LETTER T(SANITIZED)

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP90G01353R002000030028-1
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 29
• Document Creation Date: December 27, 2016
• Document Release Date: August 9, 2012
• Sequence Number: 28
• Publication Date: June 28, 1988
• Content Type: LETTER

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CIA-RDP90G01353R002g000309?-1 jEcRETARIAT
ROUTING SLIP
TO:
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ACTION
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SUSPENSE
Date
Remarks
STAT
,E/ 05-x q'
Execthive Secretary
78 JUN 88
D.
3637 (10-81) _ _
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ENCE AGENCY
CIA-RDP90G01353R002000030028-1
OFFICE OF THE DEPUTY DIRECTOR
28 June 1988
STAT TO:
TAT
Public Affairs Office
We have booked a speaking engagement for
19 April 1989. The person I spokes with is the
Director of Global Studies at Oklahoma State
University. He wants Bob to address the
International Affairs Forum on US-Soviet Relations
at a luncheon in Oklahoma City. We accepted and
I've sent a bio and photo. I told him that at a
later date someone from our Public Affairs Office
would be in touch. He mentioned that Art Hulnick
had suggested he called (would you confirm please).
The chap's name is Brewster Fitz -- Oklahoma State
University, 201 LSE, Stillwater, Oklahoma 74078.
[phone].
It's all yours.
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Distribution:
25X1 Orig. - DDCI
1 - D/PAO
1 - PAO Registry
1 - ER
I - PAO Ames
25X1 1 -
1 -
Bob:
SE:etirrl*
21 June 1988.
Here is your speech on "CIA Support to Senior Professional Military
Education" that our speechwPiters developed for you.
In preparing the text, they used two sets of general talking pointsr-gpe
25X1 drafted by General Heinz's office, and another drafted by , the
CIA representative to the Air University and an organizer of the seminar at
which you will be speaking. A copy of each is attached.
To obtain specific information, the speechwriters also talked to personnel
in the Office of Training and Education who coordinate CIA participation at
the senior schools and to CIA officers who recently studied or taught at the
25X1 schools. The latter included Chief of SOVA's Naval Branch (one
25X1 year of study at the Naval War College); , the director of OTE's
course on military analysis (two years as an instructor at the Army War
25X1 College); l(one year of study at
25X1 the Army War College); and chief of OIA's Advanced Development and
Support Division (two years as an instructor at the National War College).
You are scheduled to present this speech on 27 June at the Joint Seminar.
on the Role of Intelligence in Senior Professional Military Education.
25X1
25X1
Attachments:
As Stated
"Ikr
( DC,
FXEC
'
p_310_Te
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PROPOSED REMARKS
BY
ROBERT M. GATES
DEPUTY DIRECTOR FOR CENTRAL INTELLIGENCE
AT THE
JOINT CONFERENCE ON INTELLIGENCE
IN SENIOR PROFESSIONAL MILITARY EDUCATION
JUNE 27, 1988
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GOOD EVENING. IT IS A PLEASURE TO BE WITH YOU TONIGHT, AND I
THANK YOU FOR-4*SKING ME TO 'OPEN YOUR CONFERENCE ON INTELLIGENCE IN.
SENIOR PROFESSIONAL MILITARY EDUCATION. I WELCOME THIS OPPORTUNITY
TO OFFER A FEW OBSERVATIONS ON THE RELATIONSHIP--OR, MORE CORRECTLY,
THE PARTNERSHIP--BETWEEN CIA AND THE SERVICES, AND TO CONSIDER HOW
THIS PARTNERSHIP IS REFLECTED IN THE AGENCY'S SUPPORT FOR THE SENIOR
SERVICE COLLEGES. THE SPECIFIC QUESTION I'VE BEEN ASKED TO ADDRESS,
"WHY CIA SUPPORTS PROFESSIONAL MILITARY EDUCATION," IS NOT DIFFICULT
TO ANSWER. CIA SUPPORTS PROFESSIONAL MILITARY EDUCATION BECAUSE WE
BENEFIT AND BECAUSE WE CAN'T AFFORD NOT TO.
