TRAINING PHASE OF THE PMMP

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-06207A000200110006-8
• Release Decision: RIPPUB
• Original Classification: C
• Document Page Count: 12
• Document Creation Date: November 17, 2016
• Document Release Date: July 14, 2000
• Sequence Number: 6
• Publication Date: September 15, 1972
• Content Type: MF

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MEN!' ANI)L Iu FORt esty Director for Support
Training Phase of t b* P A P
1. As a result of the request made by 14r, 'Wattles in our meeting
on 5 xteptsar:ber, we have compiled and are herewith submitting for
your review a concise statement of our traini ladder or "Profile of
:i arses". I am proposing that this document, "Use of Training in
Personnel Management. and evelopmentl4, be .an addendum to the
ba.eric bAMP to be presented to the Deputy Directors. I want toem-
phasize that this docuxneut is only a thumbnail sketch of the training
ladder and that the OTR Catalog of Courses, to be publis)tod about
I November. will be the comprehensive working manual on this subject.
Z. This training proposal cannot, in our Judgment. be impleraeated
effectively unless reinforced by certain namkgortal decisions and
organizational discipline. I am attaching, therefore, a second document,
" 'Drganizattona.T Support of Training, which discusses these factors
and recommends a number of specific steps we believe vital to the
success of the whole undertaking.
ILLEGIB
HUGH C DOC
Director of Training
Distributiova
0 & I - Adse.
I - D/Per s
1 - SA/CD
2 - DIM
25X1A orR/SA/CI3/HTC ka) (15 Sep 72
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PUN.
USE OF TRAINING IN PERSONNEL MANAGEMENT AND DEVELOPMENT
This document has been compiled for continuing use by career services,
as well as by individual managers and supervisors in the Agency, in imple-
menting the comprehensive personnel management program prescribed by
the Executive Director-Comptroller and the Deputy Directors. It is intended
to be used particularly in conjunction with the Personnel Movement and Man-
power Program.
The outline presented here provides personnel planners with succinct,
systematic guidance about training opportunities appropriate for the develop-
ment of Agency personnel, from time of initial employment to the most
senior stages of their careers. In essence, each career service is asked
to develop long-term, career training profiles or models for each major
group of functional specialists within its jurisdiction while at the same time
identifying and developing future managers. In doing so, the following six
categories of training are to be reviewed most carefully in terms of the
immediate functional needs of an operating component as well as the long-term
needs.
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 professional growth.
Designed for officers of all Directorates and Independent Offices, these
courses focus on Agency activities, problems, and managerial factors;
the intelligence community; Ti. S. foreign policy; international and domestic
shatters affecting foreign policy and intelligence activities. Brief descriptions
of these courses and the points in an officer's 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
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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 Tratnin : courses offered by the Office of Training
which relate to skills ordinarily required by personnel assigned functions
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 compartmentation,
but in many instances offer distinct opportunities for enhancing the qualifica-
tions of officers whose careers sometimes require highly specialized
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 Trains: these are programs conducted by
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 a career goal of speaking or reading
at least two foreign languages at the intermediate level or better. The
amount of study time required to reach this goal depends, of course, on
a number of factors including aptitude, language proficiency at EOD,
opportunity to use the language, and its degree of difficulty. In some
cases, as many as three years of formal study may be required to achieve
this career goal.
B. GTR 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 provides
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complete information about Agency training programs. It is revised when-
ever necessary to maintain currency: In addition, representatives of the
Office of Training are available for consultation to assist career services
in developing long-term training models for their personnel 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 systematic ally and precisely to both personal and organi-
zational development.
Appendices: A - Profile of Courses
B The Core Program of Courses
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Senior
Seminar
Advanced
Intelligence
Seminar
Fundamentals of Supervision
and Management
I. Early Career
The Managerial Grid
Intelligence and World Affairs Course
(EOD)
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The Core Program of Courses
Early Career
a. Intelligence and World Affairs Courses 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.
Your 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 the time of, their
appointments. The course concentrates on effective managerial behavior,
emphasizing Communication, Motivation, Perceptions, Leadership, and
Problem Solving /Decision Making. One week, full time.
b. Midcareer Course: To be taken by Agency officers at the CS-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 C rid 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, CS-13/13 level, allowing for
at least a three-year interval following enrollment In the &idcareer 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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T11. Senior Career
The Senior Seminars Primarily for officers at the GS-16 level or
higher, although CS-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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ORCANIZATIONAL SUPPORT OF TRAINING
The projected implementation of the Personnel Movement and
I Ianpower Program in combination with the OTR Profile of Courses
presents the Agency with a unique opportunity for bringing its cumu-
lative resources to bear on the question of organizational development.
