CONSOLIDATED RESULTS OF CT RETURNEE INTERVIEWS IN 1972

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP84-00780R005600020012-8
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 83
• Document Creation Date: December 14, 2016
• Document Release Date: December 20, 2002
• Sequence Number: 12
• Publication Date: September 29, 1972
• Content Type: MF

V
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SECRET
29 September 1972
MEMORANDUM FOR: Chief, Career Training Program
SUBJECT : Consolidated Results of CT Returnee Inter-
views in 1972
Eiocutive Rngistry
1. So far in 1972 we have interviewed 20 CT's returning from
overseas tours. On behalf of the DDP Junior Officer Board we have
debriefed them on operational questions and matters involving their
general career direction, and on behalf of the Language School and
the School of Intelligence and World Affairs we questioned them on
the relevancy of various segments of their training, when measured
against the duties they were actually called upon to perform overseas.
Below I attempt to summarize our findings so far this year.
2. Annexes hereto include: (A) a listing of the Stations they were
coming from; and (B) and (C) the basic tabulations used to reach the
composite results reported below. Annex B tabulates the questions
put to them on behalf of the Junior Officer Board, and Annex C deals
with the questions from the various OTR schools. The original ques-
tions are shown in Annex D (Junior Officer Board) and Annex E (OTR).
We recently started using a check list of case officer duties drawn up
by the Operations School - see Annex F. This list shows the interviewer
at a glance what to bore in on, and it should prove useful to the readers
of our individual interview reports.
3. As you know, each of these interviews was written up at the time
they took place and circulated to the Junior Officer Board, the OTR
25X1 schools concerned and to
25X1
SECRET
LIfElliii;.:CE SOURCES
AND METHODS INVOLVED
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D ukciAssinetP SECRET
....?
ROUTING AND RECORD SHEET
DD,,, ri._.,;,-1,
SUBJECT: (Optional)
Results of CT Returnee Interviews FILEIT4-0---1--
FROM:
SA/CD/TR
EXTENSION
NO.
DATE 25X1
21 December 1972
TO: (Officer designation, room number, and
building)
DATE
OFFICER'S
INITIALS
.-
COMMENTS (Number each comment to show from whom
to whom. Draw a line across column after each comment.)
RECEIVED
FORWARDED
1. lir. Robert S. Wattles
ADD/S
..
Copies of the Subject 1.
Reporb have been sent to members
of the Board of Visitors, includ -
ing Annex A. Your copy is
attached. The remaining Annexes
can also be forwarded, if d esired $
but because they contain detailed
infarration which the Report
summarizes I thought they Bright
not be wanted at this ti.
B
2.
.
2
5
6
7
8.
9.
10.
11.
12.
13.
14.
15.
FORM
3-62 610 USEDmEc. prme s at ease ?
t -
NS
u UNCLASSIFIED
1---1 USE ONLY
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BRIEFING OUTLINE FOR BOARD OF VISITORS
12 December 1972
1. Changes (4) by ExDir in Memo, "Personnel Management and Development,"
dtd 17 Nov 72
2. Increasing the Use and Effectiveness of Training Officers in the Agency:
a. qualifications & training
b. role in identifying training needs
c. participation in personnel planning & management
3. Development of Career Training Profiles for Individual Components
or Functional Categories of Personnel
a. substantive field (including foreign language)
b. managerial
4. Identification and Validation of Training--Need for Mechanism to Provide
Coordinated, Authoritative Guidance to OTR
25X1
a. Paramilitary Training-.
b. Information Science--current heavy demand places burden
on OTR for deciding the student mix among intra- and inter-Agency
nominees
d. Scientific Ey,- Technical Collection--importance within the
CS and relationships between the CS and DDS&T
5. Necessity for Reliable Training Requirements
a. planning courses in advance
25X1
b. assured availability of the right students--the Annual
Personnel Plan (APP) 25X1
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74, p
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" 6. Validation of OTR Training--Need for Post-Training Feedback
a. student critiques
b. debriefing of selected returnees
7. Management Training
?a. existing offerings (Grid, FSM, ISC, special programs,
? inserts in other courses)
b. projected offering for senior officers (GS-16/18)
c. the branch chief level?
..,7I777,7!-71\11
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Meeting scheduled. .
Subject: Board of Visitors
Tuesday
12 Dec 72
2:00 p.m.
7y-542.0,
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OFFICE OF TRAINING
Summary Data for the Board of Visitors
12 December 1972
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Curriculum Council
Dire-_?cthr of Training
Executive Assistant
Deputy, Director of Training
1 Special Assistant,
Curriculum Development
25X1
Career Training Program Staff
Information Science Training Staff
Language School
ton????.,
School of Intelligence
and World Affairs
Approved For Release 20
Senior Seminar
1 Instructional Support Staff
ISupport School
id4f2e:Vtli9REIT84-00780R005600020012-8
?
Operations School
25X1
Approved F
Functions
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Lui RAINING
School of Intelligence and World Affairs
The staff of the School of Intelligence and World Affairs develops
and conducts courses for Agency employees on the organization and
functions of the CIA, on the Intelligence Community, world affairs,
and on international communism. The subject-matter is also covered
in special briefings for non-Agency personnel, including senior US
and foreign officials, officers from the Armed Services, and individuals
from the business and academic communities. The briefings are gen-
erally given at Headquarters; most are on an individual basis.
The staff also conducts courses in the techniques of intelligence
research, production, and dissemination. Except for the Advanced
Intelligence Seminar, the Midcareer course, and Orientation for Over-
seas, all courses are held in the Chamber of Commerce Building.
Location
Chamber of Commerce Building
Staff
Chief -
Deputy Chief -
. Chief, Intelligence acuity -\
Chief, World Affairs Faculty \
Briefing Officer
(All are Training Careerists)
Courses
FY 72
Number of Courses:
Runnings
Attendance
Student Days
18
56
25X9
Note: In parens: (1) length; (2) number conducted in a fiscal year
Advanced Intelligence Seminar (3 weeks; 3 or 4)
China Familiarization (1 week; 4)
Geography -- China (9 days; 2)
Intelligence Briefing (32 hrs; 4)
Intelligence Production (4 weeks; 2)
Intelligence Research Techniques (40 hrs; given upon request)
Intelligence Writing Techniques (CTs) (1 week; 3)
Intelligence Writing Workshop (24 hrs; 5 or 6)
Intelligence and World Affairs (4 weeks; 8)
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Approved F
Courses (Cont.)
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lease /06304/28 -.:.,CIA-RDP844t44-09,1:15k99?219.11?IfkIING
School of Intelligence and World Afiairs
Latin. America: Seminar (8 hrs. ; 2)
Map Reading and Imagery Analysis (8 days; 2
Midcareer Course (6 weeks; 4)
Orientation for Overseas (3 days; 9)
Special Orientation for Agency Representatives Attending Senior Offier
Schools (3 days; 1)
USSR Survey (2 weeks; 2)
Briefings (164)
136 - to individual officials of US and foreign governments, to community
groups, and also academic groups on CIA and the National Security
Structure.
28 - special programs (at CIA) (Brookings, FSI's Senior Seminar in
Foreign Policy, JCS-DIA program).
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25X1
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Wanguage School
Functions
The staff of the Language School develops and conducts courses in
foreign languages - including English as. a foreign language - for Agency
employees assigned at Headquarters. As required, courses are conducted
for dependents. The staff also develops and conducts proficiency tests,
the results of which are recorded in the Agency's Language Qualifications
Register, administers the Before-and-After-Hours Language Program
(BAHLT), and supports CIA's Language Development Committee.
Location
Chamber of Commerce Building
Staff
Courses
FY 72
Number of Languages:
Classes
Attendance
Student Days
*This figure includes
BAHLT program.
23**
- 212
student days in the
25X9
25X9
Also, 53 dependents studied foreign languages at the School during
this period.
OTR's facility on the premises of the
53 "total immersion" programs were conducted,
with participation (both students and faculty) totaling 325.
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1_,anguage SchoQ1
Testing
X9 proficiency tests were conducted and evaluated; results of the
tests were recorded in the Agency's Language Qualifications Register.
25X
** Languages
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perations Schc3o1
-Functions
The staff of the Operations School develops and conducts courses
in the theory, practice, and management of clandestine operations.
The subject-matter is provided at the basic and advanced levels to
Agency employees through formal classes and tutorial programs.
Except for the Chiefs of Station Seminar, all classes are full-time.
The same subject-matter is provided for staff personnel under
non-official cover, for contract personnel, and for foreign nationals;
all such training is conducted covertly at safesites in the United States
and overseas.
The School also maintains a library of training material on trade-
craft and techniques of clandestine operations to support instructional
programs.
Locations
Chamber of Commerce Building
Headquarters Building
Rosslyn
Staff
25X1
Cour ses
(Almost exclusively for the Clandestine Service)
FY 72
Number of Courses:
Runnings
Attendance
Student Days
18
147
25X9
Note: In parens: -(1) length; (2) number conducted in a fiscal year
Chiefs of Station Seminar (2, weeks; mornings only; 3 or 4)
China Operations (7 days; 4)
Clandestine Scientific and Technical Operations (2 weeks; 2)
Clandestine Service Records I (2. days; 6 or 7)
Clandestine Service Records II ( 1 week; 6 or 7)
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Support School
Functions
.The staff of the Support School develops and conducts courses in
management and supervision, in typing, shorthand, and in administra-
tive procedures as they apply at Headquarters and in the field. The
staff also manages courses in writing, briefing, and reading, all of
which are conducted by outside contractors.