THE DEFENSE-INTELLIGENCE COMMUNITY RELATIONSHIP
THE NEED FOR THE MILITARY SERVICES AND INTELLIGENCE AGENCIES TO
COOPERATE IN COLLECTING AND PRODUCING USEFUL INTELLIGENCE HAS NEVER
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BEEN GREATER. AND WHAT CAN BE CONSIDERED "USEFUL" IS CONTINUALLY
EXPANDING.
THE FOCUS OF OUR INTELLIGENCE COLLECTION AND ANALYSIS HAS
BROADENED FROM A SINGULAR CONCENTRATION ON THE MILITARY PROWESS OF
THE SOVIET UNION TO INCLUDE SUCH CONCERNS AS TERRORISM. DRUG
TRAFFICKING. AND WORLD ENERGY SUPPLIES AND MARKETS. IN THE AREA OF
MILITARY REPORTING, WE CONFRONT SUCH NEW ISSUES AS LOW-INTENSITY
CONFLICT AND SURROGATE WARFARE.
ACCOMPLISHING THIS BROADENED AND MORE COMPLEX MISSION INVOLVES
EXTENSIVE INTERACTION BETWEEN THE MILITARY SERVICES AND THE
INTELLIGENCE AGENCIES. ONE OF THE INTELLIGENCE COMMUNITY'S MAJOR':
TASKS IS TO PROVIDE TIMELY AND COMPLETE INTELLIGENCE SUPPORT TO U.S.
MILITARY OPERATIONS. BOTH TO ENHANCE READINESS AND TO SUPPORT THE
PLANNING AND CONDUCT OF MILITARY OPERATIONS. THE MILITARY. A
PRIMARY CONSUMER OF FOREIGN INTELLIGENCE, ALSO PLAYS A VITAL ROLE IN
25X1 INTELLIGENCE COLLECTION. PROCESSING AND ANALYSIS.
25X1
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25X1
THE BETTER WE IN THE INTELLIGENCE AGENCIES UNDERSTAND
THE MILITARY tERVICES AND THEBETTER THEY UNDERSTAND OUR POINT OF
VIEW, THE MORE PRODUCTIVE OUR RELATIONSHIP CAN BE.
THE SENIOR MILITARY SCHOOLS ARE VERY EFFECTIVE IN IMPROVING
COMMUNICATION BETWEEN THE DEFENSE AND INTELLIGENCE ESTABLISHMENTS
AND INCREASING MUTUAL UNDERSTANDING. THE SENIOR SCHOOLS ALSO
ATTRACT THE CREAM OF THE MILITARY CROP--THOSE HANDPICKED TO BECOME
SENIOR COMMANDERS. IT IS FOR THESE REASONS THAT THE CIA HAS
ACTIVELY SUPPORTED SENIOR PROFESSIONAL MILITARY EDUCATION FOR SO
MANY YEARS.
YOU WILL BE SPENDING THE NEXT FEW DAYS DISCUSSING THE ROLE OF
INTELLIGENCE AT THE SENIOR MILITARY SCHOOLS, INCLUDING INTELLIGENCE
AS PART OF THE CORE CURRICULA, OFFERING INTELLIGENCE-RELATED
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ELECTIVES, AND A NUMBER OF OTHER WAYS IN WHICH INTELLIGENCE CAN BE A
PART OF SENIOR PROFESSIONAL MILITARY EDUCATION. I BELIEVE I CAN BE
MOST HELPFUL TO YOU IF I DISCUSS THE RELATIONSHIP THE CIA CURRENTLY
HAS--AND SHOULD HAVE--WITH SENIOR MILITARY SCHOOLS. YOU MAY BE
SURPRISED AT4HE EXTENT TO WHICH CIA SUPPORTS THE SENIOR SCHOOLS,
AND YOU MAY BE INTERESTED TO LEARN HOW OUR PRESENCE ON THOSE
CAMPUSES BENEFITS THE CIA'S MISSION. I'D ALSO LIKE TO DISCUSS SOME
IDEAS ON HOW WE CAN EXPAND THE BENEFITS THAT EACH OF US RECEIVES.
CIA SUPPORT TO THE SENIOR MILITARY SCHOOLS
LET ME GIVE YOU A BRIEF OVERVIEW OF THE PURPOSE AND TYPE OF
SUPPORT THE CIA PROVIDES TO SENIOR PROFESSIONAL MILITARY EDUCATION.
