NOMINATIONS FOR HARVARD UNIVERSITY'S PROGRAM FOR MANAGEMENT DEVELOPMENT

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP85-00024R000300450001-2
• Release Decision: RIPPUB
• Original Classification: K
• Document Page Count: 17
• Document Creation Date: December 20, 2016
• Document Release Date: September 26, 2007
• Sequence Number: 1
• Publication Date: August 26, 1981
• Content Type: MEMO

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26 August 1981
MEMORANDUM FOR: Senior Training Officers, O/DCI, DDA, DDO,
DDS&T, and NFAC
xecu ive Secretary
CIA Training Selection Board
SUBJECT: Nominations for Harvard University's
Program for Management Development
1. The CIA Training Selection Board has received an
invitation (attachment) from Harvard University about the Spring
Session (1982) of the Program for Management Development (PMD).
Applications must be received by the Harvard Admissions Committee
for the Session no later than 1 October 1981. Candidates must be
nominated to the CIA Training Selection Board by close of business
18 September 1981.
2. Officers nominated to the Board should be in grades GS-13
to 15. The PMD is an intensive 14-week course designed for excep-
tionally promising middle managers whose future responsibilities
will require skills and knowledge ranging beyond those developed in
their speciality. As noted in the attached materials, each session
is limited to 126 managers. Allowable expenses (funded by the parent
component) for one officer to attend is as follows:
$12,000 Tuition
350 Class Association Dues
390 POV @ 22.5$ per mi. (2 r/t)
70 Telephone Fee
150 Parking Fee
700 Non-accountable Per Diem Allowance
(high rent district) $7.50 per
day for 91 days
230 Subsistance Allowance; NTE $33 per
day when meals are not provided
650 Graduation week, subject authorized
$66 per day for subsistance
expenses
$14,540
*Costs based on 1978 Fall fees
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STAT
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SUBJECT: Nominations for Harvard University's Program for
Management Development
3. You are reminded that Agency employees selected to attend
these programs must do so on a completely overt basis.
4. Please complete Harvard's nomination forms plus two copies
of same and eight copies of an internal nomination statement, an
up-to-date biographic profile, the most recent Performance Appraisal
Report, and an SOD Plan on. each nominee. A statement of. intent to pay
should be included in the Senior Training Officer's covering memo.
STAT
Attachments
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2 The Program for Management
Development is an intensive,
fourteen week executive educa-
tion program created by the
Faculty of Harvard University
Graduate School of Business
Administration for a particu-
lar constituency of successful
middle managers: those who
have achieved functional
expertise and whose future
responsibilities in general man-
agement will demand skills and
knowledge beyond that
specialty. PMD is designed to
provide those exceptional man-
agers with a program which
will enable them to develop
resourceful solutions to the
managerial problems they will
encounter as they grow with
their organizations. The pro-
gram is based on the concept
that such well-trained manag-
ers are vital to an organiza-
tion's competitive strategy.
To achieve its objective, PMD
brings together the finest fac-
ulty, participants and materi-
als in a unique educational
environment. Full-time Har-
yard Business School Faculty
members not only teach exclu-
sively in PMD, but also devote
their research time to the
development of PMD instruc-
tional materials. In the class-
room, they use a wide variety
of teaching materials and tech-
niques, primarily the case
method. The case method,
pioneered and continually
modified at Harvard during
more than fifty years of teach-
ing, is the core of the PMD
academic program.
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Participants study over 250
real and diverse business situa-
tions in classroom discussions
and group exercises. Both
the situations and the method
demand such varied skills and
competencies that-all partici-
pants are called on to contrib-
ute their professional expertise
to complement the learning
experience. Because PMD is
structured so that participants
learn from one another as well
as from the material and the
faculty, the composition of
each session is particularly
important. For that reason,
participants are selected to
represent a broad spectrum
of functional, industrial, and
geographic backgrounds.
This brochure introduces the
Program for Management Devel-
opment and the several dimen-
sions that set it apart from other
educational programs for execu-
tives. We encourage the poten-
tial applicant or sponsor to con-
tact the Administrative Director
for more information.
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The highly qualified faculty
has a strong academic and
business background. All PMD
professors are tenured faculty
members of the Harvard Busi-
ness School who are on full-
time assignment both to teach
and to develop instructional
materials specifically for PMD.
Faculty members have not only
made significant contributions
to their particular academic
.areas, but also have wide prac-
tical experience as a result of
directorships, consulting, and
work in industry.
