THE SUPPORT SERVICES HISTORICAL SERIES - VOLUME IV - THE INTELLIGENCE SCHOOL

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP93-00791R000100040001-6
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 205
• Document Creation Date: December 14, 2016
• Document Release Date: April 16, 2003
• Sequence Number: 1
• Publication Date: November 1, 1971
• Content Type: REPORT

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SECRET
CIA Internal Use Only
Access Controlled by DDS
The Support Services
Historical Series
THE OFFICE OF TRAINING, 1 JULY 1956 - 1 JANUARY 1966
VOLUME IV: THE INTELLIGENCE SCHOOL
1 JULY 1956 - 1 JANUARY 1966
SECRET
OTR - 8
November 1971
Copy 2 of 3
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WARNING
This document contains information affecting the national
defense of the United States, within the meaning of Title
18, sections 793 and 794, of the US Code, as amended.
Its transmission or revelation of its contents to or re-
ceipt by an unauthorized person is prohibited by law.
GROUP I
Excluded from automatic
downgrading and declassification
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CIA Internal Use Only
Access Controlled by DDS
THE OFFICE OF TRAINING
1 JULY 1956 - 1 JANUARY 1966
VOLUME IV: THE INTELLIGENCE SCHOOL
1 JULY 1956 - 1 JANUARY 1966
by
Director of Training
-kiUfn T. cunning am
HISTORICAL STAFF
CENTRAL INTELLIGENCE AGENCY
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Contents
Page
I. Background . . . . . . . . . . . . . . . . . . . . . . . . 1
A. Antecedents . . . . . . . . . . . . . . . . . . . . . 1
B. Status of the Intelligence School, 15 June 1956 . . . 7
II. Organization and Personnel . . . . . . . . . . . . . . . 9
A. Organizational Development . . . . . . . . . . . . . 9
B. Key Personnel . . . . . . . . . . . . . . . . . . . . 14
III. The Office of the Chief . . . . . . . . . . . . . . . . . . 20
A. Activities of the Chief . . . . . . . . . . . . . . . . 20
B. The Deputy Chief . . . . . . . . . . . . . . . . . . . 22
C. The Executive Assistant . . . . . . . . . . . . . . . 23
D. Studies in Intelligence . . . . . . . . . . . . . . . . 25
E. The Reading Improvement Program . . . . . . . . . 28
IV. The Orientation and Briefing Officer . . . . . . . . . . . 29
A. Background . . . . . . . . . . . . . . . . . . . . . 29
1. Organization . . . . . . . . . . . . . . . . . . . 29
2. Personnel and Facilities . . . . . . . . . . . . 30
B. Scope of Responsibilities . . . . . . . . . . . . . . . 32
C. Expansion of Activities . . . . . . . . . . . . . . . 36
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1. Non-Government Briefings . . . . . . . . . . . 37
2. VIP Briefings . . . . . . . . . . . . . . . . . . 39
D. Examples of OBO Activities . . . . . . . . . . . . . 41
E. Elimination of the OBO Position . . . . . . . . . . . 46
V. The Intelligence Orientation Faculty . . . . . . . . . . . 48
A. Mission and Staff . . . . . . . . . . . . . . . . . . . 48
B. The Intelligence Orientation Course . . . . . . . . . 50
1. Background . . . . . . . . . . . . . . . . . . . 50
2. Purpose and Content . . . . . . . . . . . . . . . 51
3. Methods of Instruction . . . . . . . . . . . . . . 53
4. Supplemental Activities . . . . . . . . . . . . . 54
5. The Written Version . . . . . . . . . . . . . . . 55
6. The JOTP Version . . . . . . . . . . . . . . . 59
C. The Intelligence Products Exhibit . . . . . . . . . . 61
D. The Intelligence Review . . . . . . . . . . . . . . . 64
E. The Midcareer Course and Program . . . . . . . . 69
F. Special Activities and Programs . . . . . . . . . . . 85
1. Special Orientations . . . . . . . . . . . . . . . 85
2. The JCS-DIA Program . . . . . . . . . . . . . . 86
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3. The Senior Schools Program . . . . . . . . . . 88
4. Publications . . . . . . . . . . . . . . . . . . . 90
VI. The Intelligence Production Faculty . . . . . . . . . . . 91
A. Skills Courses . . . . . . . . . . . . . . . . . . . . 92
1. Writing . . . . . . . . . . . . . . . . . . . . . 92
2. Speaking . . . . . . . . . . . . . . . . . . . . . 97
3. Interviewing . . . . . . . . . . . . . . . . . . 99
4. Reading and Instructor Training . . . . . . . . 100
B. Research Courses . . . . . . . . . . . . . . . . . . 101
1.. Intelligence Research (Techniques) . . . . . . . 101
2. Intelligence Research (Maps) . . . . . . . . . . 104
3. Intelligence Research (Map and Photo Inter-
pretation) . . . . . . . . . . . . . . . . . . . . 105
4. Geography of the USSR . . . . . . . . . . . . . 107
C. JOTP Courses . . . . . . . . . . . . . . . . . . . . 108
1. Intelligence Techniques . . . . . . . . . . . . . 109
2. Intelligence Production . . . . . . . . . . . . . 112
D. Training Manuals . . . . . . . . . . . . . . . . . . 115
VII. The Management Training Faculty . . . . . . . . . . . . 117
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118
................ 120
. . . . . . . . . . . . . . . . 124
D. The Managerial Grid . . . . . . . . . . . . . . . . . 126
E. Summary and Evaluation . . . . . . . . . . . . . . . 128
VIII. The Clerical Training Faculty . . . . . . . . . . . . . 130
A. Background . . . . . . . . . . . . . . . . . . . . . 130
B. Major Programs . . . . . . . . . . . . . . . . . . . 132
C. Special Activities . . . . . . . . . . . . . . . . . . 135
D. Summary and Evaluation . . . . . . . . . . . . . . 138
IX. The Operations Support Faculty . . . . . . . . . . . . . 140
A. Background . . . . . . . . . . . . . . . . . . . . . 140
B. Major Programs . . . . . ... . . . . . . . . . . . . 142
1. Operations Support . . . . . . . . . . . . . . . 142
2. Administrative Procedures . . . . . . . . . . . 145
3. Budget & Finance Procedures . . . . . . . . . . 146
C. Special Activities . . . . . . . . . . . . . . . . . . . 147
D. Summary and Evaluation. . . . . . . . . . . . . . . 148
X. Summary and Conclusions . . . . . . . . . . . . . . . . 150
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1. Organization of the Office of Training, 17 September
1952 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2. Organization of the Office of Training, 1 December
1954.... ....................... 5
3. Organization of the Office of Training, 15 June 1956 . . 6
Appendixes
A. Review of Agency Management Training . . . . . . . . . 153
B. Colonel White's Briefing of Dr.
C. Operations Support Faculty Activity Report, March
through August 1958 . . . . . . . . . . . . . . . . . . 177
D. Sources . . . . . . . . . . . . . . . . . . . . . . . . . . 181
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THE OFFICE OF TRAINING, 1 JULY 1956 - 1 JANUARY 1966
Volume IV: The Intelligence School
1 July 1956 - 1 January 1966
I. Background
The early efforts of the Office of Training in the field of non-oper-
ational intelligence training, from 1951 to late 1953, have been
described in Volume I of this paper; and developments in intelligence
and administrative training from December 1953 to July 1956 are cov-
ered in Volume II. In the interests of continuity, however, it would be
well at this point to review the background briefly -- to trace the ante-
cedent action, so to speak, and to describe the status of the Intelligence
School at the time that it was established in 1956.
A. Antecedents
The earliest identifiable OTR ancestor of the Intelligence
School was the "CIA Intelligence School," established in May of 1951. 1/1'.1
The mission of this "school," as stated by the DTR at the time, was
"to provide a training center to produce intelligence officers, on a
* For serially numbered source references, see Appendix D.
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continuing basis, who will have a clear understanding of how to sup-
port the Agency's mission in the field of National Intelligence. " 2/
The school had three objectives -- one immediate, one eventual, and
one long-range. The immediate objective was to start a basic training
course for junior intelligence officers. The eventual objective was to
offer refresher courses forsexperienced intelligence officers. The
long-range objective was to offer graduate-level courses for the entire
intelligence community.
By July 1951 the first objective had been reached; the first
basic course for junior officers had been designed and scheduled for
offering. 3/ 'The second objective was reached somewhat later but not
during the brief life of the "CIA Intelligence School. " The third objec-
tive was never reached. Actually, although the name of the school
continued to be used until July 1952, 4/ its activities never expanded
beyond the offering of the basic orientation course for junior officer
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trainees; and after September 1952 that course was being given by the
Intelligence Training Division of TR(G), * which had been established
at that time. **
The Intelligence Training Division at that time also gave a
course in world communism and a course in rapid reading. The TR(G)
Basic Training Division, also established in September 1952, gave
orientation courses and courses in management and administrative
training. Both the Intelligence and Basic Divisions were re-named in
the December 1954 reorganization of OTR. *** The
"TR(G)" designa-
tion was dropped, and the Divisions became Schools.**** The two
schools continued in this pattern until they were combined by the reor-
ganization of 15 June 1956.
TR(G) was the abbreviation used for Training (General), the non-
covert unit in OTR; the covert unit was Training (Special) -- TR(S).
See Figure 1, p. 4.
See OTR-6, p. 3.
'See Figure 2, p. 5.
See Figure 3, p. 6.
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r igure 1
ORGANIZATION OF THE OFFICE OF TRAINING
17 September 1952
DEPUTY DIRECTOR
OF TRAINING
(GENERAL)
PLANS AND
POLICY
STAFF
ORIENTATION
AND BRIEFING
DIVISION
MANAGEMENT
TRAINING
DIVISION
PROGRAMS
DIVISION
LANGUAGE
SERVICES
DIVISION
SUPPORT
STAFF
INTELLIGENCE
TRAINING
DIVISION
JUNIOR OFFICER
TRAINING
DIVISION
DEPUTY DIRECTOR
OF TRAINING
(SPECIAL)
ASSESSMENT AND
EVALUATION
STAFF
BASIC
TRAINING
DIVISION
AIR-MARITIME
TRAINING
DIVISION
ORGANIZATION OF THE OFFICE OF TRAINING AS OF 17 SEPTEMBER
1952, SHOWING THE REORGANIZATION OF BOTH TRAINING (COVERT)
AND TRAINING (OVERT), THE CHANGE FROM ASSISTANT DIRECTORS
TO DEPUTY DIRECTORS, FROM TRAINING (COVERT) TO TRAINING
(SPECIAL) AND TRAINING (OVERT) TO TRAINING (GENERAL), AND
THE ESTABLISHMENT OF A SUPPORT STAFF RESPONSIBLE DIRECTLY
TO THE DIRECTOR OF TRAINING; BY OTR NOTICE NO. 26-52, 1
DECEMBER 1952. (NOTE THAT THE CHANGES HAD BEEN IN EFFECT
SOME TEN WEEKS BEFORE THEY WERE OFFICIALLY ANNOUNCED.)
PLANS AND
PROGRAMS
STAFF
TRAINING
DEVELOPMENT
STAFF
ADVANCED
TRAINING
DIVISION
PROJECT
TRAINING
DIVISION
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Figure 2
ORGANIZATION OF THE OFFICE OF TRAINING
PLANS AND
RESEARCH
STAFF
ASSESSMENT
AND EVALUATION
STAFF
BASIC
TRAINING
SCHOOL
OPERATIONS
TRAINING
SCHOOL
INTELLIGENCE
TRAINING
SCHOOL
SUPPORT
STAFF
JUNIOR OFFICER
TRAINING
PROGRAM
LANGUAGE, AREA
AND EXTERNAL
TRAINING SCHOOL
ORGANIZATION OF THE OFFICE OF TRAINING AS OF 1 DECEMBER
1954, SHOWING THE COMBINATION OF THE ADMINISTRATIVE STAFF
AND THE INSTRUCTIONAL SERVICES STAFF TO FORM THE SUPPORT
STAFF, THE TRANSFER OF THE PLANS AND RESEARCH STAFF TO
THE OFFICE OF THE DIRECTOR OF TRAINING, AND THE REORGAN-
IZATION OF THE TRAINING DIVISIONS INTO TRAINING SCHOOLS; BY
OTR NOTICE NO. 28-54, 1 DECEMBER 1954.
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Figure 3
ORGANIZATION OF THE OFFICE OF TRAINING
ASSESSMENT
AND EVALUATION
STAFF
JUNIOR OFFICER
TRAINING
PROGRAM
SCHOOL OF
INTERNATIONAL
COMMUNISM
INTELLIGENCE
SCHOOL
SUPPORT
STAFF
PLANS AND
POLICY
STAFF
LANGUAGE
AND AREA
SCHOOL
ORGANIZATION OF THE OFFICE OF TRAINING AS OF 15 JUNE 1956,
SHOWING THE ESTABLISHMENT OF THE SCHOOL OF INTERNATIONAL
COMMUNISM, THE MERGER OF THE BASIC TRAINING SCHOOL AND
THE INTELLIGENCE TRAINING SCHOOL AS THE INTELLIGENCE
SCHOOL, THE CHANGE IN NAME FROM LANGUAGE, AREA AND EXTER-
NAL TRAINING SCHOOL TO LANGUAGE AND AREA SCHOOL, AND
THE CHANGE IN NAME FROM OPERATIONS TRAINING SCHOOL TO
OPERATIONS SCHOOL; BY OTR NOTICE NO. 20-56, 15 JUNE 1956.