OUR SUPPORT TO THE SENIOR MILITARY SCHOOLS IS INTENDED TO SERVE TWO
ENDS: FIRST, TO HELP EDUCATE THE STUDENTS ABOUT THE STRUCTURE OF
THE NATIONAL INTELLIGENCE COMMUNITY AND TO SHOW HOW INTELLIGENCE CAN
SUPPORT THEIR OPERATIONAL ACTIVITIES; AND, SECOND, TO PROVIDE
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EXPERTISE IN A VARIETY OF ACADEMIC DISCIPLINES AND REGIONAL
SPECIALTIES. CIA SUPPORTS THE MILITARY SCHOOLS BY CONTRIBUTING
FACULTY REPRESENTATIVES AND PROVIDING OTHER SUBSTANTIVE SUPPORT SUCH
AS BRIEFINGS AND PUBLICATIONS.
FOR MANY *EARS, WE HAVE HAD REPRESENTATIVES ON THE FACULTIES AT
THE AIR UNIVERSITY, THE ARMY WAR COLLEGE, THE NAVAL WAR COLLEGE, NE
INDUSTRIAL COLLEGE OF THE ARMED FORCES, AND THE NATIONAL WAR
COLLEGE.' OUR REPRESENTATIVES TEACH BOTH CORE COURSES AND
ELECTIVES AT THE SCHOOLS, THEY PARTICIPATE IN SEMINARS, AND THEY
SUPPORT RESEARCH. IN THESE ROLES, THEY PROVIDE INFORMATION AND
INSIGHT ON THE NATIONAL INTELLIGENCE COMMUNITY TO STUDENTS WHO
GENERALLY ARE UNFAMILIAR WITH THE STRUCTURE AND ACTIVITIES OF THE
CIA AND ITS ROLE IN NATIONAL SECURITY POLICYMAKING AND
IMPLEMENTATION. THE OFFICERS WE PROVIDE TO THE SENIOR SCHOOLS ALSO
HAVE CONSIDERABLE EXPERTISE IN SUCH AREAS AS DEFENSE ECONOMICS,
IMAGERY ANALYSIS, AND SOVIET POLITICS.
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IN ADDITION TO TEACHING AND SUPPORTING RESEARCH, CIA
REPRESENTATIVES PARTICIPATE IN DECISIONS THAT AFFECT SCHOOL
CURRICULUM AND ADMINISTRATION. FOR EXAMPLE, OUR REPRESENTATIVE AT
THE NATIONAL WAR COLLEGE IN THE EARLY 1980S HELPED DEVISE THE
SCHOOL'S POLIG4-ON ADMITTING FOREIGN STUDENTS.
OUR REPRESENTATIVES ALSO PROVIDE INTELLIGENCE BRIEFINGS TO-THE
STAFF AND STUDENTS AT THE SENIOR MILITARY COLLEGES, BOTH AT THE
SCHOOLS AND AT CIA FACILITIES IN WASHINGTON, D.C. OUR
REPRESENTATIVES BRIEF THE COMMANDING OFFICERS AT SOME OF THE
SCHOOLS, THEY LECTURE TO THE CLASSES OF OTHER FACULTY MEMBERS.*THEY
BRIEF INSTITUTES AND MILITARY COMPONENTS COLOCATED WITH THE Sumas-,
AND THEY BRING IN FELLOW AGENCY OFFICERS TO BRIEF ALL THESE
AUDIENCES.
THOSE WHO BRIEF AT THE SENIOR SCHOOLS SPEAK ON A WIDE VARIETY OF
TOPICS. THE CIA IS OFTEN ASKED TO DISCUSS THE ROLE OF INTELLIGENCE
IN FOREIGN POLICY AND THE WORKINGS OF THE INTELLIGENCE COMMUNITY.
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LAST DECEMBER, JUDGE WEBSTER ADDRESSED A GROUP AT THE NATIONAL
DEFENSE UNIVERSITY ON THE USE OF INTELLIGENCE IN DEVELOPING AND
CARRYING OUT U.S. FOREIGN POLICY. I SPOKE AT THE NAVAL WAR COLLEGE
EARLIER THIS MONTH AND WILL GO TO THE AIR UNIVERSITY IN SEPTEMBER TO
TALK ABOUT INTELLIGENCE AND THE POLICY PROCESS.