The courses are for Agency employees only and are conducted in
the Chamber of Commerce building, at the
and at the
Locations
Chamber of Commerce Building
Ames Building (Clerical training)
Staff
(All are Training Careerists)
Cour se s
FY 72
Number of Courses:
Runnings
Attendance
Student Days
16
108
Note: In parens: (1) length; (2) number conducted in a fiscal year
Administrative Procedures (1 week; 6)
Clerical Induction (1 week; 50) (for EODs)
Clerical Orientation (4 days; 50)
Clerical Refresher (25 hrs; 10)
Effective Briefing (Contract) (27 hrs; 3
Effective Writing (24 hrs; 6)
Field Administration (3 weeks; 7)
Fundamentals of Supervision gz Management (1 week; 8)
Fundamentals of Budgeting (1 week; 12)
Managerial Grid (1 week; 8)
Microfilm Information Systems (Contract) (3 days; 3)
Office Management (4 days; 5)
Performance Appraisal Workshop (1 day; 5)
Planning and Control of Work Workshop (11./2 days; 5)
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Courses (Cont.)
gPlr"1?P"W77.
90 3,0 4#Z9
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Support School
- Project Officer in the Contract Cycle (Contract) (1 week; 4)
Reading Improvement (Contract) (20 hrs. 8)
Records Management (Includes File Procedures, Forms Management,
and Records Disposal) (1 day each; 6.)
Support Services Review.: Trends & Highlights (1 week; 6)
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Senior Seminar
Chief -
OF11;'IC:E OF TRAINING
ADP84-00710005EA;,)ppp9.1-(811)
,??
(Support Careerist)
?
The CIA Senior Seminar offers general training for senior officers
on intelligence and related subjects. The organization and content cyf
the Seminar are on a level With the Senior Seminar in Foreign Policy,
the senior military schools, and the Federal Executive Institute.
The Seminar's objectives are to update the officers' knowledge of
foreign developments and their impact on CIA; to enlarge their under-
standing of the Agency, its relationships with other parts of government,
and the problems and pressures facing Agency's management; and to
expose the participants '? to change in American society.
A wide spectrum of topics is covered, including management train-
ing, major world trends and problems, the missions and activities of
the Agency and the Intelligence Community, CIA's relationships with
non-intelligence agencies and other parts of government, domestic
problems and trends which impact on CIA; and the future-outlook for
U. S. intelligence.
The Seminar draws on experts from academic life and private
research organizations, officials from other branches and agencies of
the government, and knowledgeable officers from .throughout the Agency.
Specific topics are treated in formal presentations followed by seminar
discussions with guest speakers and panelists. Films, case studies,
and discussions of papers are interspersed.
The Seminar is designed for officers who are at least grade GS-15,
preferably GS-16 and above, who hold significant line and staff posi-
tions or who are likely to attain such positions. Nominations are made
by the Agency's Training Selection Board.
Two Seminars were held in FY 72; one in FY 73 (to begin in January);
two in each fiscal'year thereafter. Approximately 15 officers are to be
enrolled in each Seminar.
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OFFICE OF TRAINING
Information Science Staff
II May 1972, the Agency assumed from the Defense Intelligence
School responsibility for conducting the FY 1973 Information Science
Training Program for the U. S. Intelligence Community. ?As a conse-
quence, OTR has established the Information Science Staff, headed by
With personnel provided by CIA and NSA, and in
tacilities located at the Anacostia Naval Station Annex, this staff has
modified previous training programs in this field, primarily by offering
shorter, more intensive courses, and has promoted an expanded enroll-
ment of this Agency's officers in these courses.
The present program, an interim one pending determination of
long-range training, budget, personnel, and facility requirements, icon-
sists of three independent courses open to the Intelligence Community
as a whole and of separate blocs of training incorporated into courses
(Intelligence Production, Midcareer, and Senior Seminar) conducted
exclusively for Agency personnel. The independent courses, with an
annual enrollment of approximately 160, about half of which is reserved
for the Agency,, are:
Application of Information Science to Intelligence (4 weeks; 2)
Management Science for Intelligence (1 week; 2)
Survey of Intelligence Information Systems (3 weeks; 2)
* Ii parens: (1) length; (2) number conducted in a fiscal year
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Executive Assistant Staff
hISiflictional Support Staff.
11:N ccutive Assistant Staff
Executive Assistant
-- (Support Careerist)
25X1
The Executive Assistant (EA) determines actions to be taken on the
incoming and outgoing correspondence of the Director and the Deputy
,Director of the Office of Training. Pie is the point of contact. for internal'
and external inquiries concerning OTB 's policies, administrative pro-
cedures, the status of pending actions of the DTR and the DDT B. The
staff of the EA prepares reports and. special studies on training, and on
the management of OTR.. Budget, personnel, security, and logistics
are the responsibility of the Executive ASsistant.
Instructional Support Staff
25X1 Chief -
(Training Careerist)
The staff publishes information on training conducted by the Office
of Training, by other components of the Agency, and on training con--
ducted at approved non-Agency facilities. It also organizes classes
for OTR 's instructors, provides instruction in teaching techniques,
produces training films and other films as requested, provides graphics
and audio services to instructors, maintains the OTR Library, and pro-
vides-the Secretariat for the Trainitn2; Selection Board (TSB).
The staff also processes applications of Agency employees approved
for training at non-Agency facilities, including enrollment of employees
at the facilities, and provides administrative .briefings to employees
selected to attend certain external programs.-
OTR's Guest Speaker Coordinator is assigned to the staff.
f
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OFFICE OF TRAINING
Career Training Program
Career Training Program
.25X1 Chief
(Training Careerist)
The Career Training Program is one of the Agency's means of
selecting and developing highly qualified young men and women inter-
ested in a career in CIA. The Program was started in 1951 by Matthew
Baird, Director of Training; at the request of the Director, General
Walter Bedell Smith. It was known then as the Junior Officer Training
Program. The name-change to Career Training Program occurred in
? 1965.
Until 1958 training was programmed according to the requirements
of each CT. In July 1958 what is known as the integrated program was
introduced - a program. that required all CTs to take the same basic
training, and thereafter to take those courses directly related to their
assignments. Normally there are two classes a- year; January and July,
though at the time of peak enrollments, two additional. classes (for March
and October) were organized.
With the Class of July 1971 the initial segment of basic training
was reduced to four weeks and now consists of one course, Intelligence
and World .Affairs. At the conclusion of this course, CTs begin two
interim assignments of three months each. . (The "interim" assignment
phase of the Program was approved 18 February 1970.) CTs assigned
on interim assignments to the Clandestine Service attend the one-week
CS Desk Orientation; CTs assigned to other Directorates attend the
one-week Intelligence Writing Techniques Course. After interin'i assi n-
ments CTs then attend either the Basic Operations or the Intelligence
Production Course, again depending on the component to which they will
be assigned.
Career Trainees remain on 0'.11.:.'s rolls until com.pletion of training
(including that tal.en .t Item the interim assigmenis). Retention On the rid I
averages 12, to 15 months.
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)
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OFIWE OF TRAINING
External Training
External Training
The Director of Training administers the Agency's external train-
ing program. This responsibility includes processing applications and
enrolling the applicants in courses conducted at non-Agency facilities.
In a single year OTR handles about I 'applications for training at
approximately 275 facilities. Same statistics, based on an attendance
25X9 of in FY 72 illustrate the scope of the training.
X1
Category
Full Time Training
(A semester or more, including
Senior Officer Schools and management/
executive development courses)
Information Sciences
(ADP/EDP courses at various facilities)
Languages
(Full and part-time study at government
and non-government facilities)
Part-Time Academic Training
(At universities and colleges)
Short Courses
(In various disciplines at government
and non-government facilities)
Correspondence Courses
(Technical courses given, for example,
by the Army and taken by employees in
NPIC, Office of Communications, and
the Office of Logistics)
Students
25X9
25X9
The Agency spent' bn external training in FY 72. OTR's
portion of this budget was $367,000 to fund programs under the purview
of the Training Selection Board, the Foreign Affairs Executive Seminar,
Area Studies at the Foreign Service Institute, the Department of Defense
weapons courses (e. g. short courses at Vandenberg and Kirkland Air
Force Bases), and for external programs which Training careerists
attend. Beginning in FY 74, component users will budget for area studies
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2..xternal Training
and weapons courses, leaving OTR to fund Training Selection Board
programs, the FAES, and the external training of its own careerists.
In compliance with Title 5, U.S. C. 4108, the Office of Training
requires Continued-Service-Agreements for those employees entering
training as full-time academic students for a semester or more, and
for other non-government training when the cost, including fees, travel,
and per diem, is over $1,000. The agreement requires employees to
remain with the Agency three times .the length of the training, but not
less than a year. Failure to fulfill the commitment to the Agency, and
unless waived by the Deputy Director for Support, requires the employee
to reimburse the Agency for the cost of his training.
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Training Selection BOard
The Training Selection Board was established in January 1964
to ensure that suitably qualified employees are nominated to represent..
CIA at external programs.
The Board's charter appears in "Training at Non-CIA
Facilities", (revised, and soon to be published). Specifically, the
members: (1) Recommend nominees to the Executive Director-
Comptroller for approval of their attendance at senior officer schools
and certain executive leadership programs that he has identified, and
(2) Approve nominees to attend non-Agency programs in senior man-
agement, including university programs, conferences, and seminars.