OPERATIONS
SCHOOL
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B. Status of the Intelligence School, 15 June 1956
Perhaps the best summary statement of the missions of the
Intelligence School as of 15 June 1956 is that given by Mr. Baird in
his official report of OTR activities during fiscal year 1956. 5/ He
stated that the school was responsible for "all training other than lan-
guage, area, operations, and communism instruction" -- a statement
that would seem to justify the later comment by
characterizing the school as "a hodge-podge, a catch-all, an attic, a
dumping ground where courses were placed that did not belong any-
where else. "," Mr. Baird did, however, move from the negative to
the positive by specifying in his report the kinds of training for which
the school was responsible: orientation to the intelligence process and
to clandestine activity; administrative principles and procedures per-
taining to support functions at headquarters and in the field; manage-
ment and supervisory principles and techniques; induction and refresher
training for clerks, typists, and stenographers; methods and techniques
See OTR-6, p. 13.
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of effective writing and speaking; the improvement of reading skill;
and skills and methods involved in the collection, production, and dis-
semination of intelligence.
In June 1956 there was no formal internal organization. There
but no deputy chief, and there was an orien-
tation and briefing officer; the many and varied responsibilities were
carried out by groups, the composition of which might change from
time to time as training requirements and instructor availability dic-
positions -- administrative, instruc-
tor, and clerical -- in the school. 6/
It is interesting to note that in Mr. Baird's specifications of
the responsibilities of the school he neglected to mention one -- the
support of training programs that were given by other government
agencies. This responsibility the school had at the time; during fiscal
year 1956, for example, instructors in the two schools that merged to
form the Intelligence School provided 78 lectures for other government
training programs. 7/ This activity continued to be a large part of
the school's task throughout its existence.
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II. Organization and Personnel
A. Organizational Development
From 15 June 1956 to 15 February 1957, the Intelligence
School functioned with a chief and the several loosely organized groups
described above. In February a deputy chief was appointed; but no
action was taken to establish a definite internal organization. The first
step in this direction came in March 1957, when the newly appointed
deputy chief,
prepared a staff study of the school's
25
organizational problem. 8/ The study pointed out that there were[::]
instructors in the school and of them reported directly to the chief
or the deputy chief. To solve the span-of-control problem inherent in
such a situation, the study recommended that four "faculties" be estab-
lished, each with a chief instructor reporting to the chief of the school.
The 27 courses offered by the school would be distributed among these
four faculties -- all management, supervision, operations support,
and clerical training to the Management and Administrative Faculty;
all orientation and briefing courses and activities to. the Intelligence
Orientation Faculty; all skills courses -- reading, writing, and speak-
ing -- to the Intelligence Techniques Faculty; and all courses dealing
with intelligence methods to the Intelligence Production Faculty.
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Apparently no action was taken on the study's recommenda-
tions; for on 4 April 1957 the chief of the school -- then
-- wrote to the DDTR and suggested an alternative plan. 9/
the four faculties recommended by the deputy chief, the chief suggested
only three: a Management-Clerical-Administrative Faculty, an Orien-
tation Faculty, and an Intelligence Techniques Faculty. Again, there
appears to be no record of official action having been taken on the
chief's memorandum, and the result was that the June 1956 organiza-
tional pattern was retained, with the "groups" designated "faculties"
and a chief instructor assigned to each.
By mid-1957, then, the Intelligence School was composed of a
chief and a deputy chief; an Orientation and Briefing Officer and an
editor of the Studies in Intelligence, both reporting to the chief; and
six training faculties -- Intelligence Orientation, Intelligence Produc-
tion, Management, Clerical, Administrative, and Reading Improve-
ment. This organization did reduce from sixteen to eight the number
of people reporting directly to the chief, but it did not fully solve the
span-of-control problem. The reasons behind the rejection of the
recommendations of the chief and the deputy chief are not recorded.
It is the opinion of an OTR officer who became chief of one of the six
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faculties at the time and later became chief of the school- that the
reasons rested in personalities. Some of the senior instructors pro-
tested subordination to other -- perhaps less senior -- instructors
and insisted on retaining semi-autonomy in their substantive areas.
Mr. Baird's decision was a compromise made in the interests of har-
mony and efficiency. 10/
With the exception of the elimination of the deputy chief posi-
tion in April 1959, the appointment of a GS-11 Executive Assistant to
assist the chief, the addition of the Specialist in Programmed Instruc-
tion later in the same year, and the elimination of the Reading Improve-
ment Faculty in 1958, the structure of the school remained unchanged
until October 1962. At that time, the Operations Support Faculty was
transferred from the Intelligence School to the Operations School.
There were two reasons for the move. First, the faculty's courses --
Operations Support and Administrative Procedures -- were oriented
toward operational activity and thus logically belonged in the Opera-
tions School. This had been true from the beginning, of course, but
* The writer of this historical paper.
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the "support" aspects of the courses had always been considered suffi-
cient reason to set them apart from clandestine operational training.
The second reason was that by 1962 the activities of the Operations
School had decreased to a very few course offerings; when
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25
1
to increase the activities of the school by reducing those of the Intelli-
gence School, which at that time was by far the largest of the OTR
schools.
The next organizational change came in November 1963, when
the Editor of the Studies in Intelligence was transferred from the Intel-
ligence School to the Office of the Executive Director. Although the
revival" of the Studies was an OTR project assigned to the Intelligence
School, after it was established as a regular publication the editor
worked largely under the direction of the board that was established to
govern the publication; he reported to the chief of the school only as an
administrative convenience. Because the Executive Director was a
See below, p. 15.
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member of the Studies board and the other members were senior offi-
cers of the various Directorates, the logical organizational location of
the Studies editorial staff was within the Office of the Executive Direc-
to r.
The only other organizational change in the Intelligence School
through 1965 was the elimination of the Orientation and Briefing Officer
position and the assignment of the responsibilities to the Intelligence
Orientation Faculty in July 1965. At that time, the name of the faculty
was changed to the Orientation and Briefing Faculty. This action was
taken because the officer who was in the position resigned from the
Agency, and it was decided that the briefing duties could be absorbed
by an existing component and thereby- a GS-15 slot could be made avail-
able to another OTR component. At the end of the 1956-66 period, the
organizational structure of the school consisted of the Chief, the exec-
utive assistant, and the four faculties -- Orientation and Briefing, Intel-
ligence Production, Management, and Clerical.
In April 1966 the Management and Clerical faculties were transfer-
red to the newly established Support School, leaving the Intelligence
School with only two faculties.
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I 25X1 I ----]remained as chief of the school until 7 January
I
1957, when he was appointed DDTR. He was succeeded as school chief
'25X1 by
125X1 training.
1
1
1
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who had been chief instructor of management
Iserved until April 1959, when he resigned from
the Agency and was replaced by
Chief of the Intelligence Production Faculty of the school.
continued as chief throughout the remainder of the 1956-66 period and
thereafter until his retirement on 1 December 1969.
was the only deputy chief of the school
during the entire 1956-66 period. game to OTR early in
1957 from the Contacts Division of the Office of Operations, where he
had served briefly after being transferred from the position of Deputy
Chief of Economic Research in the Office of Research and Reports.
Before he came to the Agency early in 1953, he had served with US
Air Force Intelligence in the Pentagon. as brought into
OTR by Mr. Baird for the primary purpose of re-establishing the
Studies in Intelligence publication -- a task which he soon accom-
plished. * He was first assigned to the Plans and Policy Staff, but
See below, p.. 25.
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25
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almost immediately thereafter he was appointed Deputy Chief of the
Intelligence School. He served in that position until 6 April 1959,
when he was appointed Chief of the Intelligence Production Faculty to
replace
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requested, and was granted, the assignment of an Executive Assistant
a 25
GS- 11 Educational Specialist who had served in the Intelligence Train-
ing School underl nd later in the Intelligence Production Fac-
ulty of the Intelligence School, was appointed to the position.
In June 19561
Briefing Officer. He resigned from the Agency at the end of August
1956, and on 4 September
also chose not to have a deputy. Instead, he
as the Orientation and
was appointed to succeed
continued in the orientation and briefing job until
September 1963, when he was assigned to the position of Assistant to
the Director (the DCI) for Public Affairs. He was followed in the brief-
ing officer position by
an OCI/DDI careerist. Mr.
continued to serve until August 1965, when he resigned from the
Agency to accept a position with the Department of State. At that time,
as noted' above, the briefing officer position was eliminated.
In June 1956
intelligence orientation training, and a few months later -- when the
various "groups" in the school became faculties -- he became Chief
of the Intelligence Orientation Faculty. He continued in that position
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until 27 August 1965, when he retired and was succeeded by
As noted above,
as Chief of the Intelligence Production Faculty in April 1959, and he
remained in the position throughout the 1956-66 period and thereafter
until his retirement in December 1967. When
appointed chief of the school in January 1957, his position as chief
instructor of the management training group was taken by
a member of the group at the time.
the Management Training Faculty and served until April of 1961. He
25X1 was followed by
a DDP careerist, who was
replaced in February 1962 byl ormerly DDTR and 25;
25X1 Chief of Training
25X1
1
1
continued in the position until
May 1966 when the faculty was transferred to the Support School and
for some years thereafter.
In November 1956
~s Chief of the Clerical Training Faculty and continued in the
job throughout the rest of the 1956-66 period.
served as Chief of the Operations Support Faculty during the entire
period that the faculty was a part of the Intelligence School. In June
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who had replaced
was chief of the reading improvement group; she became chief of the
faculty and held the position until it was abolished in 1958.
25
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III. The Office of the Chief
A. Activities of the Chief
The basic responsibilities of the Chief of the Intelligence
School were, of course, those concerned with the direction and man-
agement of the school and the coordination of the school's activities
with the over-all OTR program. He served as the major channel of
communication, both upward and downward. Through written reports,
attendance at meetings, and personal conferences, he kept the DTR
informed about the school's programs; and he held regular weekly
meetings with his faculty chiefs to keep them informed of significant
OTR and Agency developments. His supervisory responsibilities
included the monitoring of courses, the evaluation of training methods
and programs, the preparation of fitness reports on the faculty chiefs
and the review of fitness reports on all personnel of the school, and
participation in the preparation of career development plans.
Because the faculties of the school were housed in several
different buildings in three different areas -- The Potomac Park area,
the E Street Headquarters area, and downtown on Sixteenth Street --
during the period from 1956 to 1963, the chief spent a considerable
part of his time on shuttle buses. Even after the OTR move into the
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new headquarters building at Langley, the Clerical Training Faculty
remained at the Sixteenth Street location; and after the OTR move to
the Glebe Road building, the Orientation and Briefing Officer stayed in
Headquarters Building and the Clerical Training Faculty continued in
the downtown location.
In addition to his responsibilities in the direction and manage-
ment of the school, the chief took an active part in training programs.
The degree and nature of this participation varied with the different
25X1 chiefs.
did relatively little of it; during the first six
months of the school's existence -- the period during which
I 25X11 has chief -- the work of planning, organization, and development
by delegating duties
to his deputy, freed himself for a great deal of instruction in manage-
ment and supervision courses.
after he became chief,
continued to participate in the intelligence production and orientation
courses and acted as chief instructor in some of the advanced writing
and speaking courses. He also served frequently as a guest lecturer
in training programs of the Departments of State and Defense, and
often he was chosen to represent the Agency in appearances before
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non-government groups. In fact, during the ten-year period that Mr.'
25X1 I erved as chief of the school, at least half of his time was
I 25X1
25X1
spent in teaching, lecturing, and speaking activities. 12/
B. The Deputy Chief
As noted above,
was the only deputy chief that the
school had during the 1956-66 period. He served in the position from
early in 1957 to April of 1959. Until January 1959 a part of
job was that of Editor of the Studies in Intelligence. In April 1957 Dr.
estimated that thirty percent of
devoted to the Studies, thirty-five percent to liaison with the DDI ele-
ments of the Agency, twenty-five percent to instruction and other
classroom activity, and ten percent to the alter ego function of acting
for the chief of the school. 13/
Whether or not these percentage estimates of the deputy's
division of labor were realistic is impossible to determine -- and
largely irrelevant. The records indicate that during the first few
(tenure as deputy chief, he devoted a major part
of his time to the problem of reorganizing the school. 14/ It is also
* See below, p. 25.
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apparent that he intended to expand the school's programs for DDI per-
sonnel to the point where at least twice as many courses would be
offered to meet DDI training requirements. 15/ As it turned out, of
25X1 course,
reorganization plan was not accepted, and the
DDI-oriented program expansion did not materialize. According to a
senior OTR officer who was closely associated with
through-
out his tenure as deputy chief, he gradually came to feel that his efforts
were being deliberately sabotaged by
and frustration led finally to the bitter confrontation noted above. 16/
C. The Executive Assistant
25X1
became chief of the school in April 1959,
he had already served as an instructor in the school for more than two
years, and he had concluded that there was no real need for a deputy
chief; the administrative responsibilities of the chief were such that,
with proper delegation of authority to the faculty chiefs, they could be
handled by one man -- and still leave that man time for participation
in classroom activities. There were, however, a considerable num-
ber of administrative tasks necessary to support the chief -- tasks
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I 25X1
that required professional experience, initiative, and judgment but
did not require the attention of an officer at the GS-15 level. These
were the tasks assigned to the Executive Assistant.
The most important function of
25
the executive assistant position from April 1959 through 1965, was the
collection and preparation of the information and data that were neces-
sary for all of the various kinds of reports that the school was required
to submit. This activity included the development of budget requests,
budget justification, statistical summaries of course offerings and
enrollments, equipment purchases and inventory, and accountability
for funds. It involved not only close and constant coordination with the
several faculties of the school but also direct liaison with the other
OTR schools, the OTR staffs, and non-OTR components of the Agency.
Additional services performed by the executive assistant were
research and information collection to support the classroom and out-
side-lecturing activities of the chief of the school, maintenance of a
log of office activities, and the management of the clerical personnel
in the office of the chief. The executive assistant did not act for the
chief during his absence; that chore was assigned to the senior faculty
chief - -uring the entire 1959-66 period.