THE CIA ALSO BRIEFS AT THE SENIOR SCHOOLS TO PROVIDE
INTELLIGENCE ON SIGNIFICANT WORLD EVENTS. FOLLOWING THE UNITED
STATES AIR ATTACK ON LIBYA, A MANAGER FROM OUR OFFICE OF IMAGERY
ANALYSIS PROVIDED A DAMAGE ASSESSMENT COMPLETE WITH PHOTOGRAPHS TO
THE COMMAND GROUP AT THE ARMY WAR COLLEGE.
CIA OFFICERS HAVE CONTRIBUTED SUBSTANTIVE AND REGIONAL EXPERTISE
TO SEMINARS, SPEAKER SERIES, AND WARGAMING. THE DIRECTOR OF OUR
OFFICE OF SOVIET ANALYSIS RECENTLY PARTICIPATED IN THE GLOBAL
WARGAME AT THE NAVAL WAR COLLEGE. SEVERAL ANALYSTS WHO DEAL IN
LATIN AMERICAN ISSUES SPENT THREE WEEKS AT THE AIR UNIVERSITY
WORKING WITH THE FACULTY AND STUDENTS.
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THE CIA REPRESENTATIVES AT THE SENIOR SERVICE COLLEGES ALSO
SERVE A VALUABLE FUNCTION AS LIAISONS-PUTTING STUDENTS AND FACULTY
MEMBERS IN TOUCH WITH THE RIGHT PEOPLE, PROVIDING AGENCY
PUBLICATIONS TO INDIVIDUALS CONDUCTING CLASSIFIED RESEARCH, AND
ARRANGING PROOAMS AT CIA-HEADQUARTERS FOR STUDENT GROUPS AND OTHER
SCHOOL PERSONNEL.
BENEFITS GAINED BY CIA
THE CIA BENEFITS IN MANY WAYS FROM ITS PRESENCE AT THE SENIOR
MILITARY COLLEGES. FIRST AND MOST DIRECTLY, ABOUT A DOZEN AGENCY
OFFICERS ARE SENT TO STUDY AT THE VARIOUS SCHOOLS EACH YEAR. AGENCY
PERSONNEL ATTENDING SENIOR MILITARY SCHOOLS COME FROM ALL
DIRECTORATES: SCIENCE AND TECHNOLOGY, INTELLIGENCE, OPERATIONS, AND
ADMINISTRATION. BECAUSE WE SEND SOME OF OUR BEST AND MOST PROMISING
OFFICERS TO THESE SCHOOLS, THEY, LIKE THE CIA'S FACULTY
REPRESENTATIVES, PROMOTE AN UNDERSTANDING OF WHAT INTELLIGENCE CAN
CONTRIBUTE TO MILITARY OPERATIONS AND EDUCATION.
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IN TURN, OUR STUDENTS BENEFIT. AN ANALYST OF SOVIET MISSILE
FORCES LEARNS A LITTLE ABOUT LOW-INTENSITY CONFLICT, WHILE A CASE
OFFICER IS INTRODUCED TO WARGAMING. ALL OUR STUDENTS GAIN A BETTER
UNDERSTANDING OF THE UNITED STATES MILITARY ESTABLISHMENT, HOW IT
WORKS, AND WHAI ITS PERSPECTIVE IS ON MANY OF THE ISSUES WE DEAL
WITH. THIS KNOWLEDGE ALLOWS OUR OFFICERS TO DEAL MORE EFFECTIVELY
WITH MILITARY POLICYMAKERS AND STAFF WHEN THEY RETURN TO THE AGENCY.
ON BALANCE, THE PEOPLE WE SEND TO SENIOR MILITARY SCHOOLS, BOTH
AS STUDENTS AND AS FACULTY REPRESENTATIVES, PROBABLY BENEFIT AS MUCH
FROM THE PEOPLE THEY MEET AS FROM THE FACTS THEY LEARN. THE
INTELLIGENCE AND MILITARY ESTABLISHMENTS HAVE THE SAME GOAL--THAT OF
PRESERVING AND PROTECTING OUR NATIONAL SECURITY. THE BETTER WE KNOW
EACH OTHER, THE MORE EFFECTIVELY WE CAN WORK TOGETHER TO ACHIEVE
THAT GOAL.