The Board meets as required; generally in time to meet the nomina-
tion deadlines set by a particular school.
25X1
The Director of Training, Hugh T. Cunningham, is Chairman of
the Board and represents the Executive Director-Comptroller. The
other ex officio member is Harry Fisher, Director of Personnel, who
also represents the Support Directorate. The DD/I is represented by
Paul Walsh, the DD/S&T by and the DD/P by Thomas 25X1
The Executive Secretary to the Board is an OTR careerist.
Programs (with FY quotas in parens) under jurisdiction are:
FY73 Advanced Management Program - Harvard (1 for each of 2 sessions)
? Air War College - Maxwell Air Force Base (1)
Armed Forces Staff College (4 for February session; 1 for August)
Army War College - Carlisle Barracks (1)
Brookings Educational Programs for Federal Eecutives (varies)
Conferences for Management and Program Executives
Conferences for Science Executives
Conferences on Business Operations
Federal Executive Fellowships
Joint Conferences for Specialists from Business and Government
CIA Senior Seminar (15 for each of 2 sessions)
Executive Development Program - 'Cornell (none)
Education for Public Management - Civil Service Commission
(varies; up to 4)
* Executive Management Program - Pennsylvania State (none)
Executive Program in Business Administration - Columbia (none)
Executive Seminar Center Program - Civil Service Commission
at Kings Point, Berkeley, and at Oak Ridge (Total for three locations
is 20)
Federal Executive Institute - Civil Service Commission (2 for each of
4 sessions)
Fellowship in Congressional Operations - Civil Service Commission
(none, the Agency may nominate 3 candidates)
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X1
*
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Training Selection Board
Foreign Service Economic Studies - FSI, Department of State (none)
Industrial College of the Armed Forces - Ft. McNair (1)
Institute for Public Executives - University of Wisconsin (none)
Management Program for Executives - University of Pittsburgh(none)
National Senior Intelligence Course - Defense Intelligence School
(1 for each of 2 sessions)
National War College - Ft: McNair (4)
Naval War College - School of Naval Warfare (2)
Program. for Senior Executives - Massachusetts Institute of Technology
(none)
Program for Management Development - Harvard (2 for each of 2
Sessions)
Royal College of Defence Studies - London (1)
Senior Seminar in Foreign Policy - FSI, Department of State (2)
Executive Program - Stanford (none)
*Not included in OTR's budget
TSB Members
DDI - Paul V. Walsh
DDP-
? DDS - Harry B. Fisher
DDS&T -
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OFF OF TRAINING
General
Agency Training Record
The Record shows training (OTR, component, and external) taken
by Agency employees. It contains data as far back as 1946. Converting
manual records to a computer-application began in 1957. OTR has the
responsibility for all input to the' file.
Training data are printed in various formats and are made available
regularly to the Agency's Training Officers. Five formats, different
from those for the Training Officers, are on microfilm, the film being
for the use of OTR and the Qualifications Analysis Branch in the Office
of Personnel. Except for one format on microfilm, the information in
the Record covers the most recent seven years.
(Although the Office of Training does not manage the Language Quali-
fications Register, it authenticates results of proficiency tests which
appear in the Register.)
Guest Speaker Coordinator
OTR relies heavily on officers in other components of the Agency to
bring their expertise to the classroom, mainly in lectures, leading semi-
nars, or in serving on panels. The practice has been in existence since
the beginnings of OTR when it was extremely difficult, because of OTR's
grade structure, to recruit "old hands" as instructors. In recent years
OTR has also turned outside the Agency and has brought in a number of
professionals from the academic and business worlds to address student
groups. OTR now has a Guest Speaker Coordinator, whose responsibility
it is to insure that the use of Agency officials is reasonable, and that pro-
cedures established for the use of non-Agency guests are administered
effectively.
Multimedia Facilities
OTR uses a variety of visual media to supplement its basic instructional
techniques. Although the Chamber of Commerce building is not designed
as a training facility, certain modifications have been made to accommodate
to use of such media. Sound-proofed, centralized projection booths on the
four top floors of the building provide simultaneous projection of films into
two classrooms, and with sound tracks, and requi-re the services of only
one operator.
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General
Multimedia Facilities (Cont. )
effective tool in teaching students in our briefing classes. Use of our
television capability is expected to expand as instructors become more
aware of its instructional possibilities.
At present, OTR is examining the feasibility of using still more
advanced techniques and equipment (e. g., rear-screen projection,
color television, and video cassettes which permit all films, slides, and
TV tape to be projected by coaxial cable from one location). Also under
cohsideration is the purchase of portable television equipment which
would allow speakers and activities to be taped on location, later for
showing in various courses and at different locations. Despite these
advanced systems, however, the Vu-graph remains an important element
in the visual media field; OTR maintains a staff and a fully-equipped
unit to handle requirements for its use.
Film Production
OTR has been producing films for use in its instructional programs
since 1953. It has its own film-production unit and uses contract writers
directors, and cameramen as requirements dictate. Actors are Agency
employees.
The Printing Services Division of the Office of Logistics processes
the film.
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Relationshillirwith Other Agencies
and Departments of Government
Briefing Program
The Office of Training conducts briefings (and has been doing so
since 1951) on the mission and functions of CIA, the Intelligence Com-
munity, the Agency's relationtionships with the Community, and on
various aspects of international communism. The briefings vary from
a two-hour presentation to a two-day series of presentations. They are
given for a single individual or for groups of individuals; on CIA prem-
ises or on those of the requesting agency or department.
In the recent two years the briefing activity has involved an
increased number of visits of groups to Headquarters for a "Day at CIA."
Theses visits are managed by OTR and the coverage goes beyond the
"mission," bringing in more of the work of the Directorates. In 1972,
for example the "Day at CIA' was held for members of State's Senior
Seminar in Foreign Policy, for its officers in the Administrative
Operations and Management course, and for a third group of officers
in the course on Intelligence and Foreign Policy. There were "days"
for the Foreign Affairs Executive Seminar, NSA's Senior Cryptologic
classes, and for officers attending courses conducted at the Drfense
Intelligence School.
Of special note is a two-day, JCS-DIA Orientation OTR conducts for
officers from the Joint Chiefs of Staff and the Defense Intelligence Agency.
Briefings given on the requesters' premises include, for example,
those at the Defense Intelligence School, the Air War College, Fort Bragg,
and Quantico; special programs have been - and are still being conducted
for officers from Customs and the Bureau of Narcotics and Dangerous
Drugs.
? The Defense Intelligence School conducts a one-day, "Project
HELPFUL, "for officers of the JCS and CIA. The program is given
twice annually (May and November) and covers the _mission and functions
of the DIA. CIA has a quota of 35; grade-level is GS-13 and above.
Special Operations Training
During the past three years OTR has been conducting special operations
training for groups; from Secret Service, Atomic Energy Commission, the
U. S. Army Special Forces at Ft. Bragg, Treasury, and the Department of
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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 Trainiag
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-
cer'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
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 Training: courses offered by the Office of Training
which relate to skills ordinarily required by personnel assigned functions
ADMIITISTRATIV.2--INTEMIAL UELE ONLY
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ADMINISTRATIVE-1=1111AL USE Oita
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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ADMINISTRATIVE?E71.-LT.:-;AL USE OM.
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. Mana ement Trainin
?
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, "
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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1111. ADMINISTRATIVE?PITERNAL USE OM
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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'AI 04,1
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)
(e) Memo to DEVS from DTR, Subj: Training Phase
of the PNIMP, dtd 19 Sep 72 (DTR 7923)
(d) Memo to ExDir-Cornot from DTR, Subj: Training
and Career Development, dtd 17 Apr 72 (DTR 7403)
7
1. The analyses and reconarnendatione 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'e
own proposals made in References (e) and (d).
C,,,LITr.?7.11;24.1
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4
Comments on specific MAC; recommendations follow:
IL 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 trainin 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 roeraxLO.L.,, (with
the latter required to attend). Agree. Our present one-day briefing for
TVs, given annually for all and on an ad hoc basis for new TO' s ? is not
adequate.
E. EpszylaL )
between component supervisors /TO' s and OTR representatives. An
. -
.interesting recommendation which deserves greater thought, e specially 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.
i
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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. Su ervisors, in coniunction 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.
IV. OTR's Role
A. Develop TO training course outline. Agree.
B. Expand present caLasity_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 25X1
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 ca.n2.22=hiefs 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..22y2s_givin OTR the right to selen
off on Agency training expenditures (meaning external training primarily).
The Board of Visitors, in consultation with the Director of Training, is
expected 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 0TR's control_ of the Information
Science Center to educate appropriate elements of the Agency in .the diverse
a.oplications of information science and computer technoloy. 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 25X1
resources.
Distribution:
Orig. & 1 - Adse.
1 - DD/S
- DTR
cn,r..1.%,-.1?-'..7!-TIA I
1.1.1
HUGH T. CUNNINGHAM
Director of Training.
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1 7NOV I972
? MEMORANDUM FOR: Executive Director-Comptroller
THROUGH : Deputy Director for Support
SUBJECT : Personnel Management and Development
REFERENCE Memo to DD/S and DTR from ExDir-Cornpt
dtd 6 Oct 72, same subject
1. The two basic papers which we submitted earlier for use in eon-
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.