Faculty
Anthony G. Athos
M.B.A., D.B.A.
Professor of Organizational
Behavior
William J. Bruns, Jr.
B.A., M.B.A., Ph.D.
Professor of Business
Administration
Lawrence E. Fouraker
A.B., S.M.. Ph.D.
Edsel Bryant Ford Professor
of Business Administration
F. Warren _%IcFarlan
A.B., M.B.A., D.B.A.
Professor of Business
Administration
A. Michael Spence
A.B., M.A., Ph.D.
Professor of Economics and
Business Administration
Paul A. \atter
A.B., A.M., Ph.D., A.M.
Professor of Business
Administration
Ulrich E. Wiechmann
Dipl: hfm., D.B.A.
Associate Professor of
Business Administration
D. Daryl Wyckoff
S.B., M.B.A., D.B.A.
Chairman of the Program for
Management Development
and James J. Hill Professor
of Transportation
Derek C. Bok .
A.B., J.D., A.M., LL.D.
President
John H. McArthur
B. Coin., _II.B. A., D.B.A.
Dean of the Faculty and
George Fisher Baker
Professor of Business
Administration
James L. Heskett
A.B., II.B. A., Ph.D.
Senior Associate Dean for
Educational Programs
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MID is committed to refining
the skills a manager needs in
order to make things happen.
To accomplish that objective,
the PMD curriculum involves
participants immediately and
thoroughly in the formulation
and implementation of strat-
egy. Analysis of organizational
policies alone is insufficient to
master the challenges pre-
sented by the PMD course
material. Analysis is only the
first step in the process toward
a dynamic solution.
A key to that process is an
understanding of the interre-
lationships of all functions of a
business. The primary purpose
of PAID is to broaden the man-
agement perspectives of partic-
ipants. Although aspects of the
program enable and encourage
participants to develop their
particular functional exper-
tise, the essence of P\ID course
work is its emphasis on under-
standing functional interde-
pendencies and principles of
general management.
The PMD Faculty, drawing
upon its own cross-functional
experience, has structured
the curriculum to reflect this
integrative nature of business
functions.
Financial Decision Making
emphasizes the skills necessary
to estimate a firm's financial
requirements, to determine the
financial sources available to
meet those requirements, and
to select appropriately from
among those sources in the
execution of a strategy. Partic-
ipants analyze various forms
of debt and equity capital, div-
idend policy, and probable
reactions of the capital mar-
kets to management's tactical
actions, and make decisions
requiring them to balance the
cost of capital with attendant
risks.
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In addition, participants ana-
lyze capital projects from both
the capital investment and the
operating viewpoints, consid-
ering capacity decisions and
technology selection as well as
financial options.
Control focuses on the process
of measuring financial and
operational activities and on
the use of the resulting data
for managerial purposes. The
first part of the course intro-
duces participants to basic
accounting concepts currently
used. It also discusses the con-
troversies surrounding these
concepts and examines pro-
posed alternatives to tradi-
tional methods of accounting.
This part of the course includes
several techniques for quanti-
tative analysis and a section on
methods of cost accounting.
The second part of the course
deals with the use of account-
ing data for the managerial
purposes of motivation, per-
formance evaluation, and deci-
sion making. The objective of
the course is to train managers
to use the accounting function
in a powerful and effective
manner.
Marketing examines the
role of marketing and market
planning in the corporation's
overall operation. The course
focuses on the following spe-
cific issues: (1) analysis of cus-
tomers, competitors, and
corporate strengths-and
weaknesses as the bases for
marketing strategy decisions;
(2) segmentation of markets
and positioning of the company
and its products in the market-
place; (3) allocation of re-
sources to alternative products
and markets; (4) formulation
of internally consistent mar-
keting programs for chosen
markets; and (5) design of
organizational structure and
processes to facilitate the
implementation of marketing
strategies.
Operations Analysis and Man.
agement is a course which
focuses on principles of pro-
duction and operations and the
analytical methods essential to
the effective management of
operations problems.
The course emphasizes the
process of decision-making
under uncertainty in an opera-
tions environment. Partici-
pants learn quantitative
methods useful for generating
alternatives, assessing uncer-
tainties, and evaluating conse-
quences in a framework that
provides meaningful data for
decision-making.
Participants apply these ana-
lytical methods to their studies
of the operations of companies
.in a variety of industrial set-
tings. The course covers such
production management tech-
niques as forecasting, inven-
tory control, capacity planning
and management, site selec-
tion, technology decisions, and
project control; and it utilizes
a number of pedagogical
approaches, including com-
puter simulation.
