OTR BULLETIN

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-06370A000100010028-5
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 45
• Document Creation Date: December 12, 2016
• Document Release Date: January 4, 2002
• Sequence Number: 28
• Publication Date: December 1, 1964
• Content Type: BULL

I A L
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The Office of Training thanks you for your sup-
port in 1964 and wishes you a Merry Christmas
and a Happy New Year.
Matthew Baird
Director of Training
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CONTENTS
Bulletin Board
1
Lack of Linguistic Skills
9
Career Education Awards
12
Spring Semester Off-Campus Program
14
Army War College
17
Developing Patterns in Supervision
21
Non-Agency Training
25
OTR Calendar
35
Office of Training Directory
39
Directory of Training Officers
40
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IN THIS ISSUE ....
The views of an instructor in the Language and
Area School on how a lack of linguistic skills
hurts the U. S. at home and abroad are summa-
rized on page 9.
Are you familiar with the Career Education
Awards sponsored by the National Institute of
Public Affairs? If not, read the article on page
12.
A schedule of courses offered during the spring
semester of the Off-Campus Program, along
with registration dates and tuition costs, are
given on page 14.
The Army War College, a Senior Defense College
to which the Agency sends a representative each
year, is reviewed on page 17.
If you are interested in learning what Manage-
ment Training in OTR considers to be the devel-
oping patterns in supervision, read the article
on page 21.
And, as usual, the latest listings on non-Agency
training, the Bulletin Board with last minute in-
formation of interest to Training Officers and
Agency employees alike, along with the OTR
calendar of courses, Directory of Training Offi-
cers, and this month, an up-dated OTR Directory.
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BULLETIN_____
BOARD
NEW
TRAINING
OFFICERS
OTR Please note the following information on your copies of
SCHEDULE the OTR Schedule of Courses, January - June 1965,
CHANGES which was distributed at the end of October:
Jan - Jun '65
Counterintelligence Familiarization originally
scheduled to be run from 4- 15 January is now
changed to 11-22 January in Room 703 Broyhill.
Communist Party Organization and Operations
will be run part time from 29 March - 16 April
in Room 701 Broyhill. An additional running is
scheduled full time from 14-25 June in Room
403 Broyhill.
USSR - Basic Country Survey, scheduled for 29
March - April, will run. full time in Room 403
B royhill.
Support Services (for JOTs only) will be given
only twice a year; hence the April - June running
is canceled.
5. Effective Speaking for January and March will be
for selected senior officers only.
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LOGISTIC
SUPPORT
COURSE
3 - 24 Feb
SCHEDULE
OF
NATIONAL
INTER-
DEPARTMENTAL
SEMINARS
AT FSI
ROUNDTABLE
MEETINGS OF THE
AMERICAN SOCIETY
FOR PUBLIC
AD MINISTRATION
Jan - Apr
The next Logistics Support Coui se will be given from
Wednesday, 3 February, through Wednesday, 24 Febru-
ary.in 1322 R&S Buildin . Re istration is made direct-
ly with the TO/ OL
The projected schedule of the NIS for the period January
1965 - May 1966 is:
25 January - 19 February 1965
5 April - 30 April
14 June - 9 July
26 July - 20 August
13 September - 8 October
25 October - 19 November
17 January - 11 February 1966
14 March - 8 April
2 May - 27 May
Training Officers should send biographic information on
candidates for each course to C/AIB/RS/TR, 832 Broy-
hill, in sufficient time for preparation of summaries to
be used by the Director of Training in determining those
eligible for the course. The Form 136, "Request for
Training at Non-CIA Facility, " on which application is
made, can be sent under separate cover to C/ETB/RS/
TR through CCS/DDP.
Biographic information required is: full name, age,
GS grade, years in the Agency, military rank (if any),
education - including baccalaureatedegree(s), major
discipline(s) and school(s), Agency assignments (dates,
position titles, etc.) and the employee's -next assignment.
(His training record is provided by AIB.) A biographic
profile which contains all but the item on next assign-
ment is acceptable.
Roundtable meetings of the American Society for Public
Administration will be held on the second Wednesday in
January, February, March and April from 7:30 - 9:00
p. rn. in the FAA auditorium, 3rd floor, 800 Independence
Avenue. Meetings are open to the public. No registra-
tion is required. Subjects will be:
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-- How practical is job redesign as a means of
achieving better manpower management in Gov-
ernment?
-- How effective are standards for determining the
"correct" staffing levels in governmental organi-
zations?
-- Can better manpower management be achieved
in Government by rigid organizational control?
-- Should there be separate organizational elements
in Federal agencies responsible for manpower
management?
AMENDMENTS
IN
NATIONAL
DEFENSE
EDU CATION
ACT
If you wish to know the subject of the roundtable discus-
sion on a articular Wednesday, call on
extension She will have this information a out
two weeks in advance of a meeting.
Extension of funds through the National Defense Educa-
tion Act (NDEA), which was originally passed by the
Congress in 1958, was passed during the last session
of the 88th Congress. Undergraduate loans proved so
popular that the demand exceeded available funds; the
latter has now been increased from $95, 000, 000 to
$135,000,000. And, Congress also raised the limit on
funds available at an institution from $250, 000 to
$800, 000. The previous limitation caused several larg-
er universities to grant far fewer loans than there were
applicants or to spread the money very thinly.
Congress went further in its amending the Act by raising
the total available to $163. 3 million in the current fiscal
year, $179. 3 million in 1966, $190 million in 1967, and
$195 million in 1968. The institutional ceiling on indi-
vidual loans was removed entirely, and the yearly limit
for professional and graduate students was raised from
$1000 to $2500. The total limit for loans to such stu-
dents was doubled to $10, 000.
Previously, special preference in granting loans was
given to prospective elementary school teachers and to
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students with superior background in science, engineer-
ing, mathematics, and foreign languages. The amended
law requires only that priority is given to students with
"superior academic background. "
The "forgiveness" feature of the loan program, which
permits cancellation of up to 50 percent of a loan for a
borrower who teaches in public schools for 5 years, has
been extended to include teachers in private elementary
and secondary schools and those in institutions of higher
education.
The number of NDEA graduate fellowships has been
raised sharply, from the old rate of 1500 a year, to
3000 for the current fiscal year, 6000 in 1966, and
7500 in 1967 and also in 1968. The fellowship section
in the original bill was designed to increase the supply
of college teachers and it is required that the fellowships
be granted only in new or expanded departments. As
amended, the expansionary requirements are modified
so that only half of the fellowships need be awarded this
year in new or expanding departments and one-third of
them in the following 3 years. The amended section,
.however, puts a sharper point on the proviso on career
intentions, specifying that "recipients of fellowships.. .
shall be persons who are interested in teaching or con-
tinuing to teach, in institutions of higher education, and
are pursuing, or intend to pursue, a course of study
leading to a degree of doctor of philosophy or equivalent
degree."
Funds distributed to the states for guidance, testing,
and counseling are increased from a present level of
$17.5 annually to $24 million for fiscal '65 and by steps
to $30 million a year in 1968.
The most controversial changes in the final version of
the bill were those made in the section authorizing train-
ing institutes for teachers. NDEA institutes were limit-
ed originally to teachers and supervisors of modern for-
eign languages and guidance personnel.