Atts
etfIR'"i-r"r,r?-?qnn
it
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HUGH T. CUNNINGHAM
Director of Training ".
25X1
25X1
fr
I witc.
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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 Development
Program (PDP).
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 addition, 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; international
and domestic matters 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
assignment, they include courses in supervisory, managerial, communica-
tion, information science, clerical, and other skills transcending the needs
of one Directorate or component.
WW
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3. ? Special Skills Training: 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 intelli-
gence.
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 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 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 a career goal of speaking and reading
at least one "world" language at the intermediate level or better, and
speaking and reading (with some exceptions) at least one "restricted"
:language at the intermediate level or better. The world languages include
French, Spanish, Portuguese, Italian, and German. Russian, while tech-
nically not a world language because of its greater difficulty, should be
regarded as belonging in this group because of its widespread importance
in the Agency's activities.
The amount of study time required to reach this goal depends, of
course, on a number of factors including an individual's aptitude, language
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
2
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be retained following completion of the assignment in which it was re-
quired. 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
0TR'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 revised
whenever 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 systematically and precisely to both personal and organi-
zational development.
Appendices: A - Profile of Courses
B - The Core Program of Courses
? croir:77,-ITru
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Profile of Courses
III. Senior Career
Senior
Seminar
II. Midcareer
Advanced
Intelligence
Seminar
Midcareer Cour se
Fundamentals of Supervision
and Management
I. Early Career
The Managerial Grid
t ?
Intelligence and World Affairs Course
(E0D)
TRAINING FOR PROFESSIONAL DEVELOPMENT
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APPENDIX B
The Core Program of Courses
I. 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, academie 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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ORGANIZATIONAL SUPPORT OF TRAINING
The projected implementation of the Personnel Develoliment 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: This is especially true with regard to
management training. Consequently, this paper discusses several sig-
nificant 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
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, " 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 poten-
tial executives begin to emerge. Such a course might be a crucial con-
tribution to the organizational development Mr. Colby desires, but the
need for it remains to be firmly established.
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SPItIliISTRATIVE ? iITTrililAt 1J8t
Recommendation: That the Board of Visitors examine the
question whether rebponsibilities for managing a branch
can be more effectively and quickly learned through .a train-
ing course or through reliance on precedent and on-the-job
experience.
B. Training Sanctions and Executive Develo merit
We reacted negatively to suggestions earlier that officers failing
to meet stipulated training requirements be denied promotione 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 managerial sanctions 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 principles of leadership and
their general application.
Recommendation: That "first line" supervisors, i. e., officers
in the GS-7i10 range, take the Managerial Grid (Phase I) and
the Fundamentals of Supervision said Management preferably
prior to and in no case later than ?ix months after, assuming
supervisory responsibilities. If, in fact, a course subsequently
is offered in the management of a branch, a comparable sanction
should apply.)
C. The Training Officer and the pDP
If training i5 to make significant contributionr. to personnel man-
agement and development, there needs to be increased realisation 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 Acencywide basis, but the more
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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 within their jurisdiction. Component
training officers must be involved more fully in this effort. Unfortu-
nately, 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.
Mr. Colby has requested that core courses be scheduled one year
in advance. Consequently, 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
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tr.
TRATiVE
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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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...w/
Registry I
Executive
11 October 1972
MEMORANDUM FOR: Executive Director/Comptroller
SUBJECT
Improving the Role of Training
in Personnel Management
I. MAG believes that training is a key tool in preparing
Agency personnel both for their immediate responsibilities and
for their long-term career goals. At the present time, we
think that management is not effectively utilizing that tool.
Without a basic and continuing commitment to training on the
part of management, the Agency's training programs will inevit-
ably fall short of their objectives. We question whether there
is such a commitment amongst management within the Agency today.
Our concern stems from a belief that the Agency is specifically
remiss in the following:
A. fully utilizing programs available through
Agency and other U.S. Government facilities
B. encouraging a continuing dialogue between
components and the Office of Training to facilitate
the development of new courses or the refinement of
current programs
C. developing plans and allocating resources for
training as an integral part of personnel management
and career development
D. exploring new training requirements in opera-
tional, analytical and managerial areas evolving from
changing Aijency missions and the impact of "the
computer and systems revolution." The latter has
created urgent needs for broader understanding of the
applications of systems analysis and evaluation,
program review, opportunities for multidiscipline
team applications, and so forth.
MAG therefore recommends fundamental changes in the
concept of "training officer," management's role at all levels,
and the role of the Office of Training (OTR).
ADMINISTRATIVE
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II. The Role of the Training Officer
The training officer (TO), who must be aware both of
operational needs and training programs available, is the con-
tinuirig link between the various components and OTR. Frequently,
however, a component personnel or support officer has "training"
added to his other responsibilities and thus has little time to
devote to the immediate and developmental needs of component
personnel. A survey of component training officers in 1968 pro-
duced the following profile (based on a questionnaire sent to 47
TOs, with 44 responding):
The average TO is a male GS-13 with over ten years
Agency service, and is in his forties. He spends 25% or less
of his time in training duties. Grades ranged from GS-08 to
GS-15 (currently there is one GS-07 TO). Time on board extended
from only eight months to over twenty years. The duration of
their TO "training" is an annual one-day briefing given by OTR.
RECOMMENDATIONS:
A. The directorate (senior) training officer should
be an OTR careerist -- a practice followed in the past.
He should be slotted in an administrative staff position
and directly involved in personnel management and career
development planning. He should meet regularly with all
training officers in his directorate. He should take the
TO training course outlined in D.
B. Component TOs should also be slotted at the ad-
ministrative staff level, including those who have the
TO designation as a collateral responsibility. From
that vantage point, the TOs could survey the immediate
and developmental needs of the component generally and
could effectively contribute to plans for relating
training to personnel management and developmental
planning procedures. In recognition of the fact that
most non-routine training requests arise at the employee
and first-line supervisory levels, the TOs should be in
a position to know both the advantages to be gained and
the exigencies of policy and funding governing subse-
quent action.
C. TOs should be encouraged actively to fulfill
their training role, even when this is a collateral one.
Similarly, management should ensure that they have suf-
ficient time to so act. In some cases, an OTR careerist
should be assigned to component TO slots. All TOs --
senior and component -- should be required to take the
training program outlined below.
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D. The t/lIgining program, to be deveWped by OTR,
should include orientation to:
1. OTR organization and courses
2. courses available in other U.S. Government
facilities
3. OTR resources for providing factual and
evaluative data on non-Agency courses
4. OTR resources for lecture and course
development and review, instructor training, OTR
support for component training, and so forth
5. principles of course development and
evaluation
6. development of component training policies
E. Regular meetings -- at least quarterly -- should
be held by supervisors and component TOs in each directorate
with appropriate OTR personnel.
III. Management Role
Management has been inconsistent and ambivalent in its
attitude towards training as an integral part of developing ef-
fective officers. A case in point is the Intelligence and World
Affairs course, required for all new professionals within their
first eighteen months in the Agency. Despite this statutory
requirement, only about 50% of Agency professionals are ever
enrolled, and many take the course after several years on board.
Budgetary restrictions have prevented professionals from re-
ceiving needed and valuable external training -- restrictions
that more effective planning may have averted. Imaginative
training policies have been developed by CRS and OL and should
be explored in terms of broader applicability.
RECOMMENDATIONS:
A. Mandatory component training policies should be
established. These policies should include: realistic
assessments of the kinds of training recommended and
courses available for all personnel as they progress
upward; consideration of rotational assignments and
academic sabbaticals; TDY familiarization trips where
applicable; budgetary considerations. The policies
should be coordinated with the senior TO and OTR. They
must be flexible, and should be reviewed annually by the
component supervisors and TOs. The results of this re-
view, particularly recommendations for further action,
-3--
ADMINISTRATIVE
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should be follgrarded to the appropriate u t y Director
and the DTR.
B. Implementation of the recommendations on selection,
utilization, and training of TOs.
C. Supervisors, in conjunction with component TOs,
Should be specifically charged with disseminating informa-
tion on training opportunities on a regular basis.
IV. OTR's Role
The ability of OTR to respond to Agency needs depends
upon effective communications between that office and users.
This brings us full-circle -- back to the training officer.
The newly-instituted Board of Visitors hopefully will serve as
a bridge, critically assessing component needs and OTR's capa-
bilities. But the Board cannot replace the working-level con-
tacts between components and the appropriate elements of OTR
for developing critical inputs into improving the role of
training in personnel management and, indeed, overall Agency
effectiveness.
RECOMMENDATIONS:
A. develop the TO training course outline
B. expand the present capacity for course and
curriculum development and evaluation. OTR can play
a greater role in improving component training, in-
cluding support for the development of courses in col-
laboration with outside contractors.
C. expand the dialogue with component chiefs and
TOs to keep abreast of changing Agency training needs.
Component training policies should surface new needs,
and OTR must be flexible and innovative in responding.
One recent positive example was OTR's role in designing
the one-day seminar on "New Directions in CIA's Support
of U.S. International Economic Policy."
D. use of regulatory Dower and responsibility con-
STAT tamed in which give OTR
the right to sign off on Agency training expenditures.
Resort to these powers should encourage components to under-
take careful study of training as it relates to immediate
and long-range needs for personnel management and career
development. The DTR's position as Chairman of the Training
Selection Board, responsible directly to the Executive
Director/Comptroller, enables him to encourage utilization
of senior-level external training opportunities as part of
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anABVnalforirseppeOi )3anilRerN49:ClpP84-Mr5 0FeW O Pa r y
and convenient means of disposing of unwanted senior
officers.