FROM THE STANDPOINT OF PERSONNEL MANAGEMENT, WE MAKE THE BEST
EFFORT WE CAN TO ENSURE THAT THOSE WHO RETURN FROM A TOUR AT A
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MILITARY COLLEGE ARE PLACED IN POSITIONS WHERE THEY CAN MAKE THE
MOST OF THEIR NEW KNOWLEDGE AND EXPERIENCE. FOR EXAMPLE:
-- A SENIOR ANALYST IN OUR OFFICE OF SOVIET ANALYSIS RETURNED
FROM A YEAR STUDYING AT THE NAVAL WAR COLLEGE TO HEAD HIS OFFICE'S
NAVAL BRANCH.,_HE CONTINUALLY CALLS ON THE KNOWLEDGE AND CONTACTS HE
MADE IN NEWPORT.
-- INDIVIDUALS WHO SERVED AS INSTRUCTORS TO THE ARMY WAR COLLEGE
AND THE NAVAL WAR COLLEGE ARE NOW IN CIA'S OFFICE OF TRAINING AND
EDUCATION USING THEIR REFINED SKILLS TO TRAIN OUR PERSONNEL IN
MILITARY ANALYSIS AND SOVIET STUDIES.
CIA FREQUENTLY CALLS ON THE FACULTY AND RESEARCHERS AT THE
SENIOR MILITARY SCHOOLS TO HELP US PREPARE BRIEFINGS, RESEARCH
PAPERS, AND OTHER PRODUCTS FOR MILITARY CONSUMERS.
-- THE HEAD OF THE MILITARY HISTORY INSTITUTE LOCATED AT THE
ARMY WAR COLLEGE IS ONE OF THE NATION'S EXPERTS ON PARAMILITARY
OPERATIONS. HE NOW LECTURES TO CIA PERSONNEL ATTENDING OUR IN-HOUSE
COURSE ON MILITARY ANALYSIS.
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-- WE RECENTLY SENT TWO OF OUR ANALYSTS TO THE NAVAL WAR COLLEGE
TO SOUND OUT FACULTY MEMBERS ON A BRIEFING WE WERE PREPARING FOR THE
DEPUTY DIRECTOR OF NAVAL INTELLIGENCE CONCERNING SOVIET PERCEPTIONS
OF THEIR SSBN SURVIVABILITY. WE RECEIVED VALUABLE SUGGESTIONS, NOT
ONLY ON THE SUBSTANCE OF-THE BRIEFING, BUT ON HOW TO IMPROVE ITS
PRESENTATION-FOR THE INTENDED AUDIENCE.
IMPROVING THE RELATIONSHIP
CLEARLY, THE CIA GAINS A GREAT DEAL FROM SENDING ITS PERSONNEL
TO TEACH, RESEARCH, AND STUDY AT THE SENIOR MILITARY SCHOOLS. EACH
CIA FACULTY REPRESENTATIVE COMES INTO CONTACT WITH SEVERAL HUNDRED"'
STUDENTS DURING HIS TOUR. AT THE END OF THE ACADEMIC YEAR, EACH OF
THESE STUDENTS HAS A BETTER UNDERSTANDING OF THE CIA AND THE
INTELLIGENCE COMMUNITY. THE STUDENTS WE SEND TO THE MILITARY
SCHOOLS GAIN KNOWLEDGE OF THE WAYS IN WHICH THE MILITARY SCHOOLS CAN
HELP US IN OUR MISSION, AS WELL AS HOW WE CAN BETTER SATISFY THE
. INTELLIGENCE NEEDS OF OUR MILITARY CONSUMERS.
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THE RELATIONSHIP BETWEEN THE CIA AND THE SENIOR MILITARY SCHOOLS
HAS BEEN MUTUALLY BENEFICIAL. BUT I WOULD LIKE TO OFFER SEVERAL
WAYS TO ENSURE THAT THE RELATIONSHIP CONTINUES TO BENEFIT BOTH
PARTIES.