The new NDEA amendments expand the authorization to
include institutes for teachers and supervisors of reading,
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history, geography, English, and of "disadvantaged
youth, " school library personnel, and "education media
specialists. "
COMPARATIVE Comparative Guide to American Colleges is a new book
GUIDE compiled by James Cass, an associate editor of the
TO Saturday Review, and Max Birnbaum, Director of Educa-
AMERICAN tion for the American Jewish Committee. The book
COLLEGES covers the more than 1200 accredited four-year colleges
in the United States, giving information about academic
pressures, number of students who go on to graduate
school, social life, etc. It contains a "selectivity index"
listing the 19 most selective, 41 highly selective, and
139 selective colleges. The Admissions and Information
Branch, Registrar Staff, has a copy of this book in Room
839 Broyhill if you wish to refer to it.
will answer telephone inquiries on extension
MANUALS
ON
INTELLIGENCE
REPOSITORIES
AND
INTELLIGENCE
INFORMATION
COLLECTION
Note of Caution from the Registrar: The idea of a "selec-
tivity index" is appealing, but these ratings certainly re-
quire further evaluation before any parent makes a com-
mitment of some financial magnitude based on these
findings.
Many requests have been received from Agency employ-
ees for Volumes III and V, two new texts on intelligence
repositories and intelligence information collection, an-
nounced in the October-November issue of the OTR Bul-
letin, page 4. Unfortunately, the printing of Volume V
has been delayed, but the Intelligence Production Fac-
ulty, Intelligence School, is keeping a record of all re-
quests and copies will be mailed as soon as they are
available.
Volume II - Planning of Research Projects
Volume III - Intelligence Repositories
Volume IV - Assembly of Data by Analysts
Volume V - Intelligence Information Collection
Programs
Volume VI - The Analytical Process
Annex I - Analysts' Files
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Copies of these volumes may be obtained by calling
the IPF/ OTR on extension-
ADVANCED The first running of the Advanced Operations Seminar
OPERATIONS will be held from 11 to 22 January 1965 full time in
SEMINAR Room 701 Broyhill. The purpose of the course is to
11 - 22 Jan discuss useful operational experiences gained by the
various divisions, with particular emphasis on target
analysis; agent training, handling, and assessment; as
well as interrogation, interviewing, testing and other
covert investigative techniques. Security of operations,
counterintelligence, and production assessment aspects
of operations will also be considered. Lectures will be
supplemented by seminars on various cases which stu-
dents will study and analyze individually.
RADIO
LECTURE
SERIES
ON THE
COMMUNIST
WORLD
The course is intended primarily for experienced Clan-
destine Services Officers, Grade GS-l0 and above.
For additional information on the course, call Mr.
hief Instructor, on extension=
For infor at pertaining to registration, call AIB on
extension
Dr. Kurt London, Director of the Institute for Sino-
Soviet Studies at George Washington University, will
be the host at 10: 35 p. m. on WTOP for the following
series of lectures on the Communist World:
Date Subject
Speaker
13 Dec Is There Still a Sino- Dr. Harold Hinton,
Soviet Alliance? Institute for Sino-
Soviet Studies, GWU
20 Dec USSR and Arms Dr. Thomas Wolfe,
Control Institute for Sino-
Soviet Studies, GWU
27 Dec Changes in Eastern Dr. Bela Maday,
Europe Institute for Sino-
Soviet Studies, GWU
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3 Jan Soviet Public Opinion
10 Jan Sino-Soviet Policy in
Southeast Asia
17 Jan Sino-Soviet Policy in
South Asia
20 Jan North Korea Between
Moscow and Peking
31 Jan Problems of Commu-
nist Economic Systems
7 Feb The Creative Artist
in Soviet Society
Dr. Ralph White,
Institute for Sino-
Soviet Studies, GWU
Mr. Robert Boyd,
Institute for Sino-
Soviet Studies, GWU
Dr. Gene Overstreet,
Institute for Sino-
Soviet Studies, GWU
Dr. Pyo Wook Han,
Institute for Sino-
Soviet Studies, GWU
Mr. Paul Gekker,
Lecturer in Econom-
ics, GWU
Mrs. Helen Yakobson,
Associate Professor
of Russian and Chair-
man of the Dept. of
Slavic Languages and
Literatures, GWU
14 Feb The Impact of Com- Dr. Benjamin Nimer,
munist Practices in Associate Professor
Africa of Political Science,
GWU
SCHEDULE OF Purpose To determine the level of shorthand or
PRETESTS FOR typing course for which an employee is
OTR CLERICAL qualified.
REFRESHER
COURSES Place 2103 Washington Building Annex, Arling-
ton Towers.
Time 0920 hours on the scheduled date.
Registration Form 73 is sent to AIB/RS/ TR for
Clerical Refresher Course. AIB then
registers employee with Clerical Train-
ing/IS/TR for pretest.
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Dates of
Courses
and Tests
11 January - 5 February course
Pretest
6 January -- typewriting
7 January -- SHORTHAND
15 February - 12 March course
10 February -- typewriting
Pretest 11 February -- SHORTHAND
22 March - 16 April
17 March -- typewriting
Pretest 18 March -- SHORTHAND
26 April - 21 May course
21 April -- typewriting
Pretest 22 April -- SHORTHAND
1 June - 25 June course
26 May -- typewriting
Pretest 27 May -- SHORTHAND
AGENCY Purpose To qualify employees for positions as
QUALIFICATIONS Agency typists or stenographers.
TESTS-FOR
CLERICALS Place 2103 Washington Building Annex,
Arlington Towers.
Registration Training Officer calls Clerical Train-
ing Office directly; extension-
Time and Given to the Training Officer when he
Day of Test registers his employee.
Dates Typewriting
4 January
25 January
8 February
1 March
15 March
5 April
19 April
10 May
24 May
14 June
28 June
SHORTHAND
5 January
26 January
9 February
2 March
16 March
6 April
20 April
11 May
25 May
15 June
29 June
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LACK OF LINGUISTIC SKILLS
(The text of this article is taken from "How a Lack of Linguistic Skills
Hurts the U.S. at Home, Abroad," The National Observer, 28 Septem-
ber 1964, page 10, written by of the Language and Area
School, OTR.) i
Dr. George Winchester Stone, executive secretary of the Modern Lan-
guage Association of America, had this to say in a statement prepared
for the 87th Congress in 1962: "With all the improvement... in terms of
increased enrollment, early beginnings, longer sequences, and the study
of an increasing variety of languages, we in the United States are still
one of the least-developed countries of the world linguistically. "
Proof of the charge by the Language Association's Dr. Stone is found in
the depressing returns in a nose count of language skills conducted last
year by the Center for Applied Linguistics in Washington, D. C. A total
of 1,875 questionnaires was distributed to university teachers and
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students, language specialists, missionaries, and even housewives, to
locate Americans familiar with non-Western languages. Ten persons
claimed knowledge of Albanian, the tongue of one of Red China's chief
allies in the Sino-Soviet rift. Only six persons indicated familiarity
with Tibetan, an equal number with Cambodian, and four with Laotian.