The course also develops the
concept of operations as a com-
petitive weapon, applying
game theory to operating deci-
sions. The final portion of the
-course deals with the crisis
orientation of turnaround
management.
Managerial Behavior is a
course that concentrates on the
human side of an enterprise. It
emphasizes the interrelated-
ness of superordinate objec-
tives and the strategies,
structures, and systems that
support and fulfill them. Par-
ticipants examine the roles of
personal skills, styles of behav- 7
ior, and sequences of interven-
tion in achieving goals. The
course seeks to develop prob-
lem-solving techniques that
build on and enhance prior
experience, and to increase the
effectiveness of implementa-
tion skills. The course also
explores some of the personal
and family implications for
managers at a mid-life point.
Business, Government and
the International Economy
analyzes the major economic
and political forces that affect
managerial decision-making in
an increasingly complex inter-
national environment. Partici-
pants identify and evaluate the
strategies for economic devel-
opment of industrialized
nations such as Japan, the
United States, and the United
Kingdom and of developing
nations such as Brazil and Sri
Lanka. The objective of the
course is to provide partici-
pants with insights into the
business-government interface
and the impact of international
economic competition on the
business environment.
Electives are offered for one
week during each program.
Several Harvard Business
School Faculty members con-
duct these special courses,
which range from broad-based
cross-functional topics to more
technical specialties. The elec-
tives are usually taught by
junior faculty members who
are actively involved in
research. The courses reflect
that research and therefore
change from session to session.
Examples of recent elective
offerings include Legal Aspects
of Marketing, Technology
Management, Current Issues
in U.S. Labor Relations, and
Analysis of International Cor-
porate Reports.
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Teaching Methods
Harvard Business School is a
leader in pedagogical innova-
tions in management educa-
Programs use a variety of
teaching techniques to engage
.participants actively and to
sustain a high level of intellec-
management negotiation. They
mation problem, or a labor-
Participants work in small
groups during such exercises
as a merger and acquisition
study, a computer-based infor-
Qso learn about specific man-
agement techniques and new
developments in functional
areas through lectures and
video presentations by the
PMD Faculty.
The PAID curriculum is based
on the case method, a learning
technique developed at the
Harvard Business School more
than fifty years ago and contin-
ually modified for use in its
Executive Education Programs.
A case represents an actual
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management situation and is
based on field research with
business executives. The case
situation described encourages
the development of practical
solutions to managerial prob-
lems by confronting partici-
pants with the need for deci-
sions. Participants first
prepare a case independently
by identifying basic problems,
isolating relevant facts, formu-
lating an appropriate analyti-
cal framework, and generating
alternative solutions. Partici-
pants then meet in small dis-
cussion groups to share their
recommendations. The discus-
sion continues in the classroom
where, guided by the profes-
sor, participants defend their
analyses and conclusions against
the total experience of the class.
Underlying and supporting
these varied techniques is the
intensive ongoing research of
the PMD Faculty. A major cur-
riculum objective is to show the
interrelationships among func-
tions. PMD research efforts
have been instrumental in re-
shaping the curriculum in the
direction of integrated cases
that approach a company's
strategy from the perspective
of each of the functions.
The constant re-evaluation
and modification of the curric-
ulum, the excellence of the
teaching faculty, and the coin-
bined experience of the Pro-
gram's participants create a
contemporary and dynamic
learning environment well-
suited to the management
development needs of PMD
participants.
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Participants
10 126 managers attend each ses-
sion of PMD. Two of the most
distinctive characteristics
shared by PMD participants
are their demonstrated func-
tional expertise and their gen-
eral management potential.
Most will leave PMD for
assignments with broadened
responsibilities. All are manag-
ers in transition, moving from
positions in which they use spe-
cialized skills to those in which
greater professional breadth
will be demanded of them.
Although most PMD partici-
pants are managers from large
companies within the private
sector, some represent the pub-
lic and nonprofit sectors, and a
few are members of smaller
organizations. About two-
thirds of the participants in
each session are U.S. citizens;
the remaining one-third are
non-U.S. citizens from non-
U.S. companies. Academic
background is varied. Though
a few of each session's partici-
pants have no formal educa-
tion beyond high school, more
than half hold a bachelor's
degree, and about one third of
the participants in recent
classes have earned advanced
degrees. Among the advanced
degree holders, several have
had MBAs.