FIRST OF ALL. WE CAN PROVIDE MORE INFORMATION TO THE SENIOR
SCHOOLS BY INCREASING THE DISSEMINATION OF CIA'S INTELLIGENCE
ASSESSMENTS AND OTHER PRODUCTS TO THE COMMANDING GROUP, FACULTY, AND
OTHER SCHOOL PERSONNEL. WE ARE NOT ALWAYS AWARE OF THE SCOPE OF
ACTIVITIES UNDERWAY AT EACH SCHOOL. OUR FACULTY REPRESENTATIVES AND
STUDENTS FREQUENTLY DISCOVER RESEARCH EFFORTS, WARGAMING, AND OTHER
PROGRAMS WHERE OUR INTELLIGENCE COULD BE USEFUL.
CHANGES IN WORLD EVENTS AS WELL AS CHANGES IN ACADEMIC POLICY AT
THE SENIOR MILITARY SCHOOLS MEAN THAT THERE ARE ALWAYS WAYS IN
WHICH THE CIA CAN EXPAND OR REVISE ITS BRIEFING SUPPORT. FOR
EXAMPLE, U.S. MILITARY PLANNING AND BUDGETING ARE BASED IN GOOD
MEASURE ON LONG-RANGE ASSESSMENTS OF SOVIET SPENDING. MANY OF US
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ARE WONDERING HOW GORBACHEV'S PERESTROIKA WILL AFFECT SOVIET DEFENSE
SPENDING. PERHAPS THE SENIOR SCHOOLS COULD BENEFIT FROM A BRIEFING
ON HOW THE CIA DEVELOPS ITS ASSESSMENTS OF SOVIET DEFENSE
EXPENDITURES AND TO WHAT EXTENT WE BELIEVE ECONOMIC REFORMS AND
OTHER COMPONENTS OF GORBACHEV'S AGENDA MAY INFLUENCE THEM.
I ALSO BELIEVE THE CIA COULD TAKE BETTER ADVANTAGE OF THE--
EXPERTISE AVAILABLE AT THE SENIOR MILITARY SCHOOLS. WHENEVER WE
HAVE ASKED FACULTY AT THE SENIOR MILITARY SCHOOLS TO REVIEW CIA
PRODUCTS, WE HAVE RECEIVED ENTHUSIASTIC, KNOWLEDGEABLE SUPPORT.
WE ALSO CAN BENEFIT MORE FULLY FROM THE RESEARCH BEING CONDUCTED
AT THE SENIOR SCHOOLS--AREAS OF RESEARCH THAT WOULD COMPLEMENT THE,
WORK OF OUR ANALYSTS AND EXPAND OUR COLLECTIVE BASE OF KNOWLEDGE.
THE NATIONAL WAR COLLEGE SOLICITS RESEARCH TOPICS FROM THE
INTELLIGENCE COMMUNITY, AND WE WELCOME THE CHANCE TO PROVIDE
SUGGESTIONS AND INTELLIGENCE SUPPORT.
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CLOSING REMARKS
ONE FINAL POINT ABOUT THE BENEFITS OF CIA'S RELATIONSHIP WITH
THE SENIOR MILITARY SCHOOLS--THE CIA VALUES SEMINARS SUCH AS THIS
FOR THE OPPORTUNITY THEY GIVE US TO PARTICIPATE IN DECISIONS THAT
WILL AFFECT SWOR PROFESSIONAL MILITARY EDUCATION. IT IS THROUGH
SUCH SEMINARS THAT THE INTELLIGENCE COMMUNITY AND THE U.S. MILITARY
SERVICES CAN BEST HELP EACH OTHER AS WE WORK TO CARRY OUT OUR JOINT
RESPONSIBILITIES.
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FOOTNOTES
1
THE INDUSTRIAL COLLEGE OF THE ARMED FORCES AND THE NATIONAL WAR
COLLEGE ARE TWO MEMBER-COLLEGES OF THE NATIONAL DEFENSE UNIVERSITY.
THE OTHER MEMBERS ARE THE INTER-AMERICAN DEFENSE COLLEGE, ALSO
LOCATED AT FORT MCNAIR IN WASHINGTON, D.C., AND THE ARMED FORCES-...
STAFF COLLEGE, LOCATED IN NORFOLK, VIRGINIA.