Chinese, spoken in various forms by almost 750, 000, 000 people, was
claimed by 35Z individuals, of whom a mere 47 noted advanced or native
mastery. Arabic, key idiom of the Middle East, was reported by 144,
only one-third of them declaring real fluency. The picture was bleakest
for Africa south of the Sahara, where over 800 distinct tongues are spo-
ken. Of the 39 Americans who noted knowledge of 40 of these idioms,
only 5 described themselves as fluent.
In spite of much lip service, the fact is that foreign languages have not
been fully accepted into the American school curriculum. According to
the Modern Language Association surveys, little more than ZO percent
of our public secondary school youngsters are studying a second tongue--
in contrast with 1914, when well over 40 percent were so enrolled. In
our colleges several hundred thousand youngsters are "taking" foreign
languages, but due to oversized classes and lack of opportunities for
practice, only the tiniest minority of them graduate with the ability even
to order a meal in French, German, Spanish, or Russian.
Children Miss Opportunity
Worst of all, we are just about the only civilized land that fails to take
advantage of childhood, the golden age for language learning. With his
flexible speech organs, lack of inhibitions, and marvelous ability to
imitate, a child can pronounce Chinese, Persian, or Urdu with equal
ease and perfection. Yet, sad to relate, barely 4 percent of our public
school pupils get a crack at a second tongue.
No Magic Solutions
There are not magic solutions. A working knowledge of a language takes
hundreds of hours of patient practice with a skilled instructor, and there
is no short cut. Nor is there any way to secure the sort of language fa-
cilitie s we need without long-range planning.
What is sorely needed is a blueprint that will gear language training to
present-day requirements in international communication. If small na-
tions like Denmark, Luxembourg, and Norway can provide their public-
school graduates with a knowledge of two or three foreign tongues, there
is no reason why a great country like ours cannot provide at least one.
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Such a blueprint would aim at equipping every average high school pupil
with a basic speaking, reading, and writing knowledge of at least one
major world tongue by the time he receives his diploma. He would be-
gin language study in the elementary school by the fifth grade and would
continue it for a minimum of six years.
Skills, Not Credits
College would offer opportunities for advanced work and the study of
such related subjects as the literature, geography, history, economics,
and social structure of the countries whose languages he has studied.
Government, armed forces, and private industry would continue to oper-
ate their own schools for such specialties as translation, interpreting,
and foreign-commerce practices, but would be relieved of the burden
of teaching the elementary phase of such common languages as French,
Spanish, German, and Russian.
This approach to language teaching wouldn't necessarily follow any rigid
pattern, but would emphasize the acquisition of lingual skills rather than
of "credits. " Up-to-date texts and the resources of modern science, in-
cluding electronic devices and automated teaching, would be put at the
disposal of the teacher, whose own training would be made far more rig-
orous than it is today. Like any professional practitioner, he would have
to prove knowledge not only of his language of specialization, but also
of the culture of its speakers, applied linguistics, and teaching methods.
Finally, there's a need for a National Language Co-ordinating Council--
perhaps something like our government's National Science Foundation--
to bring some order to our crazy-quilt of language programs. This
would include representatives from Government, the academic world,
private industry, the foundations, and citizens' groups.
It ought, for one thing, to establish a National Language Reserve Corps
to provide training and incentives for keeping up proficiency in languages
of strategic importance and for acquiring new ones. Citizens who are
economy-minded would be distressed to realize how many tens of thou-
sands of dollars have been lost during the past 20 years through the fail-
ure to furnish refresher courses to people trained at considerable Gov-
ernment expense in such difficult tongues as Russian, Chinese, Arabic,
or Polish. With languages, it is "hard come, easy go. " The idea of
"citizens' language practice centers, " operated by academic and civic
groups, also is worth thinking about.
If this type of blueprint would be accepted and implemented, within a
generation or so America could be bilingual.
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CARER EDUCATION AWARDS
The Board of Trustees of the National Institute of Public
Affairs (NIPA) has invited the Central Intelligence Agency
to submit nominations for the third annual Career Education
Awards Program. NIPA has requested that they receive
the nominations for the 1965-66 academic year by 1 Feb-
ruary.
The Career Education Awards Program offers an excep-
tional opportunity to broaden the outlook and deepen the
understanding of capable young career men and women in
State and Federal public service who have potential for high-
level policy and management positions. It seeks to encour-
age early identification and rapid development of top pro-
gram and staff personnel.
This program is not a substitute for intensive training in
Agency operations and other activities having the same
general objectives. Its purpose is to complement and as-
sist an agencyin those efforts by providing occasions for
the kind of education that agencies usually are not well
equipped to offer.
The Career Education Awards Program now involves five
outstanding universities -- Chicago, Harvard, Princeton,
Stanford, and Virginia. About seven to ten award winners
attend each of these institutions for one academic year. With-
out regard to traditional academic requirements, each person
selects a study program specifically tailored to the needs of
his prospective assignment in his State or Federal agency
or department. With faculty advice, he chooses from the
regular graduate courses and also participates in special
seminars and other educational activities.
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The program is for younger career officials with from 5 to
10 years of civilian public service. The normal age range
is from 28 to 35. Federal nominees should be in positions
classified at about GS-12 through 14 and employees of state
and local governments should be at comparable levels. Each
should have demonstrated a capacity for eventual promotion
to higher positions demanding progressively greater policy
making and executive responsibilities.
Award winners must have a bachelor's degree and meet the
admission requirements of the universities they attend. At
least a B+ average is usually expected in their undergraduate
work.
Direct application by individuals to NIPA cannot be accept-
ed, for awards are made only through nomination by the
Agency. Final selections for nomination from CIA are
made within the Agency's Training Selection Board mecha-
nism. Interested supervisors should inquire of Senior Train-
ing Officers about nomination details. Last year three em-
ployees were nominated by the Agency and NIPA selected
two of these among the forty-five Federal and State em-
ployees awarded fellowships in nation-wide competition.
EDITOR'S NOTE: An article on the Career Education
Awards was presented in the January-
February 1963 OTR Bulletin, page 11-
14, when it was first sponsored by the
National Institute of Public Affairs.
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SPRING SEMESTER
OFF-CAMPUS PROGRAM
Nine courses are being scheduled by George Washington Univer-
sity for the spring semester of the Off-Campus Program for CIA
employees beginning the week of 8 February. Registration will be
held on Friday, 29 January and Monday, I February from 1:00 -
4:00 p. m. in Room 1A-07 Headquarters Building. All classes ex-
cept for Math 6 will be held at Headquarters Building from 5:45
8:15 p. m. Tuition is $81. 00 ($27. 00 per semester hour) and at-
tendance is limited to overt employees of the Agency.
Anthro I Man, Culture and Society 1* 3 credit hours
(The physical evaluation of man and the origins
and development of culture, including a survey
of the topic divisions of the field.) Wednesdays
*Anthropology 1 and Sociology 2 combine to
make a year course, which is prerequisite to
all other courses in Sociology and Anthropology.
Eng 72 Introduction to American
Literature 3 credit hours
(A historical survey from the Civil War to the
present.) Tuesdays
Prerequisite: English 1 or IX (English Com-
position).