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1
D. Studies in Intelligence
In September 1955 OTR published the first issue of Studies in
Intelligence. 17/ The publication was the result of a proposal made in
1953 by Dr. Sherman Kent, at that time the chief of the Office of
National Estimates. Dr. Kent believed that there was a "need for an
intelligence literature" 18/ and recommended that OTR assume the
responsibility for the project. The task was assigned to the Plans and
Policy Staff; but it was not a high-priority assignment, and almost two
years passed before actual publication of the first issue. An informal
group composed of the DTR, the Inspector General, the Deputy Direc-
tor for Intelligence, the Deputy Director for Plans, and other senior
officers of the Agency acted as sponsors of the publication.
The first issue of Studies in Intelligence contained two arti-
cles, one by Sherman Kent on "The Need for an Intelligence Literature"
and one by the "editors" on "The Current Program for an Intelligence
Literature. " 19/ There appears to be no record of the internal CIA
reaction to the publication, but the DTR reported that "with the excep-
tion of the Assistant Chief of Staff, G-2, " OTR had received comments
from all of the agencies of the intelligence community to which the
Studies was sent; all of the comments "warmly supported the idea of a
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25X1
25X1
scholarly journal dealing with intelligence subjects. " 20/ In Decem-
ber 1955 the DTR reported that the Directorate of Intelligence of the
Air Force had proposed to send to OTR a list of possible topics for
development into articles for the Studies. 21/
The second issue of the Studies was published in January 1956.
The entire issue was devoted to an article on "Capabilities in National
Estimates" written by Abbot Smith
appeared in May 1956 and contained the one article, "Economic Intelli-
gence, " written by Max Millikan
For some reason, apparently unrecorded in official papers,
publication of the Studies was dropped after the issue of May 1956.
Early in 1957, Mr. Baird decided that the publication should be revived,
and he assigned the job to
as noted above. At that time, the
Studies project was still within the Plans and Policy Staff, but when
was appointed Deputy Chief of the Intelligence School, he
took the Studies job with him. He began the revival of the publication
by re-constituting the earlier informal advisory group as a "Board of
Directors, " with virtually the same composition -- the DTR, the
Copies of all issues of Studies in Intelligence are filed in the Intelli-
gence School vault of OTR.
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25X1
Inspector General, senior officers of the Directorates -- but with the
addition of Dr. Kent, who served as chairman of the board.
then went ahead with the solicitation of contributions to the publication;
the contributions were reviewed by the members of the board, and
selections were made. In late October 1957 the "Fall of 1957" issue
of the Studies was published as Volume I -- a clear indication that
thereafter the Studies would be somewhat different in format and con-
tent than it had been. The basic difference was that beginning with
Volume I the publication had the traditional format of the scholarly
journal -- several different articles on different phases of intelligence,
a book review section, and a letters - to- the- editors section -- and was
scheduled to be published quarterly.
D
ontinued as Editor of the Studies until the end of
December 1957. At that time,
into OTR to take over the job. For some years,
held a senior editor position in the Foreign Documents Division of the
I 25X1 Office of Operations.
served as Editor of the Studies
throughout the time that the activity was a part of the Intelligence
was brought
25
25
25
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/
School and continued in the position for some years after the respon-
sibility was transferred to the Office of the Executive Director late in
1963.
E. The Reading Improvement Program
Although there was in the Intelligence School from 1956 to
September 1958 a Reading Improvement Faculty, the group of two
instructors who constituted the "faculty" at first worked as a staff
reporting to the chief of the school and later became a part of the Intel-
ligence Production Faculty. The activities in reading training have
been described in some detail in Volume I of this paper, and they
have been reviewed in Volume II. The program is mentioned here
only as a reminder that it was a function of the Intelligence School for
a part of the 1956-66 period.
See above, p. 13.
See OTR-5, p. 34.
%"** See OTR-6, p. 107.
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IV. The Orientation and Briefing Officer
A. Background
The activities assigned to the Orientation and Briefing Officer
(OBO) in June 1956 were those that had been performed by various com-
ponents of OTR from the time that the Office was established. As a
basis for the present discussion, the background and development of
those activities will be reviewed briefly here. Perhaps it should be
pointed out that in 1957, when the "groups" in the Intelligence School
became faculties, the duties of the OBO were assigned to a "Special
Orientation Faculty. Although this faculty continued to be shown on
official tables of organization for some years, it was not so referred
to internally, and gradually the "faculty" designation faded away
entirely. There was, of course, no faculty as such; there was only
the OBO and his clerical assistant.
1. Organization
Very soon after OTR was established in 1951, it acquired
the job of providing speakers for non-Agency groups. The OTR organ-
ization chart for July 1951 shows that within the Basic Training
See OTR-6, p. 103.
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Division of TR(O) there was an Orientation and Briefing Branch, and
the briefing activity was carried out by this branch. The December
1954 reorganization of OTR established an Orientation and Briefing
Division within the Basic Training School, and that organization con-
tinued until June 1956 when the OBO became a "group" reporting dir-
ectly to the Chief of the Intelligence School. Thereafter, as noted
above, the OBO continued as a separate component of the school until
July 1965, when the position was abolished.
2. Personnel and Facilities
Throughout the 1956-66 period, the staff of the OBO con-
sisted of himself and one or two clerical assistants. From the begin-
ning, of course, the briefing job was much too large for one man to
handle, and - who was, in effect, the OBO from
mid-1951 to September 1956 -- very early established the practice of
calling on other OTR officers for help.
ple, was assigned to the Intelligence Training School, but actually he
functioned primarily as
':c See OTR-5, Figure 1, p. 12.
See OTR-5, Figure 4, p. 121.
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took over as OBO in September 1956, the support was provided by
members of the Intelligence Orientation Faculty -- primaril
I - and by the chief of the school.
In mid-1951, wheni as brought into OTR
by Mr. Baird to serve as the principal briefing officer, there was
available to OTR no suitable facility for briefing high-level, non-
Agency persons and groups. The classrooms in the temporary build-
ings that OTR occupied in the Potomac Park area were make-shift and
uncomfortable, and because they were usually occupied by classes they
25
25
25
came on board, Mr. Baird arranged to have a first-floor wing of Cen-
tral Building -- in the E Street headquarters area -- reconstructed to
provide office space and a small auditorium for the use of the OBO.
By the end of September 1951, the reconstruction had been completed,
and the OBO had moved into the space and was conducting briefing pro-
grams there.
This space, known as 117 Central, was fully equipped for
projection of films and slides and for the use of various other kinds of
visual aids. There was a platform stage and 86 theater-type seats
arranged in curving rows on an inclined, carpeted floor. Adjacent to
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the briefing room itself there was a small lounge area with facilities
for serving coffee. The OBO's office, separated from the main brief -
ing room by the projection booth and a storage area, also served as a
lounge and coffee room for small groups.
The Central Building space continued to be occupied by
the OBO until OTR moved to the new Headquarters Building at Langley.
Then the OBO moved to space in the Intelligence School area of the new
building, space that consisted of an office area and a small conference-
type briefing room. When OTR was moved out of Headquarters Build-
ing to the Glebe Road location, the OBO stayed at Headquarters but
was moved to smaller space with only a single room that had to serve
as both office and briefing room.
B. Scope of Responsibilities
During the early years of the 1956-66 period, the activities
of the OBO fell into three general categories: participation in OTR
and non-OTR component training courses, support of entrance-
At that time, of course, the new Headquarters Auditorium was avail-
able for the briefing of groups too large to be accommodated in a con-
ference room.
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on-duty and return-from-overseas programs, and participation in
briefing programs arranged by DDP components and the DDI Liaison
Because the job of the OBO required that he be a specialist
on the missions and functions of the Agency and the organization and
activity of the entire intelligence community, he was usually called
upon to lecture on those subjects in all of the Agency training courses
in which they were covered. These courses ranged from the basic
orientation course for newly recruited clerical personnel to the rather
sophisticated Clandestine Services Review given by the Operations
School and the Intelligence Orientation Course that was required of all
professional employees of the Agency. Within the same category of
classroom lecturing were several of the non-OTR component-sponsored
courses given by the Offices of Communications and Security.
Naturally, the OBO himself could not meet all of the class-
room participation requirements, and frequently it was necessary to
call upon other Intelligence School instructors to substitute for the
OBO -- usually members of the Intelligence Orientation Faculty and
who was thoroughly versed in the substance to
be covered. During the latter years of the 1956-66 period, when the
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OBO became more deeply involved in his other duties, the classroom
function was almost entirely taken over by members of the Intelligence
Orientation Faculty.
The second category of OBO functions, the support of entrance-
on-duty and return-from-overseas functions, involved primarily regu-
lar participation in two programs. One of these was the CIA Intro-
duction, -x a program designed for all new employees of the Agency
with the intent of providing a brief orientation to the Agency, its mis-
sions, and its organizational climate. This program was a part of the
processing procedure conducted by the Office of Personnel; it was a
one-day -- at times a two-day -- program held weekly or semi-weekly,
depending on the entrance-on-duty rate, and it included talks by repre-
sentatives of the Offices of Personnel and Security and of the Medical
Staff, as well as the OBO. The second of the two programs in this
category was the CIA Review. This program, usually a one-day
seminar, was designed primarily for DDP and DDS personnel who had
returned to headquarters duty from extended overseas assignments.
The program was given whenever the returnee volume warranted --
See OTR-6, p. 102.
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usually at least once a month. The objective was to acquaint the
returnees with changes and developments in the Agency and the intelli-
gence community that had occurred during their absence from the
country. This area of coverage was, of course, the province of the
OBO.
The third major category of OBO functions, the support of
briefing programs organized by DDP components and the DDI Liaison
Staff, was an on-call service, so to speak. The OBO, often on very
short notice, would be asked to participate in the briefing of an indi-
vidual or a group. Usually he was expected to provide the mission-
organization-function portion of the overall briefing, and he was
expected to participate in the informal question-and-answer session
that always followed such briefings. Of all of the duties of the OBO,
this was the most difficult and the most demanding. Because the
people to be briefed were usually very important officers or officials
of the US Government or of a friendly foreign government, these brief-
ings had the highest priority. Because the background, knowledge,
and experience varied with each person and group, the OBO had to
tailor his presentation for each briefing. Because there was such a
variance in the need-to-know qualifications of the people briefed, the
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degree-of-revelation aspect of each briefing had to be carefully deter-
mined. An additional troublesome factor -- one that was eventually
eliminated -- was the multiplicity of channels through which briefings
were arranged and the consequent confusing lack of coordination.
C. Expansion of Activities
Basically, the responsibilities of the OBO remained the same
throughout the 1956-66 period, but there was a general expansion in the
scope of one of the three major categories of OBO duties. The level
of support required for OTR and component training courses and for
the entrance-on-duty and return-from-overseas programs stayed about
the same. Because of the expansion of his-other responsibility, how-
ever, the OBO had to turn most of the classroom and internal briefing
tasks over to other OTR instructors. Whenever possible, he did con-
tinue to do the mission-and-function and intelligence community lec-
tures for the more advanced courses -- the JOT program, the Intelli-
gence Review, and the Clandestine Services Review. The OBO's third
major responsibility, participation in what came to be called VIP
briefings, expanded in two directions.
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1. Non-Government Briefings
First, in 1962 the Executive Director began to depend
more and more on the OBO for the handling of briefings requested by
non-government groups. It was the Executive Director, often in con-
ference with the DCI, who decided which outside requests should be
accepted. The bases for acceptance varied -- from enhancement of
the public image of the Agency to the accommodation of a senator, a
representative, or some other influential person. Once accepted, the
request was turned over to the OBO, who either did the briefing him-
self or arranged for someone else to do it -- depending upon the require-
ments of each request.
Most such briefings were unclassified discussions of the;
Agency's role in the US Government, usually followed by a question-
and-answer period. They were rather sticky assignments that no one
wanted very much; there was always the danger that one of the speaker's
statements might be distorted or taken out of context and so reported
by the press. But the jobs had to be done, and most frequently they
The position of Executive Director was established in April 1962.
In November 1963 the title was changed to Executive Director-
Comptroller.
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were done either by the OBO himself or by the Chief of the Intelligence
School. Illustrative of the kinds of groups involved in this non-govern-
ment briefing activity is a partial list of the organizations briefed by
the chief of the school. 22/ Not all of these were briefed before the
end of 1965, but the list will serve to indicate the nature of the job.
Included are the Association of Military Chaplains' Wives; the Gaithers-
burg Rotary Club; the Landon School for Boys; the Essex, New Jersey,
Catholic High School; the US Merchant Marine Academy Alumni Asso-
ciation; the Moravian College Seminar; and the New London County,
Connecticut, Medical Auxiliary.
Needless to say, these groups, and a great many more
like them, were briefed for good and sufficient reason. The Essex
Catholic High School group, for example, was taking the traditional
tour of Washington, and the New Jersey congressman from the Essex
district requested the Agency to give the group a briefing in the main
dining room of the Mayflower Hotel; the congressman was a member
of an influential House committee, and his request was granted. The
New London County Medical Auxiliary was briefed in an attempt to
repair some local damage to the Agency's image caused by the can-
cellation of a CIA recruiter's visit to the Connecticut College for
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25X1
Women, located in New London. The students had threatened to dem-
onstrate against the recruiter's visit, college authorities warned the
Agency, and the visit was canceled; there followed in the student news-
paper a bitter protest against the Agency's cancellation -- the logic of
protesting first the visit and then the cancellation of the visit is a bit
questionable, but that's probably irrelevant. When the Medical Auxil-
iary's request for an Agency speaker came to the Agency through the
Comptroller approved it; and
25
gence School, was sent to make whatever repairs to the Agency's
image were possible.