E. maximum exploitation of OTR's control of the
Information Sciences Center to educate appropriate ele-
ments of the Agency in the diverse applications of infor-
mation science and computer technology.
MANAGEMENT ADVISORY GROUP
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Wiiiriiitill111411. ? . 1..-"I`?-"':*A'
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DD/S ?
?
6 October 1972
MEMORANDUM FOR: Deputy Director for Support
/Director of Training-/
SUBJECT Personnel Management and Development
REFERENCE Memo to DD/S from DTR dtd 19 Sep 72, Subj:
Training Phase of the PMMP
1. I fully share your happiness with referent memorandum on
the "Use of Training in Personnel Management and Development" and
the "Organizational Support of Training." I concur fully that, what-
ever the fine ideas in the first, the exercise will be fairly fruitless
unless we actually arrange that something is done to carry them out.
Frankly, I put my greatest hopes for the latter in the ''annual per-
eonnel plan that the Director of Personnel is now generating. With
that plan, I would hope to engage the main command line in decisions
about personnel plans and particularly include the training as part of
these decisions. In that way, they will be the subject of conscious
decision-making by the leadership on a periodic basis, and we will
have a common system of reviewing what is actually being done.
Z. The above said, may I offer a few particular comments:
a. Page 1. I believe you mean Personnel Development
Program, rather than PMMP.
b. Page 1. You request the 'career service" to develop
the career training profile or model for the functional special-
ists. I confess some unease at the use of the term or concept
"career service, '' as I believe that in many cases it jumps the
command line and operates laterally from the Office of Per-
sonnel into the working level. I would much rather see the
responsibility for these profiles placed upon the Deputy Directors,
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who in turn could go to the appropriate subdivisions in their
own organization (in many cases synonymous with the current
"career service"). This would more clearly involve the com-
mand line in this effort and increase their feeling of responsi-
bility through participation.
c. Page 2 -- Foreign Language Training. You suggest a
career goal of speaking or reading at least two foreign languages
at the intermediate level or better. I would think it quite appro-
priate to try to use this vehicle to set a somewhat more refined
goal, more or less as follows:
Speaking and reading at least one world language at the
intermediate level or better, and speaking and reading
(with some exceptions) at least one 'restricted" language
at the intermediate lvel or better at some point during the
career (not necessarily sustaining it after the assignment
which required it). As your Language Development report
Indicated, we are not too badly fixed on the world languages,
but we are not at all in a satisfactory state with respect to
the restricted languages. If we are setting career goals,
let us see if we can establish one of learning (and possibly
later forgetting) at least one restricted language during a
career and one of maintaining fluency in at least one world
language.
d. The section on foreign language training does not refer
to the Language Control Register, nor to the testing program.
To stress both these tools, / think this general description should
make reference to them.
e. With respect to the Midcareer Course, described in
Appendix B, do we not really mean to suggest that officers who
have not previously taken the supervision course should do so
as the first week, rather than the Managerial Grid? For the
midcareer officer, I would think the former might really be
more to the point than the latter.
ERTIAL
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f. In paragraph A of the "Organizational Support of Train-
ing" memorandum, 1 presume-you will change the specifics of
the "management training' you refer to there. These cited are
not "management training, '' however valuable some of them may
be.
g. I accept your point of the need for some pure manage-
ment courses. I particularly welcome your suggestion for a
"branch chief" course and suggest that the best way to get a
real reaction to this is to come up with some specifics as to what
it might involve, following which we can circulate it to the Depu-
ties. I would think in great part it might be drawn from the
"Supervision and Management Course" in your Core Program.
Ii. Paragraph B -- The point about the need for identifica-
tion and selection of potential executives I think should be pretty
well in hand if we can implement the Personnel Development
Program now being circulated to the Deputies.
I. Paragraph C -- Your comments about sanctions are
certainly valid. At the same time, I think we need something
more than exhortation to managers. I would hope this will
develop from the PDP and the APP, even as post-mortem in-
formation. Nonetheless, the possible publication of a rule that
any first-line supervisor must take a management course does
have certain logic.
J. Paragraph D -- The training model or profile for each
career makes a great deal of sense and would quite appropriately
be generated by OTR training officers with the appropriate Board
of Visitors member as a point of support. With respect to gen-
erally upgrading attention to training as an instrument of person-
nel development, again I would hope the APP will generate some
command level decision at the Office/Division and Directorate
level on this subject. (You will note I prefer this again to the
"career service, " although the latter can certainly contribute
to the command decision involved.)
CONFaiiTiAL
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k. Paragraph E -- With respect to training requirements,
obviously the APP should provide the kind of advance planning
in numerical and even individual assignment t rms, which is
needed. We will have to follow it to make sure it does, however.
W. E. Colby
Executive Director-Comptroller
cc: Director of Personnel
Uda
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MEMORANDUM FOR: Director of Personnel
THROUGH
:
SUBJECT
:
REFERENCES
:
1. Principal Factors
21. JUL 1972
Deputy Director for Support
Training and Personnel Development
(a)
(b)
Memo to DD/S from ExDir-Compt, same
subject, dtd 5 June 72 (DD/S 72-2254)
Memo to Ex.Dir-Compt from DTR, subj:
"Training and Career Development,"
dtd 17 Apr 72 (DTR 7403)
In our efforts to establish some terms of reference and dimensions
for the major issue raised in Reference (a), L e. ? the possibility of ex-
panding enrollment in OTR's core courses to meet the Agency's need for
personal and professional development, I believe we must begin by ex-
amining two principal factors:
(a) The definition and degree of "general acceptance" in the Agency
of the core courses which would justify their alteration or the allo-
cation of additional resources to them, or both, to accommodate
larger enrollments;
(b) realistic estimates of student enrollment in the six core courses,
in the light of such acceptance and "viewed from the standpoint of
personal and professional development of the work force of the Agency,
rather than of the excellence of the individual courses."
.. ? S.: YRCES
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2. Acce tance of Courcee
The acceptance, although not necessarily the validity, of a given
course can be determined in several ways, including; the favorable
reactions of students who have taken it; the continuing flow into it of
quality students positively motivated toward the course; policies which
either require or encourage enrollment of certain types of personnel;
and the widespread though unofficial belief of managers. supervisors.
and other operating personnel that the course makes a constructive con-
tribution to personal or organizational effectiveness. Generally speaking.
the Agency's tcceptance of the core courses, and many other courses
as well, to based on factors such as these.
No systematic procedure yet exists for determining whether or
not there is a correlation between enrollment in the core courses and
on-the-job effectiveness. Our feedback as to the validity of skills
training offered by OTR is spotty at best, but is even more elusive in
the case of those courses which offer less tangible results. i. e.. a
broadening of concepts, understanding, and outlook.
Some determination perhaps can be made by the collation and study
of pertinent data, as for example through a review of employee per-
formance records both before and after specific training experienc:es?
or through an audit of records to determine if there is an identifiable
link between enrollment and performance of individuals in training, on
the one b.and, and their advancement on the other. Studies of this kind0
if they are even to suggest a correlations must either be comprehensive
or involve precise representative sampling. They must also allow for
variables, e. g.. changes in the nature of jobs; alterations in training
content; rates of turnover and advancement opportunities in a given coin-
ponent during a given period of time, etc.
3. Midcareer Records Audit
Our initial studies in this connection have to do with graduates of
the Midcareer Course and reveal there are no firm patterns available
to guide us. Our findings suggest that Agency officers who took the
Midcareer Coarse as GS43s in CY 66 and CY 68 fare extremely well
as a group0 in terms of promotion (see Attachment A). Such advance-
ment we surmise, is due in considerable measure to the performance
records which led to their selection for the course in the first place.
and less to any direct benefits from the ccurse as such.
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? On the other hand, two of every three GS-13 officers promoted during
the two most recent fiscal years had not taken the Midcareer Course (see
Attachment B). Thus, while there does appear to be considerable corre-
lation between an officer's taking the Midcareer Course and his being
promoted subsequently0 failure to take the course has not been a bar to
advancement.
The Midcareer Course clearly enjoys widespread acceptance in the
Agency; most components screen their candidates to send well-qualified
officers; its graduates generally have realized at least some of their
estimated potential for further professional growth.
4. Projecting Student Enrollments
Yet, 112 Agency officers were promoted to GS-14 in FY 1972 without
having taken the course. The desired course of action as we see it,
therefore, is for personnel management mechanisms to project two or
more years in advance the numbers of officers by career service who
are likely to be promoted to this grade; for the career services to
identify as nearly as possible and as far in advance as possible, and
to make available for the course? their officers likely to be promoted
to GS-14 (from both 05-12 and -13 levels); and for OTR to provide the
course capacity for such officers without negating the basic strength
of the course or undermining essential training in other areas.
The approach being proposed here is applicable to other core courses
as well?Managerial. Grid (Phase I), Fundamentals of Supervision and
Man.agement, Advanced Intelligence Seminar, and Senior Seminar. As
we are all agreed? I think, certain of these courses also need to make
room for some number of officers who could benefit from them in terms
of immediate responsibilities but who are not necessarily being groomed
for longer-term professional or executive development. The theoretical
student population for the Midcareer Course?all those GS-12s and 13s
who haven't had it?is in excess of officers. The problem con-
ceivably is of comparable dimension in the cases of the Managerial
Grid and Fundamentals of Supervision and Management. 'Therefore,
planning and selection discipline are essential. Without it we would be
offering mass training of a highly diluted nature, to an arbitrary student
body, to the detriment of organizational development and professional
excellence.