In short, this is a time for an all-out effort at a systems approach if
there is to be an effort at all.
The effective implementation of the combined personnel and train-
ing plan depends without question upon whether or not it is reinforced
by appropriate organizational authority and administrative mechanisms.
This is especially true with regard to management training. 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 Training for Executive Development
As requested by Mr. Colby, we have incorporated elements of
management training into several of our core courses. These elements
include Information science, problem solving, control of work, records
management, and use of the computer. We will evaluate on a continual
basis the effectiveness of these instructional blocks in the three courses
in which they have thus far been introduced -- Intelligence and World
Affairs, Midcareer Course, and Senior Seminar -- and will revise or
supplement them as experience dictates.
Although Mr. Colby recommended against establishing new
courses devoted exclusively to management, we question whether it is
possible to achieve the degree of training he apparently desires in this
field without resorting to in-depth coverage of it. He already has
requested that we develop a refresher package of management training
for his net senior officers and, accordingly, we have submitted the
proposal for a Leadership Conference.
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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 operations of all branchee? in the Agency, and
allowing for what is probably a wide disparity in the grade levels of
"branch chiefs, _' there nevertheless to logic to the idea. The branch
in many instances is the key organire-tional 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. While we are not pre-
pared to offer such a course until the need for one is thoroughly de?aon-
strated, such a course might be a crucial contribution to the organizational
development Mr. Colby desires.
tecoxnmendation; That the PM.MP, as presented to the career
:services. solicit an examination of the question whether reeapon-
sibilitiee for managing a branch can be more effectively and
quickly learned through a training course or through reliance
an precedent and on-the-job experience.
Identification and Selection of Potential Executives
':shore is strong consensus among theorists and practitioners
of organizational management that serious effort must be made to identify
would-be maxnagers within an organization as systematically and as early
in their careers as possible.
The) "Conference on Implementing the Executive Development
Program," conducted by the Civil Service Coam 1ssion in April 1972,
dealt extensively with this question, listing a number of ways of going
about it. Among these were performance evaluations (by supervisors,
peers, and nuzbordinates ); weighted checklists of skills needed by organi-
zational managers, written testing; work simulations; and assessment
centers. While none of these, singly or in combination, to considered
definitive,, they all have rolevance to the vital question of an organization's
being able to choose and develop the best qualified managers available to
it.
vany large organizations, including several. in the Federal
government, have embarked on programs in this field and the Agency
ought not to ignore this vital aspect of its development.
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Recommendation: That systematic identification and selection
of potential managers be made an integral part of the PMMP,
and that the Offices of Personnel and Medical Services provide
guidance to the career services relative to means by which
this might be accomplished.
C. Training Sanctions and Executive Development
'Vie 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 sanctions enforced by strong
managerial discipline should be applied to preclude assignment of officers
to responsibilities for which they are not properly prepared. The potential
executive, in particular, ought to undergo systematic development of his
managerial capabilities. There are a number of training opportunities
for this officer, but at the very least he should be trained in both the
ciples of management and their general application.
Recommendation: That "first line" supervisors, I. e., officers
in the CS-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. (If, in fact, a course subsequently
is offered in the management of a branch, a comparable sanction
should apply.)
The Training Officer and the PMMP
if training is to make significant contribution to personnel manage-
ment and devvelopment, career service boards and panels require increased
realization about training appropriate and available to meet their needs.
The new OTR Catalog should prove very helpful in this respect, but there
are two supplemental considerations.
First, each career service should establish one or more training
models or profiles appropriate to the long-term development of their particular
personnel. OTR's Profile of Courses, as published in the Catalog, establishes
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a training model on an Agencywide basis, but the more specialized train-
ing needs of individual career services 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 each career service board or panel
become the focal point for planning training, as well are developmental
assignments, for individual officers within their jurisdiction. Component
training officers must work more closely with career services in this
effort. Unfortunately, many component training officers lack adequate
wiedge 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 PMMP 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 with the Career Service(s) within their
areas of competence in developing career training models or
profiles appropriate to their personnel.
2. That the role and influence of the component training officer
be enhanced 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.
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. The Agency has not yet devised
a method for ascertaining such requirements on other than a short-term
basis nor for assuring the availability of the personnel to be trained.
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Coirisequently, not only do we need statistical projections at
least six months in advance -- Mr. Colby wants core courses scheduled
a year in advance but the PMMP has to be backed by an 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
ajgatnst which to plan.
Recommendation: That once the initial PMMP process is
completed and the career services have developed career
training models for their personnel, nominations of specific
individuals for key courses in these profiles be submitted
at least six months in advance.
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