2. VIP Briefings
The second area of major expansion in the responsibili-
ties of the OBO was that of briefing high-level US Government officials
and those of friendly foreign powers. As noted above, briefings of this
type were arranged by the various Country Desks of the DDP Area
Divisions and by the DDI Liaison Staff. All too often there was little
or no coordination of arrangements, and the OBO frequently found that
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either he was expected to be in two or more places at the same time
or scheduled briefings had been rescheduled or canceled without his
knowledge.
sion of the scheduling procedures.
During the early years of the 1956-66 period, the brief-
ings of newly appointed ambassadors and consular personnel were
arranged, at the request of the Department of State, by the ADDP Area
Division Country Desks that had overseas stations in the country to
which the appointee was going. The briefings of senior military per-
sonnel were usually arranged with the Department of Defense by the
DDI Liaison Staff. There was at that time no central point of coordina-
tion, and not only the OBO but also senior Agency officials -- including
the DCI -- were often confused. Obviously, there was a need for revi-
As early as June 1959 the OBO at the time,
25X1 met with)
I 25X1
I a senior DDP officer, to discuss the pro-
blem, 23/ and a partial solution was reached. It was agreed that Mr.
would take over the intra-Agency coordination of briefings
for "designated chiefs of Missions and Military Commanders. " This
meant that the OBO would make all internal arrangements with the
Office of the DCI and the Directorates concerned and thus eliminate a
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greater part of the confusion. The arrangement was an informal one,
but it worked; it did, however, leave the initial arrangements with
State and Defense in the hands of the country desks and the liaison
staff.
In May 1962 this problem was solved when
met with Mr. Thomas Karamessines, then Deputy DDP, 24/ and worked
out'an arrangement whereby the OBO would coordinate initial arrange-
ments for the VIP briefings directly with the chiefs of the DDP Staffs
and Area Divisions. This system proved to be an effective one. It
permitted the Area Divisions to continue their direct contacts with
State in matters of briefing newly appointed chiefs of mission, and it
centralized coordination of all Agency components involved in the brief-
ings.
D. Examples of OBO Activities
The foregoing description of the OBO's duties and responsi-
bilities is, of course, only summary in nature. It omits mention of
many peripheral activities of the OBO, and it gives only a few specific
examples. Perhaps a better understanding of the OBO's job can be con-
veyed by further explication -- mention of the peripheral activities and
some specific quantitative measure of the major functions of the job.
25
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One of the phases of the OBO's service to the Executive
Director-Comptroller was the coordination of arrangements for groups,
both government and non-government, that visited the Agency for brief-
ing. Before the completion of the new Headquarters Building at Lang-
ley, these groups came to 117 Central; later, of course, they came to
the Headquarters Auditorium or to one of the large conference rooms
in the new building. The visits usually involved temporary security
clearances, and they always involved arrangement for transportation
and refreshment. The OBO provided the Office of Security with lists
of names and arranged for the badging of visitors, provided building
escorts, and arranged for Agency transportation when that was feasible
and for public transportation when that was necessary. In addition, he
arranged the entire briefing program for the groups and made arrange-
ments with all of the speakers involved. In this capacity, he acted not
only as a briefer but also as a security officer and a logistics officer.
Another occasional chore that fell to the lot of the OBO was
that of representing the Executive Director-Comptroller or the Direc-
tor at meetings that they could not attend. Such representation was
limited, of course, to situations that did not really require the pres-
ence of a senior Agency executive; when protocol dictated, the DDCI
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would represent the DCI, and one of the Deputy Directors would repre-
sent the Executive Director-Comptroller. In other situations, however,
the OBO was sometimes asked to substitute.
In March 1961, for example, the DCI, then Mr. Dulles, was
asked to appear in Boston at a ceremony commemorating the Armenian
Independence Day and receive a "Freedom Award. " Other commit-
ments prevented his attendance, and the Chief of the Office of Opera-
tions -- through whom the request had been forwarded from the
report of the affair, he had drafted the Dulles letter, and it had been
"properly emasculated by Colonel Grogan" before Mr. Dulles signed
Col. Stanley Grogan was the Assistant to the Director for Public
Affairs at the time, and regulations required that all public releases
or utterances be approved by him. He was an ardent disciple of the
"tell - em-nothing" doctrine; hence, lament.
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The drafting of the Dulles letter was just one of many ghost-
1
25X1
ing jobs that
did for the Executive Director-Comptroller
and the DCI. For example, in March 1961
reported that
"a twenty-minute presentation on intelligence is being drafted for the
use of Mr. Dulles, who will participate . . . in an on-the-record dis-
cussion of intelligence and policy . . . before representatives of all
mass media. Participating with Mr. Dulles will be Secretaries Rusk
and McNamara. The President will preside. " 27/ There appears to
be no subsequent report of emasculation by Col. Grogan or, for that
matter, of Mr. Dulles having used
Some quantitative and qualitative measure of the OBO's par-
ticipation in VIP briefings can be indicated by excerpts from his weekly
activity reports to the Chief of the Intelligence School. In March 1961,
for example, he briefed -- among many lesser lights -- Mr. Raymond
Hare, Ambassador to Turkey; Lieut. Gen. James M. Gavin, Ambas-
sador to France; Mr. A. J. Drexel Biddle, Ambassador to Spain;
Mr. Clifton R. Wharton, Ambassador to Norway; and Dr. J. Kenneth
Galbraith, Ambassador to India. In June and July of the same year,
his briefings included five additional ambassadors; Mr. Stephen Smith,
Special Assistant to the Director of the State Department Special
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25
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Operations Center; and such senior military officers as Maj. Gen.
H. B. Thatcher, Chief of Staff of the United Nations Command in Korea,
Maj. Gen. Edwin J. Messinger, Chief of the Joint U. S. Military Mis-
sion for Aid to Turkey, and Lieut. Gen. Jacob E. Smart, Commander
of the Fifth Air Force and Commander of U. S. Forces, Japan.
As noted above, one of the OBO's responsibilities was brief-
ing, or arranging briefings for, State Department training courses and
those of the many military schools. The State Department courses
were given by, or sponsored by, the Foreign Service Institute. The
military schools included the National War College, the Industrial
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College of the Armed Forces, the Naval War College, the Air War Col-
lege, the Armed Forces Staff College, the Army Command and General
Staff School, the Army Security Agency, the Defense Intelligence School,
the Army Counterintelligence School at Fort Holabird, the Army Civil
Affairs School at Fort Gordon, the Special Center at Fort Bragg, the
Infantry School at Fort Benning, and the Armor School at Fort Knox.
E. Elimination of the OBO Position
As noted earlier, the Orientation and Briefing Officer posi-
tion was eliminated in July of 1965, and the duties and responsibilities
were absorbed by the Intelligence Orientation Faculty, which was
then re-designated the Orientation and Briefing Faculty (OBF).
Although the scope of briefing activities did not in any way diminish at
the time, procedures had been established and effective channels of
coordination had been developed. The chief of the OBF, then Mr.
acted as the senior briefing officer, and several members of
the faculty -- notably
* P. 13, above.
>, * This change was made primarily for economy.
D
resigned from the Agency, and the slot was not filled.
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25X11 - served as supporting briefers; the chief of the
school continued his briefing activities, principally for the military
schools and non-government groups.
It is the opinion of the officer who was Chief of the Intelligence
School at that time that the elimination of the OBO position was not a
wise move. 28/ It resulted in a conflict of priorities within the OBF,
and it put the chief of the faculty in the untenable position of often
being forced to sacrifice the teaching programs of the faculty in order
to meet briefing requirements levied by high officials of the Agency..
It was not uncommon for the continuity of a training course to be inter-
rupted by the sudden withdrawal of the chief instructor to meet a high-
priority briefing requirement. There was, of course, a degree of
instructor exchangeability in the faculty; but it was not always possible
to make last-minute changes, and sometimes course schedules had to
be revised because there was no qualified instructor available to fill in.
In any event, the work of the Orientation and Briefing Officer
was one of the major activities of the Intelligence School throughout
most of the 1956-66 period. It provided the Agency with a necessary
service, and that service was performed in a highly professional
manner.
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V. The Intelligence Orientation Faculty
A. Mission and Staff
That part of the Intelligence School mission described by Mr.
Baird in 1956 as "orientation to the intelligence process and to clandes-
tine activity" became the responsibility of the Intelligence Orientation
Faculty (IOF) of the school. Mr. Baird's statement was, of course,
both over-capsulized and ambiguous. Actually, the mission of the
faculty was to conduct orientation programs related to the nature of
intelligence, its uses in the US Government, the total national intelli-
gence effort, the role that CIA played in this effort, and the structure
and function that CIA had developed in order to meet its responsibilities
in the total intelligence effort. In other words, the mission was broad
in scope; orientation to the "intelligence process and to clandestine
activity" was only a small part of it. The ambiguity lay in the fact that
as far as the intelligence process as such was concerned, it was the
province of the Intelligence Production Faculty of the Intelligence
School; and the clandestine activity as such was the province of the
See above, p. 7.
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25X1
Operations School. The following discussion of the activities of the
IOF during the 1956-66 period will more clearly define the nature of
the faculty's mission.
When the IOF came into being in 1957, the chief of the faculty
intelligence orientation group at the time that the school was estab-
lished in June 1956. In 1957 his staff consisted of instructors
and two clerical assistants. Thereafter, the number of instructors
varied from time to time -- from as many as
depending on the factors of requirements and availability of instructors.
The major programs conducted by
25
25
25
-- and his successor,
-- and the IOF instructors during the 1956-66 period were
the Intelligence Orientation Course, the Intelligence Products Exhibit,
the Intelligence Review Course, and the development of the Midcareer
Course. In addition, there were a number of special activities related
to orientation. The major programs and the special activities are
described in the following paragraphs.
* See above, p. 17.
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B. The Intelligence Orientation Course
In terms of the faculty's total time and manpower, the Intelli-
gence Orientation Course was by far the greatest consumer. Because
an Agency regulation made the course mandatory for all professional
employees and because the regulation was retroactive, the accom-
modation of newly on-board personnel coupled with the catch-up require-
ment for personnel who had not taken the course when they had come
on board earlier made it necessary to offer the course for fairly large
groups at least six times a year. The importance of the IOC in the
overall OTR program warrants some detailed description of it here.
1. Background
The antecedents of the IOC can be traced back to the very
early years of the Agency. The records show that on 2 August 1948
the twelfth running of the Basic Intelligence Training Course (BITC)
was started. 29/ There appears to be no record of the first eleven
runnings; obviously, the course must have started in 1947 and must
have been given fairly frequently thereafter. On 6 September 1949
the BITC was replaced by the Intelligence Orientation Course (IOC),
which had four runnings before it was replaced by the Staff Orienta-
tion Course (SOC) on 9 January 1950. The name of the SOC was
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changed to the Basic Orientation Course (BOC) on 28 May 1951, but
the course itself continued until 27 February 1953. At that time, the
course was split into two courses, one called Basic Intelligence Course,
Intelligence (BIC-I) and the other Basic Intelligence Course, Clandes-
tine Services (BIC-CS). This two-course system continued through
eleven runnings of each course until 1 November 1954, when the two
were combined as the Basic Orientation Course (BOC). The BOC con-
tinued for nineteen runnings until 4 September 1956, when it was
replaced by the Intelligence Orientation Course.
2. Purpose and Content
From the very beginning of the course in 1947, its major
objective was to acquaint professional people who come into the Agency
with little or no experience in intelligence with the nature and purpose
of intelligence, with the ways in which it is collected and used, with
the Agency's responsibilities, and with the Agency's organizational
structure. The rationale behind making the IOC mandatory not only
for new-on-board professionals but also for all professionals in the
Agency who had not taken the course was that most of the older hands
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knew little about the Agency as a whole or about the US intelligence
community; they tended to be rutted in their own jobs and, conse-
quently, parochial in their outlook.
Although the IOC was constantly being revised and
improved during the 1956-66 period, the substantive content remained
about the same. There was a block of instruction on the nature and
significance of intelligence and its uses in support of national policy;
a block on the total US intelligence effort, covering the members of
the intelligence community and their functions; a block on the overall
responsibilities of the Agency; and a series of blocks on the collection,
production, dissemination, and support activities of the Agency. The
sequence of the various blocks of instruction varied from time to time,
as did the organization of the material within the blocks. At times,
for example, the Agency's functions would be presented as Agency-
wide, cross-Directorate procedures; at other times they would be pre-
sented within the context of the functions of the various Directorates
and Offices within the Directorates.
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3. Methods of Instruction
Very early in the development of the predecessors of the
IOC, it was learned that orientation instruction could become appall-
ingly dull if it consisted of an uninterrupted series of guest lecturers.
Guest lecturers, of course, were necessary; the effectiveness of the
instruction depended primarily on the authenticity behind the material
presented, and only the people who actually did the work in the offices
and in the field could provide that authenticity. The IOC instructional
staff could -- and always did -- provide some of the necessary substan-
tive expertise, but they could not -- and did not -- pretend full com-
petence in all fields of intelligence.
The basic method of instruction, then, was the guest
lecture; but these were spaced, and various other kinds of learning
activity came between them -- seminars, class discussions, readings,
films, displays, and demonstrations. Throughout the period the indivi-
dual classes were large -- usually from 40 to 80 students -- and the
instructors few. The seminar activity often required the borrowing of
instructors from other faculties of the school, and testing and evalu-
ation procedures had to be developed so that they could be performed
by the few instructors available.