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? With this concern in mind, I would like to provide a relatively de-
tailed review of each of the core courses.
5. Intelligence and World Affairs
, ?
This is the only course whose enrollment is governed by Agency
regulation. Employees newly entered on duty or those making the
transition from sub-professional to professional positions are required
to take this course. OTR records indicate that during the last three
fiscal years (1970-72)0 approximately 230 more employees entered on
duty with the Agency in professional positions than took the required
training.
However, there frequently is a time lag, typically six months,
before a new employee is enrolled. In some instances, the period is
several years or even not at all. Technicians entering on duty with
the Office of Communications are customarily deferred until they have
completed at least one tour of duty overseas. Interestingly, in FY 1972,
the course was given to 299 employees, only two fewer than entered on
duty during the year.
The problem with this course is primarily a procedural one. We
have the capacity (eight runnings per year for 50 students each time) to
accommodate the present flow of new professional employees:.
Systematic compliance is an Issue with this course. The key steps
appear to be the resumption on my part of a report to the Executive
Director-Comptroller concerning compliance/noncompliance and his
exercise of authority to assure compliance. A detailed description of
this course is provided in Attachment C.
6. ialGrld
25X9 more than officers in the Agency have taken this one-week
course (see Attachment D for a. description). Until FY 1972 it was
offered almost exclusively to those at the GS-I3 level or higher? both
as part of the Nilidcareer Course and independently. The Grid is now
open to personnel atthe GS-07 level and higher and is recommended
especially for those whose supervisors have attended this course."
We anticipate that it will continue to constitute the first week of the
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Midca.reer Course until larger number e of Midcareer enrolleee have
previously taken it. At present, not more than five to six Midcareer
students per running have done so. They, of course, are not required
to repeat the Grid.
? Annual enrollment in the Managerial Grid during the last four years,
including those who have taken it as part of the Midcareer Course, has
been respectively. Our scheduled capacity is
320 students annually, eight offerings with a maximum enrollment of
40 each. The course is conducted "in residence" at the
and involves five full days and evenings of intensive work.
With the incorporation of the Grid into the core program, we are
trying to promote enrollment of eligible personnel within their first
three years of employment in the Agency. It remains to be seen what
effect the Executive Director-Comptroller's emphasis on management
training will have on enrollment in this program.
25X
7. Fundamentals of Supervision and Management
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Total enrollment in this one-week course was I-Istudents in FY 1972,
about 20% higher than average enrollment in the previous four years.
Among OTR conducted courses, only the one-day "Riek-of-Ceptere."
program had a higher enrollment this past year.
The prevent course is a merger of two former courses, similar in
content, but offered to different categories of employees. The former
"Supervision" course was presented to employees in the GS-05 to -10
range, while the former "Management" course was designed for officers
at higher levels. The combined course has included in the same running
junior, midlevel, and senior employees who have cited the interchange
among them as having a highly positive impact. The average grade of ?
those enrolled in this course has been between GS-09 and -10.
Scheduled capacity for the course is 304 students annually, but is
subject to adjustment based on demand. Student potential is vast in
view of the fact that the course is designed for "eupervisors and pro-
spective supervisors at all levels in the Agency." Over employees 25X9
have taken this course, or its equivalent, in the last five years. Again,
with the Executive Director-Comptroller's emphasis on management
training, demand for this could well increase. A description of the
course is provided in Attachment E.
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Be Midcareer
Having commented earlier in the paper on this course in terms of
basic concept and approach, I wish to set forth here some specific de-
tails and considerations about it.
First, as thedescription of the course in Attachment F states, it
is designed for "professional officers, generally at the GS-12/13 level.
aged 30 to 40, with five or more years' professional experience, who
have need of a broader outlook in executing their responsibilities."
Student capacity in the course, conducted four times a year, is 128
annually.
We do not think it can be a mass course and still be of significant
value to the Agency or the individual. This is not to say that it cannot
be adjusted in terms of frequency, duration, content, class size and
location to accommodate larger numbers, should this be necessary.
Before OTR were to disrupt what has been a highly regarded course,
however, we would certainly need reliable projections concerning
the number of officers to be selected according to agreed criteria and
actually to be made available for enrollment.
Frequency and content are interlocking considerations in view of
the course's heavy dependence on input from guest speakers, primarily
very senior officers of the Agency. Much of the value of the course,
and the sense of renewal and pride experienced by the students, stems
from this aspect.
three weeks at the
also has as been a
critical factor in its success. iViidcareerists regularly cite the oppor-
tunity for exchange among 30 fellow students in this environment as
the greatest eingle benefit from the course.
What I am saying is that we should not immediately conclude that
.the course needs adjustment until assured about the neenber and.availa-
bility of officers for whom it is intended.
9. Advanced Intellirence Seminar
?2
This course, three weeks in duration, was conducted four times in
FY 1972 for a total of 104 students. Three runnings, for approximately
75 students, are projected for FY 1973.
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While the principal emphasis of the Midcareer Course is on the
Agency and its activities, the MS (described in Attachment G) pro-
vides selected officers with a still broader view of matters outside
the Agency which relate to the intelligence profession. Subjects
covered, in addition to broad Agency matters, include the intelligence
community, policymaking mechanisms within the U.S. Government,
and major internationed and domestic problems.
The MS is a logical sequence to the Midcareer Course in the pro-
fessional development of an Agency officer. OTR recommends an
interval of at least three years between an officer's taking these courses
in view of the broader issues covered and the somewhat higher grade
level of the MS student body.
10. Senior Seminar
The initial running of this most recently developed core course took
place on a trial basis in Fall 1971 for 20 stude.nte, at the GS-I5 and
supergrade levels; a second running was conducted in Spring 1972 for
19 students. We have been advised that the Deputy Directors have now
agreed the Senior Seminar should be conducted once a year for 25-30
students. It is a nine-week program for officers who hold significant
line and staff positions in the Agency or are judged by their career
services to be headed for such positions. This is the one core course
whose participants are chosen by the Training Selection Board from
candidates recommended by the career services.
A fuller description of this program is provided in Attachment
11. Management Traininkin Core Courses
Two of the six core courses are in the fieRd of Management training
exclusively. In accordance with Mr. Colby' F3 desires, we are in the
process of incorporating elements of management theory and techniques,
information science and records management, and computer capabilities
into the other four courses. The Senior Serniner already has a manage-.
ment block in it, the Intelligence and World Affairs Course which started
this month contains elements of familiarization geared to new, junior
officers, and the Midca.reer Course will be adapted to such elements
later this year. We have no specific plans in this field at the moment
for the Advanced Intelligence Seminar in view off its primary emphasis
on matters outside the Agency, but possibly we will introduce such
elements in the future.
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12. Conclusion
The thoughts and data contained in this paper are provided for your
guidance relative to training concepts and resources that can be included
in the personnel development program solicited by the Executive Director
Comptroller. We do not plan to initiate any basic adjustments in the
core courses to allow for increased, or decreased, enrollments pending
your review of this paper and any comments you wish to offer.
HUGH T. CUNNIN6RAM
Director of Training
Atts (A +
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?.7
MEMORANDUM FOR: Deputy Director for Support
? ATTENTION
SUBJECT : Training and Personnel Development
?
1. While the discussion of training at the Director's Annual
Conference did not arrive at specific decisions, the groundwork was
laid and general approval given for the prosecution of the concepts
outlined in your "Profile of Courses" memo distributed to the Depu-
ties. Thus .I believe that we have a green light to go ahead to the
further refinement of the concepts you outlined therein and which you
developed in greater detail in the supporting papers provided to me.
I watild like to proceed along these lines.
: Director of Training
Director of Personnel
2DDir:
5 June 1 91, --.....
2. We face substantial dilemmas in this process. You'outline
the importance of such courses as the Midcareer Course but then
point out that this course only accommodated 138 officers in FY 1971, ?
at a time when about 295 officers were promoted to GS-14. It is obvi-
ous from this that this course, however good, only affects part of our
work force and thus does not make the kind, of contribution to Agency
ersonnel development that we should hope to achieve. I therefore
think our first problem is to review the profile against a realistic
estimate of what it can do for the Agency's total personnel complement.
You are already endeavoring to focus greater attention on the core
courses. Included in this, I believe we must review the possibility of
expanding the numbers taking the core courses by reducing some of
the other courses in their favor. This requires.a general acceptance
of the fact that the core courses are actually desirable enough to com-
pensate for the reduction of the other courses.. I would appreciate
some analysis of this problem viewed from the standpoint of personnel
and professional development of the work force of the Agency, rather
than of the excellence of the individual courses.
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3. With respect to sanctions, I agree with you': point that these
not be imposed on individual employees. Statistically, it is clear.
A
7 ? that this would not only be unfair but unfeasible. At the same time,
I would like to see a way in which our reporting mechanism could
indicate the degree to which the various offices and directorates are
? actually utilizing training in terms of personnel development, as it
. could be that the "sanctionn or co7ecl_cilf_c! _action could be addressed
more to the office than to the individual employee. If .steps along this
line are to be taken, however, we must be clear that any shortfalls
are clearly not ascribable to our training program or establishment.
