. Comments on specific MAG recommendations follow:
II. The Role of the Training Officer
A. The directorate (senior) training officer should be an
OTR careerist. We agree basically, noting only that the critical criterion
for selection to this position is a combination of intimate knowledge of the
substantive work of the directorate and of training opportunities. Conceivably,
this could be satisfied by an officer from the directorate or from OTR.
Generally, this criterion has not been met. MAG also recommends that
the senior training officer be assigned to the administrative staff of the
directorate; this has been standard practice in all four directorates.
B. Component training officers should be slotted at their
respective administrative staff levels. This, too, is pretty standard prac-
tice. The real issue is addressed in the next recommendation.
C. TO's should be encouraged actively to fulfill their training
roles, even when this is collateral (to other duties). More properly, TO's
should be charged with specific responsibility for evaluating the training
needs of their components, of individuals assigned to their components, and
for recommending specific training experiences for individual employees
as an integral part of the component's management of its personnel.
D. OTR should develop a training program for TO's (with
the latter required to attend). Agree. Our present one-day briefing for
TO's, given annually for all and on an ad hoc basis for new TO's, is not
adequate.
E. Regular meetings (at least quarterly) should be held
between component supervisors /TO's and OTR representatives. An
interesting recommendation which deserves greater thought, especially in
the light of the relationship and relative responsibilities among the Board
of Visitors, senior training officers, and OTR, as well as of the mechanisms
by which data concerning training needs and achievements should be compiled
and analyzed..
III. Management Role
A. Mandatory component training policies should be established.
OTR already has submitted extensive comments and specific recommendations
about the use of sanctions in relation to training. Stated briefly, we see
the need for :prohibitions against assigning personnel to jobs for which they
are not properly qualified due to the lack of stipulated experience and/or
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training. Establishing such stipulations is primarily a personnel manage-
ment responsibility, but consultation with training officials is of course
essential and, to that end, we already have recommended that there be
joint effort between component and OTR representatives to compile career
training profiles peculiar to the needs of each of the directorates and
their sub-units.
B. Implementation of recommendations on selection, utili-
zation, and training of TO's. Agree.
C. Supervisors, in conjunction with TO's should be specifi-
cally charged with disseminating information on training opportunities on a
regular basis. Agree, but even more saliently, supervisors should be
charged with incorporating training plans into their personnel management
responsibilities, particularly at the time of assignments, reassignments, and
promotional reviews.
V/
A. Develop TO training course outline. Agree.
B. Expand present capacity for course and curriculum
development and evaluation. OTR has been expanding its capability for course
and curriculum development through the establishment of the Curriculum
Council, the appointment of a special assistant for curriculum development,
and greater utilization of our instructor training staff in behalf of other
Agency components. No doubt, more needs to be done in this field. In
recent months, however, OTR has been very actively involved in working
with representatives of other components in the development or redesign of
training programs. We have worked with the Office of Communications to
develop and conduct courses in supervision and writing at the 25X1A
Communications School; with the Technical Services Division of the Clandes-
tine Service to provide operations familiarization for its personnel; with
SIPS to help design a new budgeting course; with the National Photographic
Interpretation Center and the Imagery Analysis Service to redesign the
Intelligence Research Techniques Course to meet their particular needs;
to satisfy a :requirement from the Office of Personnel to introduce coverage
of the alcoholic abuse program into our courses for supervisory personnel;
to cooperate with the Agency Equal Employment Opportunity Officer by intro-
ducing coverage of this subject in selected OTR courses; and, above all, at
the direction of the Executive Director-Comptroller and Deputy Director for
Support, to expand our management training program to meet the Agency's
needs at virtually all levels of command responsibility.
At the same time, OTR has assumed from the Defense
Intelligence School responsibility for administering and conducting
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Information Science training within the Intelligence Community and has
worked with the Bureau of Narcotics and Dangerous Drugs of the
Department of Justice in developing and presenting a comprehensive
training program in the field of international narcotics control. These
expanded activities have taken place despite a generally contracting
situation in terms of OTR's personnel and budgetary resources.
C. Expand the dialogue with component chiefs and TO's
to keep abreast of changing Agency needs. As indicated above, much of
this is being done already, but we also expect the newly-established
Board of Visitors to play a major role in identifying significant new
Agency training needs and communicating these to OTR.
D. Use of regulatory power giving OTR the right to sign
off on Agency training expenditures (meaning external training primarily).
The Board of Visitors, in consultation with the Director of Training, is
xpected to review the appropriateness of various external training oppor-
tunities for Agency personnel and to advise the Deputy Directors and
Heads of Career Services which of these best contribute to the systematic
development of promising officers. In particular, it is anticipated that
enrollment of Agency officers in the senior service schools and in external
management training programs will be examined more carefully.
E. Maximum exploitation of OTR's control of the Information
Science Center to educate appropriate elements of the Agency in the diverse
applications of information science and computer technology. Keeping in
mind that this responsibility relates not only to the Agency but to the Intelli-
gence Community as a whole, we feel that significant results have been
achieved in this area. OTR now offers three courses, ranging from one to
four weeks in duration, devoted exclusively to this subject and designed for
officers at the GS-09 level and above. In addition, general coverage of this
subject has been included in our Midcareer Course, Senior Seminar, and
Intelligence Production Course. We believe that OTR is providing as much
of this training as practicable under the limitations imposed by existing
resources.
25X1A
HUGJI T. CUNNINGHA
Director of Training
CUFIfTIAL
Approved For Release 2000/08/21 : CIE-RDP78-06207A000200110004-0
 Approved For Rele 000/08/21 : CIA-RDP78-062OZAW0200110004-0
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Approved For Release 2000/08/21 : CIA-RDP78-06207A000200110004-0