Hist 40 The Development of European
Civilization in its World Context-3 credit hours
(The political, social, economic, and cultural
history of the Old World from 1715 to the pres-
ent.) Thursdays
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History 39-40 is prerequisite to History cours-
es 109 through 152 and 187 through 196. Either
History 39-40 or 71-72 is prerequisite to His-
tory courses 161 through 166.
Hist 150 European Diplomatic History 3 credit hours
(Background of the European state system and
of diplomatic practices and relations since the
Congress of Vienna, with emphasis on the poli-
cies and actions of the great powers and their
statesmen since 1.878.) Tuesdays
Prerequisite: History 39-40.
Math 6 Plane Trigonometry 3 credit hours
Prerequisite: two years of high school algebra
and one year of high school geometry, or Math-
ematics 3 (College Algebra). Tuesdays
Pol Sci 9 Government of the United States 3 credit hours
(Structure, powers, and operation of the Fed-
eral Government: Congress, the President,
and the Supreme Court; elections, political
parties, and pressure groups.) Tuesdays
Pol. Sci. 9- 10 is prerequisite to all Political
Science courses from 107-200.
Psych 8 Psychology of Adjustment 3 credit hours
(Processes involved in the total adjustment of
the individual with emphasis on social environ-
ment; development in the individual of adjust-
ment techniques.) Wednesdays
Prerequisite: Psychology 1.
Psych 151 Social Psychology 3 credit hours
(The social foundations of attitudes and behavior.
Individual adjustment to group situations such as
the family, school, fraternity, and occupation.
The psychological basis of race prejudice, na-
tionalism and war.) Thursdays
Prerequisite: Psychology 1.
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Pol Sci Z74 Methods and Objectives of
Foreign Policy 3 credit hours
(Examination of the objectives of foreign poli-
cies of the major powers with attention to poli-
tical, economic and military methods used to
pursue these objectives.) Thursdays
This course is planned primarily for graduate
students. It is open, with the approval of the
officer of instruction, to qualified seniors.
)1 A
Michael Jessup, the representative from TGWU, will be in Room
839 Broyhill for counseling on Monday, 25 January. Hours, 10:00-
5: 00 p. m. He has a Secret clearance only. For an appointment
with Mr. Jessup, call
Are you an employee of the Agency
with college or university experience
in teaching Anthropology to under-
graduates or Political Science to
graduate students who would like to
instruct in this Off-Campus program?
If so, get in touch with
OTR Registrar, on extension
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ARMY WAR COLLEGE
Editor's Note: This is the seventh in a series of articles
on the Senior Defense Colleges, Senior
Seminar in Foreign Policy and the Advanced
Management Program (AMP) at Harvard.
AMP will appear in the January 1965 OTR
Bulletin.
The Army War College
located at Carlisle Bar-
racks, Pennsylvania, is
the Army's senior educa-
tional institution. It was
founded in 1901 at the in-
stigation of Secretary of
War Elihu Root and was
initially located at 20
Jackson Place, N. W.,
Washington, D. C. In
June 1907 the College
moved to Washington Bar-
racks, D. C. --now Fort
Lesley J. McNair. (Clas-
ses were temporarily sus-
pended from 1917-1920 and from 1940-1950.) When classes
were resumed in 1950, the College was relocated at Fort
Leavenworth, Kansas. In July 1951 the College moved to
its present location at Carlisle Barracks.
The mission of the Army War College is "to prepare senior
officers for command and high-level staff duties, with em-
phasis on Army doctrine and operations and to advance in-
terdepartmental and interservice understanding." The
course is at the postgraduate level and is based primarily
on a system of written solutions to broad problems. It is
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covered by lectures, prescribed reading, role playing in
simulated committees, student exchange, seminars, ques-
tion and answer periods, research, and by presentation of
a paper on a subject closely aligned to a topic covered in
the following courses;
Course 1 -- The World Environment and International
Relations (Approx. 3 1/2 weeks)
Course 2 The United States and the North Atlantic
Community (Approx. 7 1/2 weeks)
Course 3 -- The Communist Powers (Approx. 3 1/2
weeks)
Course 4 -- The Developing Areas (Approx. 4 1/2weeks)
Course 5 -- Management of United States Military Pow-
er (4 weeks)
Course 6 -- Strategic Military Concepts and Capabili-
ties (Approx. 5 1/2 weeks)
Course 7 -- Science, Technology, and Future Military
Power (4 weeks)
Course 8 -- United States National Strategy and a Sup-
porting Military Program (6 weeks)
In the Class of 1963-64 there were 202 students of which 167
were Army officers. The balance of the class was made up
of officers from the United States Air Force, Navy, Marine
Corps, and of civilian representatives from CIA, State,
USIA, and Department of Army.
CIA's quota for the AWC is one each year. (It had been two
until 1959.) The Agency's nominee must be between 35 and
45 years of age, Grade GS-14 or higher, and must have Top
Secret and "Q" clearances. It is recommended that he have
at least five years of Agency experience and it is to his ad-
vantage that he is able to communicate effectively both oral-
ly and in writing. It is important to CIA that its representa-
tive have both experience and ability to present clearly and
convincingly the Agency's role in the intelligence community
and in the Federal Government. As a matter of interest to
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our readers the average grade of CIA representatives, based
on the last twelve years, is GS-14; the average length of
Agency experience before attending AWC is 8. 6 years; and
the 19 representatives so far have been selected from the
four major components.
Responsibility for presenting names of candidates for the
AWC rests within each Directorate. These are sent to the
Training Selection Board (TSB) about a year in advance of
the course (Directorates are notified as to the date these
nominations are due). The role of the TSB is to consider
the background of the nominees from all Directorates and in
its screening process, to call inthe nominees for apersonal
-interview. (This procedure, for obvious reasons, is waived
in the case of nominees who are not available for such an in-
terview. The factthat the person is not available is nodeter-
rent to final selection. )
The TSB submits the name of the principal choice to the
DDCI for his approval. The successful candidate is notified
by TSB through liaison channels. TSB also notifies those
who were not successful in the competition. Failure to be
chosen one year does not preclude nomination for another
year, nor does it preclude a person's being nominated for
another Senior Defense School or program of that caliber.
Agency representatives have found, the AWC year a veryprof-
itable one professionally. Both verbal and written reports
attest to benefits from the opportunities that accompany a
sabbatical leave. A recent participant has this to say about
his ten months at AWC:
"... a student gains expanded knowledge, improved
skills, and broadened experience. The central theme
of the curriculum--the design of a national strategy
and a supporting military program- -provides a frame-
work for acquiring information, developing aptitudes in
management, and in adding to one's power of judgment.
The study of specific problems of U. S. national security
provided an opportunity for learning beyond the areas
of my previous substantive background. As a student I
was compelled to develop a keener sensitivity for key
facts and sources on substantive matters and greater
finesse in work programing. Of considerable, if not
equal importance, was the knowledge acquired of the
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structure and procedures of decision making in the Fed-
eral Government. This was gained not so much by di-
rected study as by voluntary research and investigation
through such devices as experience in -committee ses-
sions simulating NSC-level operations, conversations
with students and faculty members who have held posi-
tions in policy-making bodies, and questioning of guest
lecturers and seminar participants.