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Early in the 1956-66 period a new element was introduced
into the IOC -- the American Thesis, as it was called. This consisted
of a block of time, sometimes concentrated in a single day and some-
times spread through the course in segments, devoted to the discus-
sion of American values and tenets and the internal forces and alien
ideologies that might threaten them. Usually, one of the IOC instruc-
tors presented the subject to the entire class, defining terms, setting
parameters, and suggesting specific areas for exploration. Back-
ground reading material was provided, and time for study was pro-
vided. The class then divided into seminar groups, each with a stu-
dent discussion leader and a specific question for discussion. An
instructor met with each group to suggest methods of approach and, if
necessary, to stimulate discussion. This American Thesis element
not only gave the students an opportunity for active participation but it
also tended to give meaning and immediacy to the strategic aspects
of intelligence.
4. Supplemental Activities
In addition to the scheduled class activities of the IOC,
there were supplemental activities, largely optional, provided for the
students. In June 1958, for example, nd his staff
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introduced a weekly series of current intelligence briefings for the
students of the IOC and other Agency personnel who wished to attend.
30/ The Office of Current Intelligence provided the briefer, who usu-
ally spoke for about 30 minutes on a subject of current intelligence
interest. In 1958 a series of noon-time movies was introduced. 31/
These films were various kinds of documentaries on different world
areas and covered a wide range of subjects -- geographic, military,
political, economic, and ethnological. Both the current intelligence
briefings and the noon-time movies were held in the auditorium of the
Recreation and Services Building, but both were abandoned when OTR
moved to the new Headquarters Building in Langley. Another supple-
mental activity was the Intelligence Products Exhibit, which began as
an IOC-related project but later developed into a major activity of
Agency-wide importance. That project is described in some detail
below.
5. The Written Version
There was one activity related to the IOC that must be
mentioned in spite of the fact that it was extremely costly in terms of
manpower and utterly useless in terms of training. This was the
attempt to reduce the substantive content of the IOC to written form.
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The project had its origin in a casual conversation between Mr. Baird
and a young DDP officer who had just completed the IOC after being
in the Agency for a few years. * Commenting on the course, the DDP
officer remarked that as far as the content was concerned, he could
have gotten all of it in a few hours of reading if the material for read-
ing had been available.' Mr. Baird concluded that the young man had a
point and directed the Chief of the Intelligence School to start the pro-
ject of committing all of the IOC lecture material to writing, combining
with it the collateral reading assigned in the course, and finally pro-
ducing a package that would contain the complete substance of the IOC.
It was never quite clear whether or not Mr. Baird had in mind the
eventual elimination of the IOC as a class and the substitution of the
IOC written package. He did believe, however, that the package would
be useful to individuals who, for some reason, could not enroll in the
course itself and to special groups of employees located outside the
headquarters area.
This account is based on the recollections of an OTR officer who was
deeply involved in the project. 32/
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The chief of the school objected to the initiation of the
project. He admitted that the idea was good in theory, but he was con-
vinced that it was completely impracticable; and he stated his reasons
for his conviction. His objections were overruled, however, and the
project was initiated with the understanding that it would be a part-
time job for several instructors of the Intelligence Orientation Faculty.
On the surface, the task was a simple one. Most of the lectures given
in the IOC had been recorded on tape, and those that had not could
easily be recorded; the tapes would be transcribed b}r the typists; the
transcriptions would be edited by the IOC instructors; the edited texts
would be typed and submitted for coordination and approval to the
Office, Staff, or Division that the individual speakers represented;
after approval, the papers would be reproduced in quantity, combined
with the collateral reading, and made available for use.
The first, and most obvious, problem inherent in this
apparently simple procedure was the availability of time. The tran-
scription of tapes, the editing of the transcriptions, and the retyping
of edited copy were long and tedious tasks that progressed very slowly
when done as a part-time activity. It was soon apparent that addi-
tional help, both clerical and professional, would be necessary if any
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real progress was to be made. The additional clerical help was
obtained by borrowing typists from other components and by using
newly cleared clerical employees awaiting permanent assignments.
Professional help was obtained through an arrangement made by the
chief of the school with the Office of Research and Reports; a senior
was detailed to OTR for a one-year
period. With the additional help, the project went forward -- up to a
That point was the approval of the edited manuscripts by
the components from which the original speakers had come. That
proved to be almost impossible. Between the time of the original
lecture and the time the edited manuscript was completed, organiza-
tions had changed, personnel had changed, doctrine had changed, and
methods and procedures had changed. Some components made the
effort to correct and update the manuscripts; but that required time,
and obsolescence invariably overtook the effort. The result was a
stalemate, and after about two years of work and the departure of Mr.
the project was allowed to fade out quietly and the IOC continued
as a classroom program.
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6. The JOTP Version
Until late in 1958 the Junior Officer Trainees received
their training along with other Agency professionals in the regularly
scheduled OTR courses. In 1958 the decision was made to establish
separate courses for the JOT's-* and one of these was the JOT version
of the IOC. The first of the special courses was given in September
1958; 33/ it contained an element called the American Outlook. In
describing the new version of the IOC, the Chief of the Intelligence
School stated that it was "designed to meet the special requirements
of the new JOT Program. American Outlook is an expansion of the
American Thesis, emphasizing the ideals of the American System,
intelligence in the formulation of Foreign Policy, and the world-wide
problems of the U.S." 34/
Basically, the content of the JOT version of the IOC was
the same as,that of the regular course, and the duration of the course
-- two weeks -- remained the same. The American Outlook section
was, however, quite different from the American Thesis part of the
regular course. The concept of the American Outlook had been
The details of the "integration" of the JOT Program are covered
in a separate historical paper.
A-R
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25X1 developed by
who was chief of the school at the time,
and he personally took over the management of that part of the IOC.
His theory was that because the JOTs were carefully selected young
people with test-proven capabilities of high order, they should be
exposed to a much more sophisticated study of the American way of
life than was provided by the American Thesis element of the regular
I 25X1 IOC. I plan was to bring in as speakers for the American
Outlook program outstanding substantive specialists from the academic
world and from government -- primarily the foreign service of the
State Department. 35/
At the very outset, ran into trouble. His
first choice of a high-level visiting lecturer was a notorious professor
of political science in one of the major eastern US universities. It
developed, however, that the Agency's Office of Security -- for some
reason not specified -- would not grant temporary clearance for the
professor. Some of the other high-level speakers proposed were not
acceptable because they had publicly adopted political postures that
were offensive to some members of the Congress or to officials of the
national administration. Some of the speakers who were acceptable
declined the invitation to speak; even in 1958 some academic people
25
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were wary of the CIA taint. In short, the American Outlook feature
of the JOT version of the IOC failed to work out; and after the initial
attempt in September of 1958, the American Outlook reverted to the
American Thesis. The course itself, however, continued throughout
the 1956-66 period as one of the major parts of the JOT training pro-
gram.
C. The Intelligence Products Exhibit
An exhibit of finished intelligence publications had always
been a part of the orientation course, beginning with the Basic Orien-
tation Course, as the program was called before September 1956, 36/
and continuing into the IOC. Before March of 1968, this exhibit con-
sisted of table displays in the IOC classroom, and it was intended to
supplement that part of the course that covered the intelligence pro-
duction activities of the Agency. Because it proved to be of great
interest both to the IOC students and the Agency components that sup-
plied the display material,
and his staff decided to expand
the scope of the exhibit. To do this it was necessary to set aside a
full day during the running of each IOC so that the exhibit materials
could be assembled in the R&S Building auditorium -- then the IOC
classroom.
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The Agency components from which the exhibit materials
came were invited to send representatives to explain the materials.
From the beginning, the exhibit proved to be successful, and it
attracted personnel from all parts of the Agency. After the first of
the new exhibit programs, in March 1958, it was decided to invite per-
sonnel from other agencies in the intelligence community -- then known
as the IAC (Intelligence Advisory Committee) agencies and later desig-
nated the USIB (United States Intelligence Board) agencies. The IAC
agencies responded to the invitation, and by the end of August 1958 the
exhibit had been presented five times and 224 people from other IAC
agencies had visited it. 37/
By that time, the content of the exhibit had expanded to include
not only finished intelligence publications but also a wide range of intel-
ligence materials in the collection and processing stages. For example,
the Office of Central Reference had a display covering information pro-
cessing, storage, and retrieval;
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The success of the Intelligence Products Exhibit led to the
introduction of a Support Exhibit late in 1958. This was similar to
the products exhibit, but the displays were provided by the Office of
the Support Directorate and attendance was limited to Agency person-
nel. The support exhibit was designed primarily to supplement the
IOC coverage of the Agency's support activities, but like the products
exhibit, it attracted people from all parts of the Agency. In fiscal
year 1959, the support exhibit was given six times and was attended
by 650 people. 38/ In calendar year 1960, it was given only twice for
about 200 people, 39/ and thereafter it was discontinued because of
the apparent lack of interest.
The Intelligence Products Exhibit, however, continued and
was well attended. In fiscal year 1959, for example, it was given
about six times and attended by 1, 300 people, about 600 of them from
other USIB agencies; 41/ and attendance continued at about that level
through the last exhibit to be given in the R&S auditorium -- on 22
March 1962. 42/ After OTR moved to the new Headquarters Building
the products exhibit was given only twice, both times in room 1A-07
In October 1961, however, an Office of Communications exhibit was
held in the R&S auditorium as a part of the IOC. 40/
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of the new building. The first was attended by only 77 people, both
Agency and other USIB; the second was held, at the request of the
Executive Director of the Agency, for the staff and student body of the
National War College, and a total of 200 people attended. 43/ There-
after, largely because of the lack of availability of suitable space for
the exhibit, it was dropped as a major activity and reverted to the
classroom table display as a part of the IOC.
D. The Intelligence Review
25X1 Early in 1960 Dr.
"market survey" in the various components of the DDI to determine
whether or not there was a need for a mid-career level course to
serve as a refresher for DDI analysts. Since November 1954 the
Operations School had been giving a course called the Clandestine Ser-
vices Review (CSR).' Although the rationale of the CSR was based on
the need to reorient CS officers who had returned from overseas assign-
25X1 ments,
group felt that there might be a similar need to
reorient DDI analysts who had, by the nature of their highly special-
ized jobs, lost touch with Agency-wide and intelligence community
activities.
* See OTR-6, p. 135.
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The "market survey" tended to show that there was a definite
need for such a course, and the IOF went ahead with the planning and
the coordination of content. The general purpose of the course, as it
was first determined, was to provide a review of developments in the
Agency and in the intelligence community; to identify and describe
trends in the uses of intelligence; and to discuss the problems that
might face the intelligence profession in the future. Although the
emphasis was to be on the production and application aspects of intelli-
gence, there was to be some coverage of the activities of the clandes-
tine services of the Agency. The instructional methods were to include
lectures, panels, seminars, and discussion groups. The speakers
were to be high-level Agency officials, including the Deputy Directors,
the Inspector General, and the DCI or the DDCI. The students were
to be DDI analysts at the GS-13 and GS-14 levels with at least five
years of Agency experience.
The first official mention of the Intelligence Review (IR)
course was made in the OTR narrative justification for the budget
estimate that was submitted to the DDS by the DTR in August 1960.
That contained a statement that "the Intelligence Orientation Faculty
developed . . . a program for a one-week Intelligence Review Course
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to begin in the fall, 1960. " The OTR Bulletin dated September-Novem-
ber 1960 carried the announcement that "recently OTR added the Intel-
ligence Review as a refresher for mid-careerists of the DDI and the
DDS primarily. " The announcement stated that the course was for
officers at or above the GS-12 level and that it would run for two weeks,
in the mornings, in the R&S auditorium. Apparently the original plans
had changed to the extent that the minimum grade level was lowered
to GS-12, DDS officers were eligible for the course, and the course
was to run part-time for two weeks instead of full-time for one week.
The first Intelligence Review course was held in October 1960
for 38 students, 26 from the DDI, 10 from the DDS, and 2 from the
DDP. 44/ It ran for two weeks, in the mornings. The part-time
schedule was used on the theory that students would prefer to continue,
at least in part, their regular jobs while taking the course. After the
October running, the student critiques of the course were studied care-
discussed them with DDI supervisory personnel.
The conclusions reached were that the part-time arrangement was not
necessary and that 40 hours did not permit the depth of coverage that
the students needed. The January-February 1961 OTR Bulletin
announced that the second running of the IR course would cover a
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two-week period beginning 3 April 1961 and that attendance would be
full time, a total of 80 hours. The same announcement stated that
either the IR or the CSR was "recommended for all Agency personnel
who plan to attend one of the senior officer courses -- the National
War College, the Industrial College of the Armed Forces, the Army
War College . . . etc. "
The second running of the IR proved to be a complete success
and established the pattern that the course was to follow for several
years to come. In commenting on intelligence training activities dur-
ing fiscal year 1961, Mr. Baird reported that "the most significant
achievement . . . was the establishment of the Intelligence Review
course. " 45/ The third running of the IR was held in October 1961,
retaining the full-time, two-week schedule, and thereafter the course
was run twice each year throughout the remainder of the 1956-66
period.
Although the basic structure and content of the IR remained
the same after the second running of the course, the area of substan-
tive emphasis, the instructional methods, and the student composition
of the class went through a continuing process of change. Gradually,
greater stress was placed on the policy-support aspects of intelligence
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as chief instructor of the course, with
25X1 assistant. In 1962
25X1
of Current Intelligence to the Intelligence School of OTR, and he
became chief instructor for the October 1962 course and for all sub-
sequent runnings.
deserve plaudits
for the planning and development of the course itself and
for the sophisticated refinement that the course ultimately achieved.
In retrospect, it would seem that if Mr. Baird's characterization of
25
25
25
and on the problems posed by international developments; greater use
was made of the seminar and panel-discussion kinds of activity and of
non-Agency speakers; and finally the "primarily DDI" concept of the
class composition was phased out, and by 1965 the classes were com-
posed of officers from all Directorates of the Agency -- including the
DDP. Even before that time, the IR had acquired an Agency-wide repu-
tation as a highly professional, high-level program that was almost
essential to career development in the Agency.