In this respect, for example, I would hope we could come to a situ-
ation where we can firmly schedule at least our core courses a year
/...;. ,c_ f in advance _to_perrnit prior planning for particip?aTion rather than last-
min4p_s_uota-fillincr., We also perhaps need to establish the necessary
i A detailed procedures by which attendance at courses can be considered
.ii xe and scheduled in the context of tour changes, home leaves, etc., re-
quiring the closest liaison between Training, Personnel, and command
channels.
'
- 4. Assuring that the content of the. courses is a real contribution
? to personnel development is a function of the Board of Visitors being
--established separately, but the Office of Training is certainly to be
commended on its efforts to develop a kind of audit to demonstrate the
\ value of training to individual careers. Similarly, I would hope that
the Office of Personnel could develop a clear indication in personnel
records of the degree to which an individual's participation in certain
training courses strengthened him and improved his qualifications for
1 additional assignments, increased responsibilities, etc. If training is
\.-,t,o become this valuable, procedures should be developed by which it
i can be made the subject of special attention by panels selecting indi-
\..._
viduals for assignment, promotion, etc.
. ,
While I agree with your .basic point that it is not the Office of
Training's function or authority to select which individuals should
c _.--receive training within a parent directorate, I sus ect the-re are steps
).? we can impose to ensure the selection_isa_serious procedure. For -
instal-1E67-1 would think that the -re-C-Ommendation-s. rfOr?p-adticipation in
certain core courses could require identification of the reasons for
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the assignment of the individual,. 1. c., to prepare for the increased
responsibilities he is certainly going to get, to improve his per-
/ .formance in his current level, to prepare him for new responsibilities
? not yet within his experience, etc. Similarly, I would hope that the
PMMP exercise could include some of the basic elements upon. which
planning for and auditing of training could be developed, i. e., fore-
casting the number of personnel to take various courses ? core and
otherwise -- at the various grade levels, showing the proportion of
, -aivers of language position requirements, etc.
? .6. With respect to management training (your separate memo
dated 5 May), I certainly agree with your dual approach of including
? management training within core courses but also providing additional
short courses for additional ("skill") needs. With .respect to the other
points made in your memorandum, I fully concur in the basic thrust
you are developing and only would like to see it integrated into the
overall training and personnel development concept discussed above.
7.' In closing, let me reiterate my great admiratioi foi.the effec-
tiveness of our training establishment. I certainly hope my views are
not considered critical, as they are only aimed at ensuring that this
? (
excellence is targeted at the development of our personnel generally -
and not merely for the benefit of those who happen to attend the courses.
?. I certainly concur .in the basic approach of keeping training as-o-ne -of
support to the directorates by satisfying their demands and being re-
sponsive to their needs rather than through any artificial command
process requiring quotas, sanctions, etc.- At the same time, I think
we ,can.gene,rate pressures for. betterment by a systematic collection
C71,"---- of the facts, showin.ci the way in which we use the training-asset, its
_. __.
contribution to the .improvement of our activities-ana personnel gener-
? ally, and the degree to which different offices show variances from
\-- what might be exped--of-them-,77--
__ _
. .
-7.-- 8.- - Let us proceed with further development of this .subject in the
context of the Board of Visitors' review of training and of the PMMP
review of our total personnel situation. Out of these, and the work
leading up to them, I would hope we will continually perfect Training's
contribution to our operational performance.
25X1
? W. E. Colby
Executive Director-Co ptroller
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I 7 PsP2 Pi?
MEMORANDUM FOR: Executive Director-Comptroller
THROUGH : Deputy Director for Support
SUBJECT : Training and Career Development
1. Introduction
This paper explores the relationship ? past, present, and projected ?
between training provided to Agency employees and its contribution both
to organizational effectiveness and the overall development of professional
officers.
By no means definitive and concentrating at this time almost exclu-
sively on those areas in which the Office of Training has been involved
directly, this review underscores the need for greater correlation between
training functions and actual operating responsibilities at all levels of
the organization. But it also indicates that there has, in fact, been a
movement toward increasingly precise use of training by operating com-
ponents to meet immediate job demands as well as to foster longer-term
employee development.
Z. _./..i_ancy Training - A Changing Focus
Conceived as a service-or support-oriented function within the Agency,
training for the most part has responded to needs expressed by operating
components.
Through perhaps its first decade and a half, the Agency was expanding,
Its employee force was relatively young. Supervisory and managerial
personnel, as well as many officers performing specialized functions,
relied on pre-Agency experience and training in carrying out their
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responsibilities. Consequently, principal training attention was given
to newly arriving employees, introducing them to the world of intelli-
gence and preparing them for their initial assignments as operations
officers, analysts, support officers, etc.
Such training as was given to experienced officers was geared to
particular job demands and, for the most part, did not pretend to pre-
pare them for broader range responsibilities or even to provide an
expanded perspective within which they performed their specified
tasks. Although a management training capability was developed in
the raid-1950s, as described in our paper on this subject prepared
for you earlier, enrollment in such training was neither extensive
nor on a systematic basis.
A marked break in this pattern occurred in 1963. Recognizing
that junior officers of the 1950s were by then naicleareerists and the
likely source of a later generation of senior officers, the Office of
Training introduced the i'vlidcareer Executive Development Program.
This program was twofold. It consisted, first, of a six-week
course designed to "open up" carefully chosen officers in all Directorates
to the totality of Agency missions and functions; to develop their under-
standing of the role of intelligence in national security and foreign
relations; and to provide. them with an appreciation for the policy-
making mechanisms of the government.
The second, longer range phase of the program required that a
five-year career development plan be established for each participating
officer, devised jointly by him and his career service. Such plans
failed to be implemented in too many instances, however, and this
phase subsequently was eliminated. Experience with this facet of
the rnidcz-treer program would appear to have important implications
for efforts to relate training to career development through use of
sanctions and will be treated later in this paper.
Despite abandonment of the "executive development" aspect of
mideareer training, the Midcareer Course nevertheless remains an
effective vehicle for achieving its initially stated goals. More than
1, 000 officers throughout the Agency have taken this course since its
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Inception in 1963; moreover, it was the first of several courses developed
in response to changing needs, conditions, and personnel patterns with-
in the Agency.
Courses which have since been introduced include the Managerial
Grid (1964), taken by more than Agency officers; Chiefs of Station
Seminar (1964); Advanced Management (Planning) (1967), designed to
familiarize officers with the planning, programming and budgeting
process; Advanced Intelligence Seminar (1969); and Advanced Operations
Course (1970). The Senior Seminar, introduced in the fall of 1971, con-
stitutes a still further milestone by recognizing that midcareerists of
the 1960s are emerging as supergrade officers for this decade.
3. Establishing Training Patterns
There are now more than 60 different courses, not including foreign
language training courses, conducted or administered by the Office of
Training for the benefit of professional employees of the Agency. in
contrast to the former emphasis on training incoming junior Officers,
these courses are designed to meet the needs of a wide epottrum of
professional personnel, depending on component affiliation and functional
duties, experience and grade level, and need for broadened outlook.
Given the number of courses and the multiplicity of purposes they
serve, there is genuine need by managers and supervisors ? as well
as individual officers ? for guidance about training appropriate to
their purposes.
The Office of Training, consequently, has developed a "Profile
of Courses" (see attachment) to provide such guidance. Essentially,
it consists of a central core or ladder of six courses which, in our
opinion, should be an integral part of the successful officer's total
career development. These courses, four of a general nature and
two in the managerial field, are intended to broaden the individual
officer's scope while complementing and enhancing his training and
experience in specialized areas. Cognizant of your own thinking,
we are presently examining ways of incorporating management or
leadership training, ADP orientation, and information sciences and
technology into the core courses as well as into selected other courses.
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? It should be emphasized here that each career service, or cer-
tainly each Directorate, ought to have a training profile for its own
officers which would mesh with OTR offerings so that the end result
would be an integrated training outline serving the needs of an immedi-
ate office as well as broader Agency needs in terms of employee
development.
As a step toward this end, OTR has now categorized its curricu-
lum in the forthcoming catalog so that officials in the respective
components and career services will be able to select appropriate
courses or training packages more quickly as well as more system-
atically than has been possible heretofore.
Next, we hope to designate, in consultation with appropriate
officials throughout the Agency, training packages or patterns which
would be regarded as standard, though not inflexibly so, for "line"
officers in selected career services. Included in such packages
would be the entire range of training opportunities available from
OTR, other components, and externally.
4. Criteria for Admission to Core Courses
Concurrent with the development of the Profile and categorization
of courses, we also are issuing revised descriptions of all OTR courses
in the forthcoming training catalog. The most salient new feature of
these course descriptions in an enumeration of criteria by which officers
should be selected for enrollment.
In the case of core courses, the criteria relate primarily to age
and grade considerations, to coincide generally with an officer's
progress and advancement in the Agency. Such criteria also indicate
that selection for these courses, after the initial five years of employ-
ment, should be weighed carefully, taking into account an officer's
performance record and potential for further professional growth.
Except for the Advanced Intelligence Seminar, whose nominees
are screened to assure an acrosssthe-board "mix" among Agency
components, the Office of Training has not presumed to control the
selection of students for its courses. Nor, except in an occasional
case of clearly inappropriate enrollment, have we denied a training
opportunity to an officer whose component insisted on it.
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There have been, and are, instances in which we have stipulated
certain training or experience as prerequisite to a given course. Our
experience with this practice has not been satisfactory, however.