"This form of sabbatical year gives one an opportunity
to read widely, reflect at length, exchange views and
develop new perspectives. Moreover, it provides occa-
sion to consider issues of national significance, to pon-
der questions of personal or public philosophy, to delve
deeply into problems of individual interest and to devel-
op hypotheses or solutions entirely on one's own.. .
"Agency representation at the Army War College involves
a number of considerations beyond the value derived
from employee training. The furthering of interagency
cooperation and coordination is the most important of
these considerations. Since cooperation and coordina-
tion depend on a meeting of mind which in turn stems
from an understanding of functions, interests and atti-
tudes, and exchange of views, a sort of interpersonal
education is involved. The War College is the locus
of such cross-fertilization of ideas on a wide range of
subjects. It is therefore a most appropriate place for
the Agency to get across to an influential segment of
military careerists important information as to the
Agency's role in the Federal Government. "
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DEVELOPING PATTERNS
IN SUPERVISION
Orientation of Supervision
Whenfirst-line supervisors are
asked what they have found to be
the best pattern of supervision
to get results, a substantial pro-
portion will place primary em-
phasis on getting out production.
By this they mean seeing that
workers are using the proper
methods, are sticking to their
work, and are getting a satisfac-
tory volume of work done. Oth-
er supervisors, whom we have
called employee-centered, report that they get the best re-
sults when they place primary emphasis on the human prob-
lems of their workers. The employee-centered supervisor
endeavors to build a team of people who cooperate and work
well together. He not only trains people to do their present
job well but tends to train them for the next higher job. He
is interested in helping them with their problems on the job
and off the job. He is friendly and supportive, rather than
punitive and threatening.
Higher levels of management, in discussing how they want
their first line supervisors to supervise, tend to place more
emphasis on the production-centered approach as the best
way to get results than do supervisors. Workers, on the
other hand, tend to place less.
But which orientation yields the best results? A variety of
studies in widely different industries show that supervisors
who are getting the best production, the best motivation,
and the highest levels of worker satisfaction, are employee-
centered appreciably more often than production-centered.
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There is an important point to be added to this finding: those
employee-centered supervisors who get the best results
tend to recognize that getting production is also one of their
major responsibilities.
Closeness of Supervision
Related to orientation of supervision is closeness of super-
vision. Close supervision may be practiced because of low
productivity but it is clear also that it causes low produetiv-
i. In one company it was found that switching managers
of high- and low-production divisions resulted in the high-
production managers' raising the productivity of the low-
production divisions at a faster rate while the former high
production divisions slipped under the low-production man-
agers. Supervisors, as they are shifted from job to job,
tend to carry with them and to maintain their habitual atti-
tudes toward the supervisory process and toward their sub-
ordinates.
Workers under bosses who supervise closely have a less fa-
vorable attitude toward their bosses than do workers who
are supervised more generally.
High Cost of Production-centered Supervision
People will produce at relatively high levels when the tech-
niques of production are efficient, the pressures for produc-
tion are great, the controls and inspections are relatively
tight, and the economic rewards andpenalties are sufficient-
ly large. But such production is accompanied by attitudes
which tend to result in higher absence and turnover, increas-
ed grievances, work stoppages and the like. It also is ac-
companied by communication blocks and restrictions. All
of these developments tend to affect adversely the operation
of any organization. Restricted communications, for exam-
ple, tend to result in decisions based on misinformation or
a lack of information.
Initiative and Participation
Supervisors report in interviews that people are less willing
to accept pressure and close supervision today than was the
case a decade or two ago. For example, one supervisor
said: "Girls want to, and do express themselves more today
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than when I started to work. In the past girls were more
cringing and pliable, but not now. We get a great many
girls who have had no restraints at home and we have to do
the teaching. "
The trend in our schools, in our homes, and in our commu-
nities is toward giving the individual greater freedom and
initiative. There are fewer direct, unexplained orders in
schools and homes, and youngsters are participating increas-
ingly in decisions which affect them. These fundamental
changes in society create expectations among employees as
to how they should be treated. These expectations profound-
ly affect employee attitudes. If experience falls short of ex-
pectations, unfavorable attitudes occur.
The cultural changes occurring in the United States in the
next few decades will probably make people expect even
greater opportunities for initiative and participation than is
now the case.
Integrated Approach
There are important advantages to be gained if the resources
of the production-centered approach and the employee-cen-
tered approach can be combined.
This kind of supervision can result in high production with
high morale, high satisfactions and high motivation. Here
the nature of the morale can be characterized as "the will
to achieve. " Most people would agree that this is the kind
of supervision which is desired.
Current Thinking
Research findings have clearly demonstrated that there is
no set of specific supervisory practices which is the right
or the best way to supervise. A way of supervising which
may yield the best results in one specific situation may pro-
duce poor results in a different situation. The behavior of
the superior is not the only variable which determines the
subordinate's response. The subordinate's response is also
determined by what he has learned to expect. Consequently,
the response of the subordinate to the behavior of the super-
visor will be influenced by the "culture" of the organization
and the expectations of the subordinate. To help superiors
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meet the problems created by this major finding, research
is providing evidence as to general principles which can
serve as guides to the most appropriate way to supervise in
a given situation. Moreover, it is also providing rapid and
efficient methods of measuring what the culture and expec-
tations are in any given unit.
With regard to methods of supervision, current thinking and
practice would have each superior dealing with each subor-
dinate on a man-to-man basis. From a theoretical point of
view, however, supervising each work group primarily as
a group rather than relying on the man-to-man pattern should
result in an appreciable improvement in performance. There
is an important and increasing body of research findings
which indicates that group methods of supervision result in
higher productivity, greater job satisfaction, and greater
motivation than are obtained with the man-to-man pattern.
Research findings indicate that high group loyalty has an
important influence upon performance at all levels in the
organization. The data show that high group loyalty coupled
with high production goals in the work group result in high
productivity, accompanied by high job satisfaction and a
feeling of working under little pressure. The data also
show that in the work groups with high group loyalty there
is better communication between supervisors and those su-
pervised and each has a better understanding of the other's
points of view.
NOTE: Patterns in supervision are examined in detail in
OTR's courses in Supervision (for GS 5-10) and
Management (for GS 11-14). The next running of
the course on Supervision is from 1 - 5 February;
the course in Management is scheduled for 10 - 15
February.
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NON-AGENCY
TRAINING
In this section on Non-Agency Training there is informa-
tion on courses or programs of possible interest in the pro-
fessional development of Agency employees. The fact that
a course or program appears here does not necessarily
mean the Agency will pay for an employee's attending it.
Agency sponsorship is based on job-orientation and profes-
sional need and requires official approvals. Additional in-
formation on these and other external courses and programs
is available through the Admissions and Information Branch,
Registrar Staff,
Application for Agency-sponsorship is made on Form 136,
"Request for Training at non-CIA Facility," which is sent
through the Training Officer to External Training Branch/
RS, 835 Broyhill. Under certain circumstances the appli-
cation is sent to ETB through the Central Cover Staff. ETB's
enrollment deadlines are shown for some of the programs.