Participants in each session
represent diverse functions,
industries and geographic
areas. The range of profes-
sional backgrounds in any ses-
sion is varied to produce a mix
of participants who can learn
from each other as well as from
the faculty and academic mate-
rial. Most participants possess
certain similar characteristics:
> they have expertise in one
or two functional areas
> they have demonstrated
marked general manage-
ment potential, in the judb
ment of their sponsors
> they have at least five years,
and an average of ten years,
of business experience, and
generally range in age from
thirty to forty
> most have been with their
sponsoring organization for
from five to ten years, and
about half have worked for
only one employer during
their entire career
> most are employed by spon-
soring organizations with
annual sales in excess of
$100 million.
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Program Schedule ?
12 PMD is demanding. The Pro-
gram includes three classes per
day, plus individual and group
preparation six days per week
for fourteen weeks. Each ses-
sion has three holidays of three
to four days. A typical daily
schedule is:
7:00- 8:00 Breakfast
8:00- 9:00 Discussion Group
Meeting
9:15-10:30 Class
10:30-11:00 Break
11:00-12:15 Class
12:15- 1:00 Lunch
1:00- 2:15 Class
2:15- 6:00 Individual
preparation
6:00- 7:00 Dinner
7:00 Individual
and group
preparation
Participants put in at least a
twelve-hour workday in four
different settings. They first
study and prepare material for
the next day individually, after
which they informally discuss
the material with their eight
suite-mates, who represent a
variety of functional, indus-
trial, and geographical
backgrounds. The following
morning, participants join
their Discussion Groups. Each
Discussion Group of nine per-
sons meets daily, with member-
ship rotating weekly so that
each participant has the
opportunity to work-closely
with every other participant in
the Program. Finally, partici-
pants engage in more formal
analysis in the classroom, led
and stimulated by the faculty.
In addition to the scheduled
academic activity, participants
learn about a variety of indus-
tries and functional responsi-
bilities from informal
exchanges with their col-
leagues, and from frequent,
relaxed contact with the fac-
ulty in the social settings of
suite lounges and the Executive
Education dining room.
The Program structure enables
and encourages participants
to engage in many athletic
activities, including Program-
organized team sports such as
volleyball and basketball and
individual sports such as
squash, tennis, table tennis,
paddle tennis, swimming, jog-
ging, and rowing.
In sum, the pattern of PMD
life during the fourteen weeks
of the Program consists of a
rigorous and intensive aca-
demic schedule, participation
in a number of diverse and
changing work groups, ample
physical exercise, and social
interaction.
The final three days of the Pro-
gram are reserved for Gradua-
tion activities. Spouses of
participants are encouraged to
attend for three days of classes
and informal meetings with the
faculty and other participants.
A high proportion of spouses
(or guests) attend this impor-
tant aspect of the Program.
The Program participants
work with the faculty and staff
in planning the graduation
period. Program fees do not
include hotel accommodations,
most meals, and miscellaneous
expenses during this time.
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Mellon Hall, the PMD Execu-
tive Education residence, is the
focal point of Program activity.
It is a residence hall designed
specifically for PMD in 1975 to
provide comfortable work and
living space in an environment
that contributes to the educa-
tional objectives of the Pro-
gram. Mellon consists of
fourteen room-group suites,
with nine private rooms in
each suite. Every suite has a
conference area equipped with
blackboard, screen, computer
terminal, and conference
table, as well as a small social
area with comfortable seating
and cabinet space. Each par-
ticipant has a private bed-
room-study, furnished linen,
bed, desk, bureau, closet,
light. and private telephone.
Mellon also offers a large coni-
mon lounge, an exercise room,
a game room, a coffee bar,
storage for luggage, and daily
maid service.
Kresge Dining Hall, the central
dining facility for Harvard
Business School, provides a
gracious setting and excellent
food for the Executive Educa-
tion Programs. Participants
can arrange for special dinners,
catered events, and individual
diets dictated by religious or
health concerns.
All PMD classes are held in
Cumnock Hall, the newest
Harvard Business School
building, in two classrooms
planned to meet PMD require-
ments. Participants may also
use other Harvard University
facilities, including libraries,
bookstores, and the new ath-
letic complex which opened in
19-8.
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Every participant in the
School's Executive Education
Programs is fully sponsored by
his or her employing organiza-
tion. Sponsorship involves
three areas of responsibility.