During the first four runnings of the I.R, I Iserved
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the course as the "most significant achievement" of fiscal year 1961
had been qualified by the phrase "one of the" it would have been an
appropriate characterization of the IR throughout the 1956-66 period.
E. The Midcareer Course and Program
Another achievement of major significance during the period
was the development of the Midcareer Course. Actually, when the
Midcareer Course came into being it was no longer an Intelligence
School responsibility; but because the course was conceived, planned,
and developed to its finished form by the Intelligence School, it is dis-
cussed in this chapter. Because the Midcareer Course was a part --
the only viable part -- of the Midcareer Training Program, it is
impossible to discuss the course without discussing the program. Con-
sequently, both the course and the program are covered here.
Although there appear to be no official documents recording
the origin of the concept of a CIA midcareer course, the memory of
the officer who was chief of the school at the time, 46/ supplemented
ning in the fall of 1969, the course became the Advanced Intelli-
gence Seminar, a course with the same basic purpose as the IR but
with major changes in the format and areas of emphasis. Dr.
* The final running of the IR was in April 1969. Thereafter, begin-
continued as chief instructor.
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25X1 by that of
I
the officer who became "Coordinator,
Mid- Career Training, " 47/ can be relied upon for the general back-
ground. One of the continuing responsibilities of the Intelligence
School was that of keeping abreast of training trends outside the Agency
and outside the government. In 1959 the trend in business and industry
toward establishing training programs at the midcareer level became
apparent, and the school initiated an informal project to develop a mid-
career program for the Agency. Because the general nature of mid-
career training was orientation or reorientation, the project was
assigned to the Intelligence Orientation Faculty of the school. Because
25X1
I 25X1
who had had considerable academic training and some
Agency experience in personnel administration, was keenly interested
in midcareer training, he was assigned as project officer. The DTR,
Mr. Baird, encouraged the school's efforts at the beginning of the pro-
ject, and thereafter he continued to give it his full support.
Early in 1959 the Department of State had developed a mid-
career training program, and arrangements were made to allow Mr.
to take the State course, which he did. By August 1959 Mr.
had completed a tentative plan for a midcareer training course
and had submitted a proposal that the course be established. The first
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official mention of the course appeared in an OTR narrative justifica-
tion of a budget request for fiscal year 1960; that document contained
the statement that "an Intelligence Orientation instructor, who com-
pleted the State Department Mid-Career Course, developed and sub-
mitted a proposal for an Agency Mid-Career Course." 48/ No imme-
25X1
proposal, but the project was
kept alive and was broadened to include the concept of a career- devel-
opment program at the midcareer level.
In June 1961 Mr. Baird announced that "inauguration of a six-
to seven-week Mid-Career Course is expected" during fiscal year
1962. 49/ Also in June 1961 Mr. Baird sent to the members of the
Agency Career Development Board* a memorandum outlining his con-
cept of a midcareer development program and a six weeks' midcareer
course that would be the "core" of the program. ** 50/ The memoran-
dum first discussed the philosophy of midcareer training, outlined the
a~ This board had been variously called the CIA Career Service Board,
the CIA Career Council, and the Career Training Board. See OTR-7.
** The memorandum had been drafted by
of course, after
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concept of a midcareer training program, and described in some
detail the content of the course that would be the "six weeks' core"
of the program.
Apparently the members of the Career Development Board
were slow in responding to Mr. Baird's memorandum, for there was
no further action on the matter until July 1962. In the meantime, how-
25X1ever,
continued to work on the project, and in March of
1962 he analyzed a report of a November 1961 conference at Princeton
University on "Federal Agency Career Development. " His analysis
25X1 was
submitted to the DTR by
in his capacity as "Coordina-
tor, Mid-Career Training," and it suggested some additional guide-
lines for the planned Agency midcareer program. 51/ By July 1962
Mr. Baird had heard enough unofficial feed-back from the members of
the Career Development Board to go ahead with the midcareer project.
On 9 July, he sent to Col. Lawrence K. White, the DDS, a memoran-
dum outlining two specific training programs and suggested that either
one or the other should be adopted. * 52/ One of the programs called
Both of these programs included senior-level as well as midcareer
training. This marked the first official mention of a "senior execu-
tive training program" -- a concept that as of December of 1970 had
not yet materialized.
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for the long-term detachment of the trainee from his regular duties
and full-time assignment to training programs; the other program
called for three shorter full-time periods spaced over a few years.
On 2 August 1962 Mr. Baird's 9 July memorandum was for-
warded from the DDS to the Executive Director, and on 25 October --
undoubtedly after considerable informal coordination with Mr. Baird*
-- the Executive Director issued an Action Memorandum in which he
expressed preference for the three-phase program suggested by Mr.
Baird and requested that "DDS/OTR now prepare the final proposals
and the implementing notices and regulations, which will be considered
at the Executive Committee level prior to issuance. " 53/ Before Mr.
Baird could come up with "final proposals and the implementing notices
and regulations, " he had to establish some measure of agreement
among the members of the CIA Training Board. On 18 December 1962
he sent to the members of the board a three-page memorandum outlin-
ing the problem and asking for their comments and suggestions. 54/
Mr. Baird and Mr. Kirkpatrick, the Executive Director, were close
personal friends; and many OTR problems were ironed out infor-
mally -- sometimes to the embarrassment of Col. White the DDS,
with whom Mr. Baird was less friendly, and -- of course -- to the
consequent embarrassment of Mr. Baird at being reprimanded by
Col. White for skipping channels.
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Thereafter, progress was rapid. In March 1963 a head-
quarters notice, signed by Marshall S. Carter, Lieutenant General
USA, Deputy Director of Central Intelligence, established the "CIA.
Midcareer Training Program" and stated that the "Midcareer Course"
was a mandatory part of the program. 55/ On 9 May the DTR sent to
the Executive Director a tentative schedule for the midcareer course
-- essentially the same schedule that had been proposed in the DTR's
26 June 1961 memorandum to the members of the Career Development
Board -- and asked for his comments. On 11 June the Executive
Director replied; he raised a question about one part of the schedule
that called for "segregated seminars" that would group together the
students from-each of the Directorates -- he objected to the possible
encouragement of parochialism; but he approved the schedule in gen-
eral and told Mr. Baird to go ahead with the first running of the
course. 56/
Although there is no official record of the action, the "senior execu-
tive training" aspect of the program had been dropped, with the
understanding that it would be developed at some time in the future.
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Meanwhile, the forces of administrative expediency had been
I 25X1 at work. In January 19631 -- who had been from the begin-
1
ning the designer and builder of both the midcareer course and the mid-
career program and had been officially designated Coordinator of Mid-
career Training -- had entered the four-month Harvard University
Program for Management Development. He had been sent to the Har-
vard course to give him further preparation for the responsibility that
he was to assume as officer in charge of midcareer training in the
Agency. When he returned from Harvard early in May, he was
informed by the Chief of the Intelligence School, then
course and that he,
had been put in charge of the midcareer
DDP, had come to OTR as Chief of the Plans and Policy Staff in Janu-
25X1 ary 1962, succeeding
who had been assigned to an
overseas tour of duty in a DDP war plans assignment. This exchange
'x There is, of course, no official record of the rationale behind this
move; the unofficial explanation given in the following paragraphs
25X1 is supplied b I who was -- in his own words -- "a co-
victim" of the action.
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25
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provided the solution to Mr. Baird's problem. The program, which
actually consisted of only the midcareer course, could be established
was one of the many "quid-pro-quo" arrangements that Mr. Baird fre-
quently made in order to give OTR officers experience in the field.
found the staff job a very tedious one without any real sub-
stantive content and without any real challenge to his capabilities. He
made no secret of his discontent, and Mr. Baird was well aware of it.
By early 1963 the situation had deteriorated to the point where Mr.
Baird felt that he had to do something about it in order to maintain the
effectiveness of the Plans and Policy Staff. His agreement with the
25X1 DDP required that he keep I
for at least two years, so the
only solution was to assign him to another OTR program.
temperament made it impossible to assign him to a position subordinate
to any one of the OTR school or staff chiefs; he would not have accepted
such an assignment.
At that time the midcareer training program was about to be
approved and officially brought into being as an Intelligence School pro-
25X,ject with
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as a separate, non-school activity with a chief -- or "Chairman" as
the chief was first called -- reporting directly to the DTR. Mr. Baird
took this action in two stages. First, he designated I hief
of the midcareer course, which made the course a project of the Plans
25X1 and Policy Staff, of which was still chief. In October 1963
-- after the first midcareer course had been in progress for almost
25X1
25X1
25X1
25X1
Staff by
was replaced as Chief of the Plans and Policy
independent program with
and at that time the course became an
as "Chairman, " reporting directly
to Mr. Baird. This, then,was the chain of events that led to the sepa-
ration of the midcareer course from the Intelligence School and the
Midcareer Course No. 1 began on 7 October 1963 as scheduled.
11
25X1
The printed program for the course lists s Chair-
OTR) and
(a DDP careerist on rotational assignment to
to an assistant's position.
as Assistant Chairmen. A pre-course
introductory meeting had been held in the Headquarters auditorium on
the morning of 3 October. The 28 students were addressed by Mr.
John A. McCone, then the DCI; by Mr. Baird, who discussed the
"Philosophy of Midcareer Training"; and by
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25
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introduced the course. The students were also briefed by security
On Sunday after-
25
25
The six-week course itself was divided into three major parts.
-- five and a
half days on the Agency and six and a half days on Management. In
the section covering the Agency, among the speakers were Mr. Kirk-
patrick, the Executive Director; Mr. Sherman Kent, the Assistant
Director for National Estimates; Mr. Chester Cooper, Special Assist-
ant to the DDI; Mr. William Colby, Chief of the Far East Division of
the DDP; Mr. Richard Helms, then the DDP; Mr. Ray S. Cline, the
DDI; Mr. Cord Meyer, Chief of the Covert Action Staff; Major General
L. A. Walsh, Jr. , Chief of the Special Operations Division of the US
Army; Lieutenant General Joseph F. Carroll, Director of DIA; Mr.
Albert Wheelon, the DDS&T; Mr. Arthur Lundahl, Director of NPIC;
Mr. Allen W. Dulles, former DCI; Col. L. K. White, the DDS; Mr.
Part I had two sections, I
Robert Bannerman, then Director of Security; and
Part I, Management, was conducted, for the most part, by the
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Management Training Faculty of the Intelligence School, but a number
of guest speakers were used. These included Dr. Carroll L. Shartle,
Chief of Behavioral Science, Office of the Director of Defense Research
and Engineering, Department of Defense;
Syra-
cuse University; and Mr. John W. Macy, Jr., Chairman of the US
Civil Service Commission.
Part II of the course was held at the Brookings Institution in
Washington. OTR had contracted with Brookings to provide a ten-day
program devoted to discussions of the US Government's functions,
structure, and problems. Members of the Brookings staff provided
some of the expertise for this coverage, and several high-ranking US
officials also appeared as guest lecturers. Part III was a nine-day
segment devoted to world affairs. The class met in the Broyhill Build-
ing, as 1000 North Glebe was then called, and most of the guest speak-
ers were senior officials of the State Department and distinguished
academicians from all parts of the country.
The first running of the Midcareer Course established a gen-
eral pattern that subsequent sessions followed. There were, however,
some significant changes made in some segments of the course. The
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25X1
contract with Brookings was dropped, and the section on the Govern-
ment was organized and managed by the course staff. A week-long
trip by air was initiated, and the entire class visited major govern-
ment installations in many parts of the country. The section on Man-
agement was revised frequently, and after some time the "Manage-
ment Grid" was introduced as the major method of management train-
ing in the course.
I ontinued as chairman of the course until 21 August
1964, when he returned to the clandestine services. He was replaced
by
I I
25
the assignment until 11. April 1966.
Course staff after the second running of the course and returned to his
duties with the Intelligence Orientation Faculty of the Intelligence
School.
The first running of the course was judged by students, staff,
and senior Agency officials an unqualified success. Thereafter, the
course continued to gather prestige, and it became a distinct honor
for an officer to be selected for it; selection was a definite indication
that the officer chosen was marked for promotion and greater respon-
sibilities. In June 1965, in fact, a headquarters regulation defined
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a midcareerist as a "GS-13 career employee between the ages of
35 and 45 who has the potential for eventual promotion to GS-15 or
higher." 58/
Until January 1964 the responsibility for monitoring and main-
taining the high quality of the Midcareer Course was assigned to OTR;
the course functioned just as did other OTR courses, and admission
to it was processed in the usual way -- after the selection of students
had been made by various Directorates. On 1 January 1964 the Train-
ing Selection Board came into being, * and the Agency notice that estab-
lished the board contained the statement that "the Training Selection
Board will review continually the Midcareer Training Program and
recommend to the Executive Director-Comptroller methods and pro-
cedures to insure its continued and improved effectiveness." 59/
Because the midcareer course was the core element of the midcareer
program, responsibility for the course was thus assigned to the TSB
-- a distinction without a difference, really, as the DTR was Chair-
man of the TSB.
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In June 1965 the name of the course was changed to "The Mid-
career Executive Development Course" by an Agency regulation. 60/
The same regulation stated that "the Chairman, TSB, shall continually
monitor the Midcareer Training Program . . . and approve nominees
for the Midcareer Executive Development Course. " Thus the midcareer
course achieved the same status as the senior service schools and the
other senior courses for which students were selected by the TSB.