An employee who wants to take an external course at his
own expense makes his own arran ements in accordance
with provisions in , "Unofficial Courses of
Instruction. "
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MIDCAREER
COURSE IN
FOREIGN AFFAIRS
REPLACED BY
FOREIGN AFFAIRS
PROGRAM
MANAGEMENT
SEMINAR
15 Feb - 4 Jun
(TSB ACTION)
Participation is open to persons in the GS- 13 or 14
level; candidates are chosen by the Agency's Training
Selection Board.
SAMPLING
PROCEDURES
FOR
RELIABILITY
TESTING
8 - 12
Nominations should be in ETB not later than 22 Janu-
ary.
SYSTEMS
AND
PROCEDURES
ANALYSIS
(var.) Feb - Jun
The Foreign Affairs Program Management Seminar
replaces the Midcareer Course in Foreign Affairs pre-
sented by the Foreign Service Institute. Its initial
running will be from 15 February - 4 June 1965.
The seminar is designed to prepare qualified special-
ists of the Federal Government to assume executive
responsibilities at home or abroad by a study of the
planning, operation and coordination of the main U.S.
foreign affairs programs. It is intended for officers
who are to be State Department country desk officers,
embassy section chiefs or deputy chiefs, or principal
officers at a consular post.
This course, which is conducted by the Army Manage-
ment Engineering Training Agency, Rock Island Arse-
nal, Rock Island, Illinois, from 8- 12 March 1965, is
designed to provide the individual with the knowledge
of sampling plans currently utilized in life and reliabil-
ity testing. Such plans are used to estimate reliability
parameters and to demonstrate the conformance of
equipments, sub-assemblies and component parts to
established reliability requirements. The course is
planned for persons occupying positions of Equipment
Quality Control Specialists, Inspectors, and Quality
Assurance Technicians who are required to administer
or evaluate reliability sampling procedures. Enrollees
must have successfully completed the Army Manage-
ment Engineering Training Agency course in Statisti-
cal Quality Control or its equivalent.
This course, conducted by the Army Management and
Engineering Training Agency, Rock Island Arsenal,
Rock Island, Illinois, will be held on 8-19 February,
1-12 March, 5- 16 April, 3- 14 May, and 7- 18 June
1965. It consists of a study of the techniques employed
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in analyzing, developing and evaluating systems and
procedures. Discussions will include such topics as:
Problem identification, work distribution charts,
work sampling, forms management, procedure writing,
block diagramming and flow process charting, presen-
tation of proposals, and use of general office equip-
ment. The course is designed for personnel who devote
a substantial amount of time to the analysis and devel-
opment of paperwork systems and procedures having
considerable scope.
Priority will be given to employees in grades GS-07
and above. E TB should have six weeks advance notice
to enroll an employee in the course.
TECHNIQUES This course will be conducted from 8-19 February 1965
FOR PROJECT by the Army Management Engineering Training Agency,
MANAGEMENT Rock Island Arsenal, Rock Island, Illinois. It is design-
8 - 19 Feb ed to enable the enrollee to apply the latest concepts
and techniques for planning, coordinating and control-
ling complex projects (research and development, pro-
curement and production, supply, distribution and
maintenance). The importance, interrelationships and
application of such subjects as the program definition
phase, contractor selection and evaluation, the incen-
tive type contracts, program evaluation and review
techniques, including PERT*/COST, project budget
preparation, line of balance technology, and the man-
agement of the technical aspects of the project will be
covered in detail. (*Program, Evaluation and Review
Techniques)
Nominations should be in ETB six weeks in advance of
the course.
INTRODUCTION
TO SCIENCE
AND ENGINEERING
IN GOVERNMENT
12 - 14 Jan
12 - 14 Apr
The Civil Service Commission is offering this course
on 12-14 January and 12- 14 April 1965. This three-
day program is designed to give junior-level scientists
and engineers an opportunity to gain a perspective on
their role and that of their professions within the Fed-
eral structure. Subjects to be examined by leading
resource personnel from Federal agencies and univer-
sities include Federal policy on science and engineering,
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ADVANCED
SEMINAR
IN ADF AND
TECHNICAL
INFORMATION
SYSTEMS
25 - 28 Jan
MANAGEMENT OF
SCIENTIFIC
AND ENGINEERING
ORGANIZATIONS
25 - 29 Jan
(TSB ACTION)
the impact of governmental programs upon our society
and an overview of the nature, diversity, and organiza-
tion of government research and development.
The program is intended for junior-level scientists and
engineers from GS-05 through GS-11, particularly
those who have been in the Federal service less than
three years.
Nominations should be in ETB one month in advance
of the course.
The Civil Service Commission is conducting this semi-
nar from 25-28 January 1965. It will explore the vari-
ous systems approaches involved in the decision to ap-
ply automatic data processing to technical information
systems. This program will build on the material
presented in the two-day Introduction to ADP in Tech-
nical Information Systems and will focus on the discus-
sion of actual case histories.
Librarians, archivists, information specialists and
others concerned with the storage and retrieval of
technical data, GS-09 and above, are eligible for nomi-
nation.
Nominations should be in ETB two weeks in advance of
the course.
This program, conducted by the Civil Service Commis-
sion from 25-Z9 January 1965, is designed to increase
awareness of the nature and scope of management re-
sponsibility and to suggest ways that the technically
trained executive may perform more effectively. Em-
phasis will be placed on the relationships of science
and Government and the functions of management in
scientific and engineering organizations.
Topics to be covered will include: Management planning
for science and engineering programs; formulating and
administering science and engineering budgets; direc-
tion and development of human resources; communica-
tions requirements of modern science and technology;
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DIRECTIVES
IMPROVEMENT
18 - 19 Jan
16 17 Feb
16 - 17 Mar
ECONOMIC
ANALYSIS
AND EXECUTIVE
DECISIONS
25 - 29 Jan
THE IMPACT
OF THE
ORGANIZATION
ON THE
INDIVIDUAL
1 Apr
management of in-house resource and contract pro-
grams; and behavioral science research and its impli-
cations for managers of research, development, and
other technical programs.
Participation is open to persons GS- 15 and above; can-
didates are chosen by the Agency's Training Selection
Board.
Directives Improvement will be presented by the Gen-
eral Services Administration Institute on 18-19 Janu-
ary, 16-17 February and 16-17 March 1965. The
course includes management responsibilities and needs
in written communication as well as basic theory and
practical application of directives planning, organizing
and writing directives, and illustrating and editing di-
rectives.
Nominations should be in ETB three weeks in advance
of the course.
This institute will be presented by the Civil Service
Commission from 25-29 January 1965 for government
employees in grade GS-15 and above. It is planned to
serve as one means of creating a greater awareness
on the part of federal executives of the economic im-
pact of their decisions, and to demonstrate the useful-
ness of economic methodology in decision-making.
The program is especially for career executives who
are not specialists in economics.
Nominations should be in ETB not later than 22 Decem-
be r.
This conference, which will be held on 1 April 1965 at
the Hotel Roosevelt, New York City, is planned to ex-
plore the influence of the large, complex organization
on the values, attitudes, and behavior of its members.
Contrasting views will be given on the topic, The Con-
formity Issue in Management, by William Gomberg of
the University of Pennsylvania's Wharton School, and
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ROLE PLAYING.