First, the sponsoring organiza-
tion must candidly evaluate its
candidate's potential for gen-
eral management responsibili-
ties as well as describe the
candidate's assignment imme-
diately after completion of the
Program. Second, the organi-
zation must assume all Program
fees, continue the candidate's
salary for the duration of the
Pron, and provide for rea-
sonable expenses. Third, the
sponsoring organization must
free the participant of all work
responsibilities during the Pro-
gram. Willingness to invest in a
candidate's executive potential
indicates to the Admissions
Committee that an employer
considers the candidate an out-
standing prospect for major
increases in responsibility. The
Committee will not consider
an application without the
employing organization's full
acceptance of all the require-
ments of sponsorship.
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Admission is highly competi-
tive, with more qualified appli-
cants for each session than can
be accepted. The Admissions
Committee considers these fac-
tors in the selection process:
> the level of organizational
responsibility of the appli-
cant. Typical participants
have'a position in middle to
upper-middle management
with expertise in one or two
functional areas, possess
five to fifteen years of busi-
ness experience, and are
generally thirty to forty
years of age;
> the potential for broadened
responsibilities as indicated
in the career plans pro-
vided by the sponsoring
organization;
> the ability to contribute to
as well as learn from the
Program;
> the nature and commitment
of the sponsoring organiza-
tion. Most participants are
employed by large organi-
zations, and all are com-
pletely sponsored by their 19
organizations.
> the mix and balance of pro-
fessional backgrounds in
any particular session. To
maximize the learning
opportunities of each class,
the Admissions Committee
selects participants from a
variety of functions, indus-
tries and geographic areas.
Although there are no absolute
criteria for admission to PMD,
these considerations do guide
the Admissions Committee. As
a matter of policy, Harvard
University does not discrimi-
nate among applicants and
participants on the basis of
race, religion, sex, national
origin, color, or handicap.
If a qualified candidate has
sole childcare responsibility,
careful planning on the part of
the individual, the sponsoring
organization and the P3ID
administration can facilitate
participation in PMD. Specific
situations should be discussed
with the Administrative
Director.
Wait List Because not all qual-
ified applicants can be admit-
ted to the session for which
they apply, the Admissions
Committee maintains a wait
list. Assignment to the wait list
means that the applicant is
acceptable as a participant,
but that the mix of professional
backgrounds in the particular
session does not allow his or
her admission. If there is a
cancellation, the Admissions
Committee selects from the
wait list that person whose pro-
fessional background is most
like the cancellee's, thus pre-
serving the original class bal-
ance. Wait list candidates not
admitted to the session for
which they have applied may
be considered for the subse-
quent sessions. but are not
automatically admitted and
are not given priority status in
subsequent review.
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20 Admissions Procedures Appli-
cations to the Program consist
of two parts:
1 the candidate's application,
to be completed by the can-
didate and returned to the
Admissions Committee;
2 the sponsorship form, to be
completed by the sponsoring
executive and returned to
the Admissions Committee.
Non-U.S. applicants must take
the Test of English as a Foreign
Language (TOEFL) if English
is not their first language. This
test is given five times a year in
many cities in the U.S. and
abroad. Registration for the
TOEFL must be completed at
least one month prior to the
test date. For more informa-
tion, write to:
Test of English as a Foreign
Language
Box 899
Educational Testing Service
Princeton, New Jersey 08.540
Due Dates Applications and
TOEFL scores, when required,
for each session are due four
months prior to the beginning
of the session: usually the first
of May for the Fall Session,
which begins in September,
and the first of October for the
Spring Session, which begins in
February. The Admissions
Committee informs all candi-
dates of their status in writing
approximately six weeks after
the application deadline.
Fees Program fees cover
tuition, books, case material,
accommodations and board.
Meals on Saturday night and
Sunday and during Program
holidays are not included. The
mandatory Class Association
Dues contribute to the support
of those activities-mainly
social-that are planned by
the PMD participants to sup-
plement the academic
program.
Preliminary Inquiries Poten-
tial sponsors and applicants
are encouraged to contact the
Administrative Director before
submitting applications. Visits
to the Business School campus
while PMD is in session are
also welcome, and require only
a few days' notice for appro-
priate arrangements. For
additional information or
admissions discussions, please
contact:
Administrative Director
Program for Management
Development
Harvard Business School
Boston, Massachusetts 02163
Telephone: [phone]
Telex: 710 330 1928
Cable: Harbus Sch Bsn
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