As suggested above, the midcareer course was the only viable
part of the midcareer program. Theoretically, the course was to have
been only one of many training programs that the midcareerists were
to have taken; the program concept assumed that each of the Agency
career services would identify the midcareerists within the service
and then prepare a detailed plan for the career development of each
officer selected. The plan was to include the midcareer course and
other programs, both internal and external, that would contribute to
career development. In practice, the midcareer program was ignored,
forgotten, or given only token recognition -- except, of course, in the
Office of Training. Mr. Baird made a valiant effort to put it into opera-
tion and actually required that each OTR midcareerist have a definite
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career development plan. Even in OTR, however, the exigencies of
work pressures, manpower limitations, and lack of availability of
slots generally prevented the implementation of the plans.
Mr. Baird also made a strenuous effort to get other career
services to comply with the program's requirements. On 9 March
1964 he wrote a "Dear Kirk". memorandum to Mr. Kirkpatrick, point-
ing out that the several Deputy Directors were not submitting mid-
career plans to the TSB and suggesting that the Executive Director-
Comptroller take some action; a draft of an appropriate "Action Mem-
orandum" was attached. 61/ Two days later the Executive Director-
Comptroller issued the action memorandum just as Mr. Baird had
drafted it. 62/ It was addressed to the Chairman of the TSB; it pointed
out that enough time had elapsed since December of 1963, when the
original requirement for midcareer training plans had been levied, to
permit the starting of midcareer programming, and it requested that
the Chairman of the TSB submit a status report no later than 1 May
1964. A copy of the action memorandum went to each of the Deputy
Directors.
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On 16 March Mr. Baird sent to the Deputy Directors a request
that they submit to him by 17 April the information necessary for com-
pliance with the Executive Director-Comptroller's request for a status
report. 63/ The Deputy Directors responded to some degree, at least,
and Mr. Baird submitted the requested report on 2 May 1964. 64/ The
language of the report revealed that all of the Directorates.had the very
best of intentions but thus far had not been able to do much in the way
of actual career planning -- beyond the selection of their midcareer-
fists for the midcareer course, that is. On 25 June the Executive
Director-Comptroller issued another action memorandum on the sub-
ject, this one addressed to the Deputy Directors and a bit sharp in tone.
65/ In effect, it told the Deputy Directors to get going and do what they
had been directed to do about midcareer planning -- or if they couldn't
do it, to see the Executive Director-Comptroller personally and explain
why.
Further efforts were made by Mr. Baird -- with Mr. Kirk-
patrick's strong support -- but the midcareer training program never
really materialized; and after Mr. Kirkpatrick left the Agency in Sep-
tember 1965, and Mr. Baird retired at the end of 1965, the program
was allowed to languish and was quietly ignored. The midcareer
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course, however, continued to flourish -- until April 1966 as a sepa-
rate, non-school program and after that as a function of the OTR
Support School.
F. Special Activities and Programs
In addition to the regularly scheduled courses and programs
developed and given by the IOF during the 1956-66 period, the faculty
conducted a number of special activities that involved a considerable
amount of planning, preparation, and instruction. These activities
and programs were significant enough to warrant mention here.
1. Special Orientations
Because there were so many Agency personnel who -- by
reason of their specialized assignments -- were exempt from the
requirement to take the Intelligence Orientation course, there were
frequent requests for special orientation briefings for special groups.
Beginning in .1960, for example, the National Photographic Intelligence
Center (NPIC) began to expand rapidly, and the IOF was called upon
for special orientation programs -- including an unclassified one for
personnel, and the IOF provided a major part of the instruction for
that program. During calendar year 1958 the IOF presented an 18-
hour refresher course for 13 officers from the Agency Signal Center
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and a half-day orientation program for 25 new engineer employees of
the Office of Communications. 66/. In 1959 two more specials for the
Signal Center were given for 30 employees, and two were given for 26
employees of the Printing Services Division of the Office of Logistics.
67/ In 1960 two special programs were given for instructional and
25X1 support personnel
one was given for 11 people from
the Technical Services Division of the DDP, and one was given for 13
people from the Office of Security. 68/ This kind of special orientation
activity continued throughout the 1956-66 period. The examples cited
above are by no means inclusive, but they do indicate the nature of the
special orientation programs conducted by the IOF.
2. The JCS-DIA Program
As noted earlier, * in 1954 the OTR Operations Training
School had initiated a program called Project USEFUL, a one-week
course designed to meet the need-to-know requirements of the military
officers who worked with CIA personnel -- usually at overseas locations.
Late in 1963 the DCI decided that an abridged version of USEFUL
should be presented for senior military personnel in the Washington
* See OTR-6, p. 134.
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area -- primarily officers attached to the Joint Chiefs of Staff and the
Defense Intelligence Agency. For some unexplained reason, the task
was assigned to the IOF instead of to the Operations School, and on 1
and 2 February 1964 the first JCS-DIA Orientation was given. 69/ The
objectives of the program were "to introduce the class members to key
officials of the CIA, who will discuss the organization and responsibil-
ities of the Agency's interrelationships with the other agencies and
departments of the intelligence community. " 70/
The "key officials of the CIA" included the DCI, the DDCI,
the Executive Director-Comptroller, all of the Deputy Directors, and
some of the senior Division and Staff chiefs. The instructors of the
IOF did the planning and scheduling of the programs, introduced the
speakers, and handled all of the security and logistical aspects of each
program. The student group varied in size, usually from 60 to 80 offi-
cers, and not infrequently there were General Officers and Flag Offi-
cers in the groups. The program was offered twice each year from
1964 to 1966, and it has continued as a regular activity since that
time.
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3. The Senior Schools Program
Although the so-called Senior Schools Program was devel-
oped by the IOF late in the 1956-66 period, it subsequently became a
well established and highly regarded course of orientation training.
Until 1965 those Agency officers who were selected for attendance in
senior external training programs in either the military schools or
academic institutions were assembled each year for briefings con-
ducted by the OTR Registrar Staff. These briefings were largely con-
cerned with the logistical and liaison aspects of the external training
assignments. It gradually became apparent -- primarily through the
post-training reports that each officer submitted at the completion of
external training -- that Agency officers needed more substantive
guidance. Almost always, at some time during the course of the
external training, they were faced with the problem of how to respond
to questions about the Agency. How much could they tell? How much
did they know about what they could tell?
Early in 1965 the Executive Director-Comptroller
decided that all Agency personnel assigned to the senior schools should
be given the guidance they needed to permit them to respond intelli-
gently to questions about the Agency's activities. The IOF was assigned
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the responsibility for designing and giving such a program, and in
July 1965 the first course was given. It was a four-day program* with
the rather cumbersome title of "Special Program for Agency Repre-
sentatives to the Senior Service Schools. " The title was inaccurate,
of course,for the group was not limited to representatives to the senior
service schools but included those who were going to senior civilian
programs, both government and academic. ;~>k
The content of the course included a review of the ration-
ale on which the Agency was founded, a review of the Agency's missions
and functions and its role in the intelligence community, discussions
of the criticisms commonly levied against the Agency (including the
misconceptions on which many of the criticisms were based), and
guidance on how to respond properly to both criticisms and questions.
The guidance element of the course was provided both by senior Agency
* After 1965 the course was shortened to three days.
The inaccuracy -- if not the cumbersomeness -- was repaired in
1966, when the course was re-named "Orientation for Nominees to
Senior Officer Schools. "
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officials and by Agency officers who had completed the training pro-
grams to which the members of the class were going. A part of the
course was set aside for the necessary procedural briefings given by
the Registrar Staff.
4. Publications
Throughout the 1956-66 period the IOF instructors were
engaged in the preparation of "staff papers" for use in the various
orientation courses and for dissemination to components of the Agency
outside the Headquarters area. These papers were primarily conden-
sations of substantive information about a phase of intelligence activity
or organization. For the orientation courses, they served as collateral
reading, and for non-headquarters components they served as substi-
tutes for formal orientation training. Although the publication activity
was a minor part of the work of the IOF, over a period of years it
resulted in a useful library of staff papers on intelligence subjects.
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VI. The Intelligence Production Faculty
In Mr. Baird's June 1956 official statement of the missions of the
Intelligence School, he included responsibilities for training in "methods
and techniques of instruction; techniques of effective writing and speak-
ing; the improvement of reading skill; and skills and methods involved
in the collection, production, and dissemination of intelligence. " *
These responsibilities were those assigned to the Intelligence Produc-
tion Faculty (IPF) when it was established in 1957. ** The present dis-
cussion follows subsequent developments and describes the introduction
of new programs during the 1956-66 period. For convenience and
clarity, the work of the IPF is discussed here in four categories --
skills courses, research courses, courses given as parts of the JOT
training program, and the preparation of training manuals. Perhaps
it should be noted at this point that the four categories are not mutu-
ally exclusive. The skills courses involved some substantive research
activities, the research courses required the practice of skills, and
the JOTP courses included both skills training and research training.
* See above, pp. 7-8.
i4 Development in these fields of training up to June of 1956 has been
described in OTR-6.
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1
1
A. Skills Courses
Those programs designed primarily to improve the skills
required in all phases of intelligence production activity were called
"skills courses. " They included training in writing and speaking,
training in the techniques of interviewing and debriefing, reading
improvement, and training in the methods and techniques of teaching.
1. Writing
In the intelligence business, as in most other forms of
organized human activity, writing is the major means of communica-
tion. In the intelligence business, moreover, there is a heightened
requirement for accuracy and precision in writing. Undoubtedly the
most frequent adverse criticism of Agency officers -- at all levels --
has been that they lacked the ability to write accurately and precisely.
It should be remembered, of course, that criticizing other people's
writing is a popular exercise, and most people who cast the critical
stones are unaware that they themselves are not without sin. In any
event, the most frequently voiced training requirement in the Agency
was for writing programs, and thus such programs constituted a sig-
nificant part of the IPF function.
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25X1
Courses in writing had been given by Agency training
units since the beginning of the Agency. The first one to be given
after OTR was established was called Problems of Intelligence Writing.
In December 1954 the name was changed to Intelligence Writing, and
early in 1956 it became the Writing Workshop. 11 When the Intelligence
School was established in June of 1956, this course became one of its
programs. At that time, it was a four-week course, meeting in two
three-hour sessions each week, and the enrollment was limited to
twelve students. 71/ The course continued to be given several times
each year until it became a part of a writing workshop program that
was introduced in September 1958; that program is described in some
detail below.
A second writing course inherited by the Intelligence
School in June 1956 was one called Effective Writing, which had been
started in April 1956. This course was taught by a contract instructor,
hour course meeting in two three-hour sessions each week over a
five-week period with the enrollment limited to 20 students. 72/ The
* See OTR-6, p. 105.
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first running of the course began on 10 April 1956, and two runnings
were given each year until July 1959, when the course was terminated.
73/ According to the officer who was chief of the IPF at the time,
there were two reasons for the termination of the course. 74/ The
expanded writing workshop program was then in operation and could
accommodate the students who might take the
course; and the
course itself was largely a "theory" course, without practical rele-
vance to intelligence writing as such.
In September 1958 the chief of the IPF proposed to the
chief of the school a "Writing Workshop Program." 75/ The program
would include a writing course at the basic level and one at the inter-
mediate level; the level to which students would be assigned would be
determined by standard tests administered by the OTR A&E Staff.
The program would also include a writing course at the advanced level,
each running to be tailored to the needs of an individual Agency com-
ponent. The proposal was approved by the chief of the school and by
the DTR, and by November 1958 the writing workshop program was in
operation. 76/
25X1
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The Writing Workshop (Basic) and the Writing Workshop
(Intermediate) continued to be given, each of them four times a year,
throughout the remainder of the 1956-66 period and for some years
thereafter. These courses differed from the Effective Writing course
in that they were practical, do-it-and-do-it-over-again courses using
intelligence materials -- as often as possible, the kinds of intelligence
materials with which the individual student worked in his Agency job.
Both the basic and the intermediate workshops were part-time courses
meeting in two three-hour sessions each week for a period of four
weeks. The classes were kept small so that the instructor would have
adequate time to spend with individual students, primarily in the revi-
sion and the rewriting of papers. The average yearly attendance in
the basic and intermediate workshops combined was about 125 stu-
dents. 77/
In 1960 a correspondence-course version of Writing
Workshop (Basic) was developed. 78/ This was designed for Agency
officers who, because of the location or nature of their jobs, could
not attend regular classes. Arrangements were made, however, for
the correspondence course students to have periodic personal confer-
ence with the instructor whenever such arrangements were possible.
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Also in 1960, a writing guide was prepared and published for the use
of students in the workshop programs. 79/ This was a revision of a
manual that had originally been prepared by
for the guid-
25
ance of ORR analysts, and it was tailored to the requirements of intelli-
gence writing. The first of the advanced writing workshops was given
in November 1958. It was designed for DDS personnel who were
involved in the writing of Agency issuances and was called Advanced
Writing Workshop (Regulations Writing)..80/ A second running of this
course was given in May 1960, 81/ and in June of 1960 an advanced
workshop was given for DDS personnel whose jobs included the pre-
paration of staff studies. 82/ This latter course was called Advanced
Writing Workshop (DDS Special), and most of the students were DDS
officers at the GS-14 and GS-15 levels. This course was given again
later in 1960 for DDS officers at the GS-15 through GS-18 levels and
was given once in 1961 for another senior group. 83/ The chief instruc-
tor for these advanced workshops during the period was
25
who was chief of the IPF and later chief of the school. After 1961
25X1 kook over as chief instructor for advanced workshops
designed for ORR, OSI, and other Agency components.