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DDCI REMARKS TO
FACULTIES OF THE SENIOR SERVICE COLLEGES
27 JUNE 1988
I welcome the opportunity to talk with you today (this evening). This
occasion provides a valuable opportunity to share with you a few observations
on the relationship--or more correctly, the partnership--between CIA and the
Services. And how this partnership is reflected in the Agency's support for
the Senior Service Colleges.
The Director of Central Intelligence, and I in my job as Deputy Director,
wear two hats. We direct the activities of the Central Intelligence Agency,
and we have oversight responsibilities for all of the intelligence
organizations of the U. S. Government under the National Foreign Intelligence
Program. Under these dual responsibilities, we must coordinate the numerous
intelligence efforts of the U.S. Government to collect, evaluate, analyze,
produce, and disseminate foreign intelligence. That responsibility has
remained unchanged since 1947.
-- But the world in which itmust be discharged has not.
When the Central Intelligence Agency came into being, the world was,
in many ways, a simpler place. The U.S. was preeminent among
nations, the only atomic power on earth. The primary product of
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intelligence, then, had to do with the military activities and
political intentions of the Soviet Union--and a little bit about
those of its satellites.
Today,,b9wever, things. are not so simple.
The U.S. is no longer the world's only nuclear power. In addition,
there are now more than 150 independent nations on earth. This
country has important contacts with almost all of them. These
contacts are far more political and economic than military.
Consequently, the focus of collection and analysis has shifted from a
singular concentration on the military prowess of one country to a
broader interest in all areas of international relations. And
although understanding Soviet military strength is still the Agency's,:
number one priority, its traditional areas of concern have expanded
to confront the problems of such things as terrorism, drug
trafficking, world energy, and world grain products. And in the area
of military reporting, we must deal with such unconventional topics
as low-intensity conflicts and surrogate warfare.
The accomplishment of this expanding and more sophisticated mission
involves extensive interaction with the U.S. military services. One
of our major tasks, as articulated in the National Foreign
Intelligence Strategy, is to provide timely and robust intelligence
support to U.S. military operations. We are charged with making the
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intelligence products of our collection, processing, and analytical
activities available in the shortest possible time to the appropriate
military units to support enhanced readiness and the planning and
conduct of military operations. To efficiently perform this mission,
we must interact with the Services in making the appropriate data
transmission arrangements; we have to obtain some understanding of
what intelligence support is or is not wanted; and we must explain to
the Services what intelligence we can or cannot provide.
Consequently, the more that we are able to speak the same language as
the military, the better we will be able to perform this task.
-- Similarly, we are critically dependent on the military for
intelligence collection, processing, and analysis,
The better we understand
"where Defense is coming from," and the better you understand our
point of view, the more harmonious and more productive this
relationship can be.
Additionally, as the President's principal intelligence officer, the
Director (and those of us who work for him) also are tasked with
developing a coordinated, Intelligence Community view of the world
for the President and his senior advisors. This requires meshing the
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diverse views of many constituents ranging from Defense to State to
Energy to ACDA. Each has its own mission, each its own culture, each
its own point of view.
Thus, because of our_nped to interact with other organizations--
particularly with Defense--we are ever on the alert for ways to make
_
communication easier. And, because they contribute strongly toward
solving this problem, CIA has been an active supporter of the Senior
Service Colleges for many years. Our motives are not altruistic;
they are selfish. The colleges make our job easier. We have found
that a major objective of the Colleges is to enhance the ability of
participants to work effectively and constructively with people whose
orientations differ from their own.
Our support to the Colleges has not been just rhetoric, but in terms
of resources. For many years, we have maintained representatives on
the faculties at the Air War College, the Army War College, the
College of Naval Warfare, and the National War College. (This
academic year, the College of Naval Warfare position was not filled,
but we hope to do so next year.)
These representatives participate in instructional activities,
seminars, study projects. I understand that they make a significant
contribution toward providing information on an area of the
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government that is not familiar to most of the students. Moreover,
usually the officers that we provide bring academic and practical
expertise in particular disciplines such as economics, political
science, and so forth.
The learning, however, is a two-way street. Universally, our people
report back that they feel that they learn as much or more from the
students as they impart. They also feel that their tours at the
Senior Service Colleges serve as a change of pace; and opportunity to
recharge batteries.