Operating components, especially the Clandestine Service for whom
a large part of OTR training is conducted, frequently experience
problems in providing sufficient lead tixne for training an officer for
a projected assignment. Consequently? requests to waive, prerequi-
sites are common and, rather than stand by while an officer proceeds
to an assignment without any appropriate training whatever, OTR
has been liberal in waiving the few prerequisites which have been
established.
Training initiatives and criteria are uneven throughout the Agency0
varying from Directorate to Directorate and from branch to branch.
In some cases, the individual officer acts as his own personnel and
training officer by seeking enrollment; in others, a conscious manage-
ment decision is made by supervisors; and in still others, an officer
is sent to training until a more definitive use of his time and services
is determined. We are neither empowered, nor sufficiently cog-
nizant of circumstances in every case, to pass judgment on the suit-
ability of a component's training selection practices. The combination
of decentralized personnel management and training's status as a
support activity are, of course, major factors in lack of planning
for training and uniform observance of selection criteria. This
diversity is not without its strong points, however, given the varied
occupational endeavors in any one career service and the opportunity
for individual officers to demonstrate both initiative and motivation
toward training as in other matters.
5. Training Sanctions
In general, we believe that imposition of training sanctions, insofar
as officer promotion is concerned, is an unwise and impracticable
course of action. A number of serious complications and inequities
would obtain, for example, if there were an Agency-wide stipulation
that officers lacking the Midcareer Course could not be promoted to
03-14.
First, as presently constituted, the IsAidcareer Course could not
handle the large numbers of students such a requirement would in-
evitably generate. Currently, there are approximately 1900 Agency
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officers in the GS-13 category and a comparable number at the GS-12
level. These officers constitute the principal population from which
Midcareer Course students are drawn. Against this population, the
course was able to accommodate 138 officers in. FY 1971. During the
same periods, more than twice this many officers, approximately 295,
were promoted to GS-14. If promotions projected for the future even
approximate this experience, imposition of this sanction would necessi-
tate drastic alteration in the entire character of the Islidcareer Course ?
content, size and duration ? and quite probably require the allocation
of additional instructional and financial resources as well.
Second, if the Midcareer Course is used exclusively as a vehicle
for executive development, functional or substantive specialists not
elated for supervisory or managerial responsibilities almost certainly
would be precluded from enrolling. For many officers in this category,
the course has been an opportunity for becoming updated and pro-
fessionally renewed. Though an intangible benefits, we believe the
Agency has gained much by enrolling this type of officer in the Midca.reer
Course and, in our opinion, the practice should be continued.
Third, there are significant numbers of Agency officers whose
availability for training, in the Mislcareer Course or otherwise, is
circurnecribed by frequent or indefinite assignment away from Head-
quarters. While improved managerial planning and practice could
diminish this inequity, the fact remains that officers whose assign-
ments involve relatively longer periods at Headquarters generally
enjoy greater opportunity for formal training.
Although no sanction is involved, the existing requirement
that new professional employees take what is now called the late gence
and World Affairs Course has met with poor compliance. In FY 1971,
only about half the new professional employees cati.sfied the require-
ment; in earlier years, the rate was poorer still, due less to the
Individual than to his component which deemed the course unnecessary
or the employee's services indispensable. In circumstances such as
these, and they apply to other courses as well, the question arises as
to whether the individual ought properly to bear the penalty of sanctions.
Moreover, the existence of sanctions, we think, would create a
high degree of expectation among officers who successfully complete
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training required for promotion. Many officers who had been selected
for participation in the Midcareer Executive Development Program
were severely disappointed when the five-year plans established for
their professional development were not implemented. Many returned
to the same positions from which they had been selected or otherwise
failed to achieve any recognizable career "development". As mentioned
earlier, this critical phase of the midcareer program had to be aban-
doned.
? The Agency's experience with foreign language sanctions is probably
the most well-known case of a good idea gone awry. Waivers to foreign
language position requirements overseas have been used with such
variance as to make them meaningless. Officers failing to meet, say,
a foreign language competence level of 3 as demanded by a given position
have been assigned to the job, nevertheless, on the grounds that having
some competence they would eventually achieve the level designated.
Sanctions are effective in selected circumstances, however, as
in the enrollment of CS officers in the Chiefs of Station Seminar prior
to their assuming such position overseas and in the cases of Agency
officers headed for high risk areas abroad taking the Risk of Capture
Course beforehand.
The acid test of sanctions almost certainly is the demonstrated
value of training, in a very pragmatic .way, to a particular function
or undertaking. Consequently, we are increasingly concerned about
feedback mechanisms through which the applicability and validity of
training may be ascertained. We have begun a modest effort in develop-
ing and using such mechanisms? but the program is still very ranch
in the embryonic stage. We intend to pursue this matter further.
Once validity is clearly established for a particular course or training
?
program, the question of training sanctions in relation to particular
assignments can be entertained more seriously than we think is now
possible.
Although the validity of many of our key courses has yet to be
established definitively, there is no question that several of them
have fostered considerable competition for enrollment. The Basic
Operations Course has been, and continuce to be, regarded within
the Clandestine Service as absolutely essential training for the junior
operations officer. Enrollment regularly is oversubscribed.
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The selection process throughout the Agency for the Midcareer
Course is still such that with minor exceptions components choose
the most highly qualified officers available. Competition for enroll-
ment in the Advanced Intelligence Seminar is similarly intense, forcing
components to make qualitative judgments about the suitability of their
candidates. We anticipate that as they become better known, the
Advanced Operations Course and the Senior Seminar will join those
courses whose reputations prompt a heavy flow of candidacies and
thus provoke a kind of winnowing process without the formal discipline
imposed by sanctions.
6. Alternate Approaches
?
Once the Agency agrees on a profile of courses and we are able
to compose training prototypes for representative officers within the
various Directorates, we believe there will not be serious need for
training sanctions. Agency management would have typical profiles
against which to judge whether at a given level an officer had been
properly trained. Moreover, we believe that distinct allowance must
be made for an officer's development through experience in ways which
formal training cannot hope to provide.
It may be possible, and we are pursuing this proposition, to prove
by an audit of personnel and training records that officers who are
well-trained move ahead more quickly than ones who are not. While
such advancement might be due equally to other factors, such as an
officer's own abilities and ambitions, realization among his colleagues
that he is well-trained will nevertheless arouse more constructive
interest in training than is likely to be achieved by sanctions. A case
in point is the decision by the Agency, in 1956, to end the Junior
Officer Training Program's exclusive reliance on external applicants
as a source of manpower. This decision resulted not only from the
Program's reputation of recruiting highly qualified people, but also
from the belief widely held in the Agency that training provided JOTs
(and later Career Trainees) enhanced their career prospects.
7. Training Officers
A key improvement, in our estimation, would be the integration
of training with personnel management within the several career services
and operating components.. Basically, aside fromehe obvious need to
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make senior managers more training conscious, this should consist
of an upgrading of the role and qualifications of component training
officers and their inclusion as members of career service boards.
This is already much the case in the DDI.
There are few full-time training officers in Agency components,
but where they exist, as in the Office of Communications, Technical
Services Division, Office of Logistics, and National Photographic
Interpretation Center, among others, they perform an invaluable
service and carry considerable weight in terms of personnel manage-
ment.
At present, there are approxixnatelyncomponent training officers
plus five Senior Training Officers. These individuals range in grade
from GS-08 to GS-16, hold varying types of jobs, with wide arcs of
responsibility, with extremely different "charters" from the office
director or division chief as the case may be.
Not only are most of them part-time training officers, but they
tend to be administrative or support personnel with neither substan-
tive experience in the components in which they are serving nor
with firsthand knowledge of training functions and curriculum. The
Office of Training briefs newly-appointed training officers and con-
du. cts annual orientation programs for all of them, but such procedures
really are not sufficient to overcome the built-in inadequacies of
the system cited above. Consequently, we believe a very basic
change of managerial philosophy and practice is essential in this
area if training is to become a significant tool of personnel manage-
ment and development.
A less sweeping, but nevertheless important step would be increased
emphasis on the training section of the Field Reassignment Questionnaire.
Additional stimulus is needed for supervisors and affected officers to
give considered thought to training requirements and opportunities when
planning reassignments. This would necessitate the availability of
some version of the training catalog overseas, presumably in an
abbreviated and sterilized edition. The need for this was emphasized
time and again to the DTR in his recent visit to
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In view of the circumstances described in this papers we believe
there are a number of steps which already have been taken to promote
a cogent integration of training with career development. Primarily,
these consist of a system of core or ladder courses intended to corn-,
plcment and enhance training which a professional officer receives
in specialized fields. It includes also a more precise statement of
selection criteria and a categorization of OTR courses which ought
to make easier the selection of appropriate training for a given officer.
Other steps which are contemplated or recommended are the
development of prototype training packages for "line'' officers in the
various Directorates; an audit of personnel and training records to
determine if well-trained officers do in fact advance more quickly
In the Agency; efforts to establish validity of training programs by
use of improved feedback mechanisms; strengthening the role of
the component training officer; and giving increased attention to
training considerations as part of career service board deliberations
and completion of the Field Reassignment Questionnaire.
We believe that with constructive progress in these areas there
would be little need for training sanctions.
25X1
CUNNINC:1-11A1Vi.
.Directer of Training
Att: Profile of Courses
we.12,741:
A.Ati ux-k:
?
? i ?
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