ITS APPLICATION
IN MANAGEMENT
DEVELOPMENT
29 - 31 Mar
Leonard Sayles of Columbia University's Graduate
School of Business. Margaret Mead will speak on the
theme of the conference, The Impact of the Organiza-
tion on the Individual. Other speakers include Floyd
Mann and Robert Katz, both of the University of Michi-
gan. The conference is managed by the New York
State School of Industrial and Labor Relations of
Cornell University.
This is a workshop which will be conducted by Cornell
at the Cornell University Conference Center, 7 East
43rd St., New York City on 29, 30, and 31 March 1-965.
It has been specifically designed for trainers and per-
sons specializing in the field of management education.
There will be demonstrations of all of the basic role-
playing methods, with discussions concerning the ap-
propriate use of each method in achieving management
development objectives.
Emphasis will be on techniques which are applicable
in improving interpersonal skills such as coaching,
counseling, resolving conflicts, and improving person-
al effectiveness. Participants will be provided with a
comprehensive written outline of role-playing methods.
Throughout the workshop there will be ample opportu-
nity for registrants to practice role-playing skills and
experiment with a variety of techniques, including
doubling, role reversal, mirror techniques, and mul-
tiple role playing. The workshop staff will be Norman
Maier, Professor of Psychology, University of Michi-
gan; Malcolm E. Shaw, management consultant; and
J. L. Moreno, M.D.
EXECUTIVE Executive Leadership Skills is the title of the workshop
LEADERSHIP to be conducted by Cornell from 9-14 May 1965 at the
SKILLS Tarrytown House, Tarrytown, New York. It is design-
9 - 14 May ed to assist executives and managers to understand bet-
ter the impact they make on others, to learn the pat-
terns in which people relate to each other, and to try
out new approaches in interpersonal relations. The
program will use laboratory sessions in which the ex-
ecutive will be able to learn through direct experience
from on-the-spot situations. He will also have the
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CONFERENCE
FOR
CORPORATION
EXECUTIVES
Jan and Mar
INSTITUTE ON
MANAGERIAL
IMPLICATIONS
OF THE
EMERGING
TECHNOLOGY
8 - 11 Feb
opportunity to experiment with new approaches in face-
to-face communication. In addition to laboratory ses-
sions there will be lectures, discussions, and commu-
nication-skills sessions.
Malcolm E. Shaw, a management consultant, and Good-
win Watson, a consulting psychologist, will direct the
p rog ram.
On page 11 of the July-August 1964 OTR Bulletin there
is a schedule of conferences sponsored by the School
of Advanced International Studies, Johns Hopkins Uni-
versity in Washington, D. C. The Registrar Staff has
been informed that in light of recent Soviet events the
conference on U. S. Relations with the Soviet Bloc has
been postponed. The revised schedule for 1965 con-
ferences:
21-22 January 65 Latin America and the
United States
18-19 March 65 U. S. Relations with the
Soviet Bloc
CIA receives a limited number of invitations to these
meetings; therefore, it is necessary for the External
Training Branch to have the application three weeks
before the conference is held.
The American University, Center for Technology and
Administration will conduct this Institute from 8 - 11
February 1965. The theme will be technology and its
relationship to managerial sciences. The Institute is
being organized for the administrators- executives
whether in government or business; educators; tech-
nology managers; research and development directors;
production managers; marketing officials; operational
and planning staffs. Major topics will include:
Orientation: Process of Technical Change
Technology and Science
The Government as a Motivator of Technology
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Technology and Management
Technology and Education
Technology and Marketing
Technology and Production
Critique: Technology and the Future
OCCUPATIONAL
RADIATION
PROTECTION
18 - 29 Jan
1- 12 Mar
10 21 May
Applications to attend should be in ETB two weeks be-
fore the Institute begins.
Occupational Radiation Protection will be conducted by
the Department of Health, Education and Welfare
18-29 January and 10-21 May 1965 in Cincinnati, Ohio,
and 1-12 March 1965 in Montgomery, Alabama. It is
intended for industrial hygienists, health physicists,
and other professional personnel concerned with in-
plant radiological health problems. Basic Radiological
Health, or equivalent training, is a prerequisite.
Agenda topics include: sealed sources in medicine and
industry; beta and gamma shielding design; leak testing
of sealed sources; laboratory design; contamination
monitoring and decontamination; sampling, counting,
and control of airborne radioactivity; disposition of
radioactive wastes; neutron instrumentation, protection,
and biological effects; industrial x-ray protection;
miscellaneous sources of x-rays; particle accelerator
hazards; transportation accidents and regulations;
emergency exposure and concentration guides; emer-
gency planning and management; evaluation of radia-
tion exposures; regulatory and administrative aspects.
Nominations should be in ETB one month in advance of
the course.
MICROSCOPIC This course conducted by HEW in Cincinnati, Ohio from
ANALYSIS OF 18 to 29 January 1965 is offered for chemists, engineers,
ATMOSPHERIC and other professional personnel responsible for or in-
PARTICULATES terested in identification of airborne particulates. In-
18 - 29 Jan struction is given in the applicability of techniques of
chemical microscopy to qualitative and quantitative
identification of specific particulates. Conventional and
polarized light microscopy is emphasized.
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BASIC
RADIOLOGICAL
HEALTH
8 - 19 Mar
26 Apr - 7 May
17 - 28 May
Nominations should be in ETB three weeks in advance
of the course.
This program will be conducted by HEW from 8 to 19
March in Rockville, Maryland, 26 April to 7 May in
Cincinnati, Ohio, and 17 to 28 May in Winchester,
Massachusetts. It provides professional health per-
sonnel with the basic technical knowledge essential to
radiological health work. Agenda items include:
sources of radiation exposure; atomic structure and
radioactivity; radioactive decay; interaction of radia-
tion with matter; biological effects; radiation protec-
tion guides; principles of radiation detection; principles
of radiation protection; survey and personnel monitoring
instruments; laboratory counting instruments; assay
of beta and gamma emitters; nuclear reactions, includ-
ing fission and fusion; and control of radioactive mate-
rial s.
Nominations should be in ETB five weeks in advance
of the course.
REGISTRATION DATES FOR SPRING SEMESTER AT
WASHINGTON AREA UNIVERSITIES AND COLLEGES
American University
Catholic University
D. C. Teachers College
Dunbarton College of
Holy Cross
George Mason College
George Washington
University
Georgetown University
3-6 February
22, 25-26 January --Undergraduate
27-30 January --Graduate
30 January --Part-time
1-2 February
21 January
1 February
28-30 January
25-26 January
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Graduate School, School
of social Work and the
College of Pharmacy
All others
University of Maryland
Montgomery Junior College
30 January
--Part-time day, even-
ing and extension students
1-2 February
--All other day, evening
and extension students
Prince George's Community
5 February
--Full-time students
College
6 February
--Part-time students
University of Virginia
Northern Virginia Center
U.S. Department of
Agriculture, Graduate
School
18 January-6 February
Johns Hopkins University,
School of Advanced In-
ternational Studies 1-2 February
SEVENTH
INSTITUTE
ON
INFORMATION
ST ORAGE
AND
RETRIEVAL
i - 4 Feb
The American University, Center for Technology
and Administration, announces the Seventh Institute
on Information Storage and Retrieval from 1 to 4
February 1965 at the Willard Hotel, Washington, D. C.