We further support the Senior Service College--or perhaps exploit
them--by sending a dozen or so students to them each year. (This
year's number is exactly 12.) We find that they profit tremendously ,
from their experiences at the Senior Service Colleges. We attempt to
send only our best and brightest--demonstrated by the fact that the
majority of our senior managers have attended a Senior Service
College.
We have found that our people you have taught return to us with
increased knowledge, but more importantly with a new appreciation of
how to deal with other organizations, how to treat other points of
view. In sum, better tools with which to get the government's
business done.
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I commend the job that you are doing. The Agency will continue
to support you. We believe that your work is vital to developing the
senior officers necessary for a viable and strong U.S. national
security program. Please call on us if we can be of additional
support,
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DEPARTMENT OFTHEAIR FORCE
HEADQUARTERS AIR UNIVERSITY
MAXWELL AIR FORCE BASE AL 36112-5001
AU/CAX
Maxwell AFB AL
29 Apr 88
Office of Public Affairs
Central Intelligence Agency
Washington Zoc- .20505?
Our suggested talking points for Bob Gates' address to the
June conference are attached. They are unclassified --
deliberately -- and we don't know how classified Bob will want to
get in his presentation.
If parts of the TPs sound a little like a tutorial, it's
because many of the deans seem not fully aware of how
wide-ranging our support really is.
Please use as much or as little of these as you see fit, and
let us know if we can be of help.
Many thanks for your efforts.
Sincerely
CIA Advisor to the
Commander, Air University
Strength Through Knowledge
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Suggested talking points for DDCI address to Joint Conference on
Intelligence in Senior Professional Military Education, 27-29
June 1988.
Why CIA Supports Senior PME
--For at least 20 years, CIA has invested a great deal in
supporting senior PME
--High-ranking agency officers assigned to
staff/faculties of the senior schools--most
are here tonight
_
--You all know in general what our high-paid help does.
__Specifics will be spelled out tomorrow.
--Well to remember that they receive full array of
national intelligence products--current intel,
NIEs, serial pubs--for use in briefings, regional
studies, wargaming, etc.
Other forms of support as well
--Agency provides guest speakers for various portions of
curriculum at all senior schools.
--Large contingent to Globex to support wargaming at
Naval War College.
--Speakers to each running of Senior Officers Combat
Employment Course at Air University.
--Also answer scores of individual requests from faculty
and students for specific information on wide range of
of topics.
--Other
Also should be clear that support is not all give and no take.
It's a two-way street, and we get a great deal in return.
--Our officers -- and thus the Agency = gain broadened
knowledge and deeper insights from association with
staff/faculty and with students.
--I send officers to the senior schools to discuss major
analytical papers with faculty and students.
--We've also brought students to Washington to probe
their insights into substantive problems.
The significance of this relationship already increasing and will
be even more important in years to come.
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--This true if only because role of military in policy
decision-making higher than it has ever been, and how
well today's students perform in that role tomorrow
will be strongly influenced by effectiveness of
intelligence support they receive.
Your students are cream of the military crop hand-picked to
become future senior commanders.
--Yet they arrive at school with highly diverse notions
of intel--and of its capabilities and limitations.
When they depart, should have
--FS-trly.thorough grasp of what intel can and cannot do,
and how to tap the resources.
Further, the use of substantive Intel should have
--increased their knowledge of world situation
--heightened their appreciation of current and
future political, economic and military problems
that will confront them
--provided them comprehensive knowledge of strategies
and capabilities of possible adversaries
How well we do these things is the measure of how well we help to
prepare senior students for their future jobs, and "to reach for
the stars."
I think we have done very well.
But there are questions we need to address, especially in an era
of budgetary contraints and force reductions, when intelligence
must help to take up the slack, and become even more of a "force
multiplier."
--Can we improve what we're doing? How?
--Are we using the relationship with the armed forces
and the PME schools fully--are there other areas of
mutual benefit to be exploited?
--How does concept of jointness impact on our support?
--Can we develop a joint, uniform approach, and at same
time preserve integrity of "service-specific" support?
We probably can--after all, the intelligence partnership is the
most "joint" operation in town.
That's why we're here--to wrestle with these and other questions,
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to evaluate what we're doing and what we should be doing in the
future.
I look forward to seeing the results of your work, and in
particular, to reading the conference report.
-:
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