The theme of the Institute is the testing and evalua-
tion of information systems. Persons concerned
with the operation of information centers or with de-
cisions with respect to choice of operating methods
can benefit from attendance. Nominations should be
in ETB early inasmuch as heavy enrollment is ex-
pected. Paul W. Howerton is Director of the Center
for Technology and Administration at American Uni-
versity.
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OTR CALENDAR
25X1 A
Administrative Procedures (full time) . . . . . .. .. .. . . . 4 - 15 Jan
Advanced Operations Seminar (full time)(See page 6) 11 - 22 Jan
Air Operations (full time) , On request
Americans Abroad Orientation , On request
Anti-Communist Operations (part time) .. .. .. .. .. . . . 19 Apr - 7 May
Basic Country Survey of USSR (see USSR)
Budget & Finance Procedures (full time) .. .. .. .. 15 Feb - 5 Mar
Chiefs of Station Seminar (part time) . 22 Feb - 12 Mar
China Familiarization (full time) 1 - 5 Feb
CIA Review (part time) 12 Jan
Clandestine Scientific & Technical Operations (full time). . 10 - 28 May
Clandestine Services Name Check (full time). .. . . .. . . . 18 - 22 Jan
Clandestine Services Records Officer Course (part time). . 11 - 15 Jan
Clandestine Services Review (full time) . . .. . . .. .. .. . 5 - 14 Apr
Clerical Refresher (part time) .. .. .. .. .. .. .. . . .. . 11 Jan - 5 Feb
Communism - Introduction to (full time) .. . . .. .. .. .. . 15 - 26 Mar
Communist PartyOrganization & Operations (part time). . . 29 Mar - 16 Apr
Conference Techniques (part time Monday & Wednesday). . Not scheduled
Counterintelligence Familiarization (full time) . .. . . .. . 11 - 22 Jan
Counterintelligence Operations (full time first five days;
part time remainder). . . . 25 Jan - 12 Feb
Covert Action Operations (Dart timel , , , , , , , , , 25 Jan - 12 Feb
...........1- 12 M a r
,Mar-2Apr
Effective Speaking (part time Monday & Wednesday). . .. . 25 Jan - 8 Mar
Geography of USSR (see USSR)
Information Reporting, Reports, Requirements(full time). . 11 - 29 Jan
Information Reports Familiarization (part time). .. . . .. . 8 - 19 Feb
Instructor Training (full time) On request
Intelligence, Introduction (full time)(JOTS only). .. .. . . . 11 - 15 Jan
Intelligence, Introduction (full time)(All Agency) 25 Jan - 5 Feb
Intelligence Production (full time)(JOTS only) 25 Jan - 19 Mar
Intelligence Research (Map & Photo) Not scheduled
Intelligence Research Techniques (part time) .. , . . . , . 26 Apr - 21 May
Intelligence Review(full time). . 26 Apr - 7 May
Intelligence Techniques (full time)(JOTs only). , 25 Jan - 12 Feb
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Introduction to Clandestine Services (for JOTS only).. .. . 18 - 22 Jan
Introduction to Communism (see Communism)
Management GS 11-14 (full time .. . . .. . . . 10 - 15 Jan
Management: Senior Seminar, for GS- I above
(full time) .. .. .. . . . 16 - 21 May
Maritime Operations (full time) . . . . . .. .. .. .. . . .. . On request
Midcareer Executive Development (full time). . . .. . . .. . 10 Jan - 19 Feb
Operations (full time (JOTs only) . . . . .. .. . . . . . . .. . 15 Mar - 15 Jul
Operations Familiarization (full time) . .. .. .. .. . . . . . 15 Mar - 23 Apr
Operations Support (full time) . .. . . . . .. . . .. . . . . . . . 18 Jan 12 Feb
Paramilitary Operations (Basic)(full time) .. .. . . . . .. . 1 Feb - 28 May
Project USEFUL (full time) .. . . . . . . .. .. .. .. . . .. . 16 - 17 Feb
Supervision (GS 5- 10) (full time) . . . . . .. .. .. .. . . .. . 1 - 5 Feb'
Support Services (for JOTs only). .. .. .. .. . 25 Jan - 19 Mar
Training Assistants Orientation .. 24 Feb
Training Officers Orientation . . . . . .. .. .. .. . . .. .. . 16 17 Feb
USSR Basic Country Survey (full time) . .. .. .. . . . . . 29 Mar - 9 Apr
USSR Geography (part time) .. .. .. .. .. . .. .. Not scheduled
Writing Workshop
Basic (part time Tuesday & Thursday). . . .. , .. . 20 Apr - 13 May
Intermediate (part time Monday & Wednesday).. .. .. . 19 Apr - 12 May
Correspondence . . .. .. .. .. . . .. .. .. .. . . .. . . . . . Begins after
registration
Scheduled
Luganda 7 Jun 65 - 4 Feb 66
Basic (pt-216 hrs) - R - 9 mos
French, Spanish, Italian, Portuguese: (Classes begin the first Monday
of each month)
Basic (ft-800 hrs) - RSW - 20 wks
Inter. (ft-400 hrs) - RSW - 10 wks
Basic (pt- 100 hrs) - RSW - 3 phases - 10 Wks each
Inter. (pt-60 hrs) - RSW - 3 phases - 10 wks each
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On Request
There is no schedule for the following courses. Instruction can be arranged,
however, on request: Albanian, Bulgarian, Czech, Greek, Indonesian, Hun-
garian, Japanese, Lingala, Polish, Romanian, Serbo-Croatian, Swahili,
Turkish, and Vietnamese. Call extension to schedule instruction.
VOLUNTARY LANGUAGE TRAINING PROGRAM
Spring-Summer Semester (part time)(before and after hrs) 22 Mar - 6 Aug 65
OFF-CAMPUS PROGRAM
February - May 1965 Semester -- Registration 29 January and 1 February.
See page 14.
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 Approved For Release 2002/01/29 : CIA-RDP78-0637OA000100010028-5
Directory of Training Officers
25X1A
25X1 A
SENIOR
DDI
2E-52
TRAINING
DDP
3C-29
OFFICERS
DDS&T
3E-30
DDS
7D- 10
TRAINING
DCI
OFFICERS
O/DCI
Z
O/IG
Inspection Staff
Audit Staff
General Counsel
7D-49
2519 Qtrs. I
7D-07
H
mcn
Zt
Cable Sec
1A-53
O/ EPAM
6E-62
DDI
O/DDI
ZE-52
CGS
7F-35
OCR
2E-61
ORR
4F-29
4F- 29
ONE
7E - 47
OCI
6G- 29
6G- 29
2400 Alcott Hall
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25X1 A
STATSPE1
DDS
Administration
Communications
Finance
Logistics
Medical
Personnel
Security
T raining
402 1717 H
506 1717 H
7D-02
GA-08
GA-08
225 So. Bldg.
1311 Qtrs. I
1311 Qtrs. I
1D-4044
5E-56
5E-56
4E-71
4E-71
839 Broyhill
DDS&T
OCS GD-0404
OEL, ORD, & FMSAC 2E-19
OSA 6B-40
OSI 6F-24
6F-24
25X1A
25X1 A
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 G .N F ENTIA L
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IMR"o
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