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The writing training programs of the IPF continued
throughout the 1956-66 period. Perhaps the best capsulization of the
nature and purpose of the writing workshops is provided in a 1962
report from the Chief of the Intelligence School to the DTR:
The Writing Workshop Program gives writing instruction at
three levels of proficiency and assigns students to appropri-
ate levels of proficiency on the basis of performance in writing
tests administered by the OTR Assessment and Evaluation
Staff. The students in these courses come from all compon-
ents of the Agency, and their grades range from the lowest
through the supergrades. The program includes special
writing training to meet special substantive requirements,
a correspondence course for Agency people who cannot
attend classes, and a course that is limited to employees
of grades GS-15 through GS-18. During fiscal year 1962,
CIA employees spent 3, 992 hours receiving instruction in
the Writing Workshop Program. In addition, of course,
writing instruction is a significant part of the Intelligence
School courses for Junior Officer trainees.
2. Speaking
Before 1956 there had been units of speaking, or briefing,
training in some OTR courses, but not until that time was there a sepa-
rate course in speaking. Early in 1956 a contract instructor, Prof.
I 25X1 I as brought in to give
a course at first called Intelligence Briefing and later called Effective
Speaking. 84/ This was a 24-hour, part-time course, meeting four
hours each week over a period of six weeks. The classes were small,
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usually limited to 15 students, and the work consisted of short talks
given by the students followed by critiques by the instructor and the
students of the class. It was a course in the basic techniques of public
speaking, and it was not directly addressed to the problems of intelli-
gence briefing.
After the first running of the course, early in 1956, Prof.
' 25X1 as asked to give a similar course dealing with the conduct of
I 25X1
meetings and conferences. He agreed to.do this, and in March 1956 it
was announced that a course called Conference Leadership would be
substituted for the next scheduled running of the speaking course. 85/
Thereafter, the speaking course and the conference leadership course
were given alternately, and the average annual enrollment in the two
courses was about 85 students. 86/ These courses continued to be
given by
throughout the 1956-66 period and continued
until 1969, when he terminated his contract with the Agency.
' As early as 1961, however, a new speaking course had
been initiated by the IPF. This course, Intelligence Briefing, was
suggested by the chief of the school and approved by the DTR. 87/ It
' did not duplicate the effective speaking course being given by Prof.
I 25X1 t was given on a somewhat more sophisticated level and was
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25X1
given in 1961 for a group of twelve senior DDS officers. It was a 24-
hour course spread over four weeks, and it required a considerable
amount of out-of-class preparation. In a 1961 report to the DDS, the
DTR labeled the course a "significant achievement" and commented
that "the instructor introduced the use of sound film photography of
the student in action. "* 88/ The intelligence briefing course continued
to be offered on a when-requested basis, and each running was tailored
to the specific needs of the requesting component. ak*
3. Interviewing
Like training in speaking, training in interviewing and
debriefing had been given as parts of some regularly scheduled courses
for some years. The first interviewing course, as such, was developed
by the IPF in 1958. 89/ This course was requested by the Contact
Division of the Office of Operations; it was subsequently given as a
regular part of the OO/C Refresher Program. 90/ The course was
In 1964 video tape replaced the film and was much more effective
as a critique device.
to serve as chief instructor until late 1968,
;ook over the task.
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also given to other Agency components when requested, and in 1960
it became a part of the Intelligence Production course given for JOT's.
91/
4. Reading and Instructor Training
As noted earlier in this volume, the reading improvement
program staff, although it was established as a separate "faculty" in
1957, became a part of the IPF in 1958 -- for administrative purposes.
The reading improvement program has been covered in Volume I of
this paper* and is not reviewed here. When the Intelligence School
was established in June 1956, it inherited from the Basic School the
responsibility for instructor training. At about the same time, the
instructor who gave the Instructional Techniques course, as it was
called, 92/ was transferred to another assignment; and the course
was not actually given by the IPF. Late in 1958, the responsibility for
instructor training was assigned to the OTR A&E Staff, and in August
1959 it became a part of the duties of the Educational Specialist in the
Plans and Policy Staff.
See OTR-5, p. 34.
** See OTR-7, p. 85.
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B. Research Courses
Before the establishment of the Intelligence School, training
in the methods and facilities used in intelligence research had been
limited to small segments in general orientation courses and had been
largely descriptive. After the establishment of the school, an effort
was made to provide more training programs for the DDI components
of the Agency; and the requirement for in-depth study of intelligence
research methods appeared to be the most pressing one. The follow-
ing paragraphs describe the efforts made and the results achieved by
the IPF in developing such training programs.
1. Intelligence Research (Techniques)
Until mid-1957 the Intelligence School had no instructor
who was fully qualified by training and experience to develop a course
in intelligence research. At that time, I rans-
ferred to OTR from ORR, where he had served as a research analyst
t 25X1 for more than five years.
doctoral degree was in Geog-
raphy, and his pre-Agency experience included military intelligence
research and teaching at both the public school and college levels.
.Soon after he came to OTR, he was assigned to the job of developing
the research segments of the Intelligence Techniques course and a
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separate intelligence research course for DDI components. What he
accomplished in relation to the JOTP courses is described briefly later
in this section. By the end of 1957
had completed the design
25
for a course called Intelligence Research (Techniques) -- IR(T). The
first running of the course began in January 1958 and was completed
on 7 February. 93/ The course ran for four weeks, part time, and
concentrated primarily on the research sources that were available to
the intelligence analyst -- the libraries, registers, and other reposi-
tories of information. A second running of the course was given in the
early summer of 1958. 94/ After the two trial runnings of the course,
25X1 I nd the faculty chief decided -- with the support of the cri-
tiques of the students -- that the course should be extended over a
longer period of time and should include more practical exercises in
the use of research sources. In September 1958 it was announced that
120-hour IR(T) covering a six-weeks period would begin on 13 October
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for ORR analysts and that two runnings for OSI analysts had been sched-
uled -- one in November and one in March 1959. 95/ These courses
were given as scheduled."
In the development of the IR(T) course, had
found it necessary to prepare written guides for the students to use in
their exploitation of the various kinds of information repositories. By
late 1958 it became apparent that these guides, revised and supple-
mented, would constitute a handbook on intelligence research that
would serve not only the students in the course but also all intelligence
analysts in the intelligence community. In September 1958 the chief
of the school reported that "one staff member is writing a training aid
to be used in the Intelligence Research (Techniques) course. It will
be the first complete compilation of research facilities available to
the intelligence analyst. It 96/ By June 1959 the first draft of the train-
ing manual, Intelligence Research Facilities and Techniques, was pub-
lished. 97/ This draft was circulated throughout the Agency and to
some non-Agency components of the intelligence community and was
y? Thereafter during the 1956-66 period, the course was given when
specifically requested by an Agency component. In the latter years
of the period, the demand for the course decreased, and it was
given infrequently.
25
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later revised and republished. Since that time, it has had wide ser-
vice as a basic manual for intelligence research. This manual, inci-
dentally, was used in the first attempts in OTR to program intelligence
training material; by July 1961
the Specialist in Programmed Instruction, had completed the pro-
gramming of the first two Parts of the text. 98/ I ised the
programmed material experimentally in some OTR courses, and he
made arrangements to have it tried out in an intelligence research
course given by the Defense Intelligence School. He later revised the
programmed parts completely, and since that time they have been
used as supplementary exercises in research courses.
2. Intelligence Research (Maps)
Another research course developed by the IPF, actually
the first of the individual courses in research, was Intelligence
Research (Maps) -- IR(M).
intelligence production group when the school was established, initiated
the course, compiled the materials, and gave the course early in 1957
as a segment of the Intelligence Techniques course. Two runnings of
* See OTR-7, p. 91.
25
25
25
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the course as a separate offering were scheduled for April and June
1958, but both were canceled because of lack of enrollment. 99/ In
July 1958 the course was given for five students, 100/ and it was given
again in the first half of 1959 for an equally small group. 101/ Although
the IR(M) course proved to have a much lesser requirement than had
been anticipated, it did provide the foundation for a third research
course that became a very important part of the IPF program.
3. Intelligence Research (Map and Photo Interpretation)
In the mid-1950's the Agency's photointelligence (PI)
activities were the responsibility of the PI Division in the Geographic
Research area in the Office of Research and Reports. Even then, the
importance of photographic interpretation had assumed major propor-
tions, and the need for competent people in the field was pressing. To
help meet the need, the ORR PI Staff, as it was then called, initiated
a basic training course. This was considered "component" training,
and it was developed and conducted by members of the PI Staff. At
that time, OTR had no capability for providing training in photointelli-
gence, and not until 1960 did the Intelligence School acquire the capa-
25X1 bility, when
a professional photointelligence
officer, transferred to OTR. In March 1960
25
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1
segment of photointelligence training to the JOT's in the Intelligence
Production course, and later in the same year he gave a separate
course, called Map and Photo Reading, to a group of 13 non-JOT
Agency analysts. 102/ This was a 27-hour course, spread over a
three-week period, combining the content of the IR(M) course with a
new segment on photointerpretation.
In March 1961 the name of the course was changed to
Intelligence Research (Map and Photo Reading) -- IR(M&P) -- and a
major new element was introduced into the course. This is best
described by the instructor's course report:
25
Students enrolled in the Intelligence Research (Map and Photo
Reading) course went on an aerial reconnaissance flight Fri-
day morning, 31 March. Before the flight, the students
received training in the exploitation for intelligence of the
types of photography collected through the Attache, OO/C,
OCR/LCD, and DDP programs. I rom DDP/
TSD gave the students instruction in the proper use of cam-
eras and films for acquiring aerial photographs through the
windows of a commercial airliner. The instruction prior
to the flight placed emphasis on what the photointerpreter
and photogrammetrist need to obtain, as much intelligence
information from photography as possible, in addition to
the problems involved in taking photography under opera-
tional conditions.
Cameras and films were provided and each student was
assigned a particular area or installation for which photo
coverage was desired. In addition, each student was to
take photographs of other targets that he thought may be of
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(Map and Photo Interpretation) -- continued to be offered twice a year
The IR(M&P) course -- later called Intelligence Research
25X1 through 1956.
served as chief instructor until 1964,
when he was assigned to a rotational tour of duty with ORR, and he was
25X1 followed by
I 25X1
who was also an experienced photo-
intelligence officer.
4. Geography of the USSR
Another research course developed by the IPF during the
60's was Geography of the USSR. The requirement for this course was
an informal one; it was first requested by ORR analysts, and OSI later
expressed an interest in having such a course.
planning of the course late in 1961, and -- with the help of
intelligence significance and maintain a trip log so that at
the end of the flight he could locate and identify each of his
exposures.
Another objective of the flight was to give the students an
opportunity for an air view or a "PI view" of various instal-
lations and surface features of intelligence significance.
Several large installations were circled by the aircraft to
give a complete 360 degree aerial view of the installation.
103/
began the
-- completed a course schedule and assembled all of the mate-
rials for the course. The first running came in October 1962. 104/
25
25
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The course ran part time for four weeks; it provided basic coverage
of the USSR with emphasis on those factors that might affect the sci-
entific capabilities and economic development of the area. The first
class was made up of twelve analysts, about two-thirds of them from
ORR. After the first running of the course, the requirement for it
appeared to fade, and it was not given again until 1963, when it was
re-designed to exclude classified training material and given as a
part of a training program for new-on-board NPIC employees awaiting
final security clearance. During 1963 and 1964 it was given three
times in this program. *
C. JOTP Courses
Although the details of the Junior Officer Training Program
are covered in a separate historical paper, it should be noted here
that two important segments of that program were provided by the IPF.
These two segments were the Intelligence Techniques course and the
Intelligence Production course.
In 1968 the IPF developed another geography course, the Geography
of Communist China. The first running of the course began in Decem-
ber 1968 and was completed in January 1969.
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1. Intelligence Techniques
Before the Intelligence School was established in June
1956, the Intelligence Training School had given a six-week course
called Intelligence Principles and Methods (IPM), a course that was
required for all new professional personnel of the Agency. In July
1956, when the newly created IS was reorganizing the training programs
inherited from its two predecessors, the IPM was broken into two sec-
tions -- a two-week program called the Intelligence Orientation Course
(IOC) and a four-week program called the Intelligence Techniques
Course (ITC). 105/ As noted earlier in this paper, the IOC retained
the mandatory aspect of the IPM, which was later extended to apply to
all professional employees of the Agency. The ITC, however, was an
elective course taken primarily by those officers who were assigned
to analyst positions and by the JOT's who had an interest in the pro-
cessing and production phases of intelligence.
Between July 1956 and December 1958, the ITC was
given eleven times for small groups of students, most of them JOT's.
106/ -In 1958, the JOT program was reorganized -- or "integrated" to establish separate, special courses for JOT's only and to set a uni-
form sequence of training for all JOT' s. One of the courses required
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of all JOT's was the ITC. Before December 1958 enrollment in the
ITC had been limited to 20 students; but when the course became a
JOT requirement, it had to be revised so that it would accommodate
50 or more. In the December 1958 running of the ITC -- the first
given for JOT's only -- there were 54 students. 107/
The ITC, along with three other courses in the overall
program= was required of JOT's regardless of their areas of primary
interest or probable future assignment because senior OTR officers
had agreed that all of the young officers in the program should know
something about all aspects of Agency activities and should not be
immediately directed into specialized channels that might lead to paro-
chialism. This reasoning was implicit in the official statement of the
objectives of the course as they were determined in September 1958:
"The objectives of the new Intelligence Techniques are to give the stu-
dents a basic understanding of the nature and purpose of finished intelli-
gence, of the problems inherent in the production of intelligence, and
the techniques and skills required in solving those problems. " 108/
>x Intelligence Orientation, International Communism, and Operations
Familiarization.
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The four-week ITC for the JOT'S was, from the begin-
ning, a do-it-yourself course. There were no guest lecturers; because
the course intended to convey only a basic understanding of intelligence
production techniques, the course instructors -- all of whom had had
some years of experience in the DDI -- could provide the degree of
expertise required. The problem-solving method was the primary
teaching device, and actual intelligence documents -- sometimes a bit
contrived -- were used as the materials for the problems. The stu-
dents presented their solutions as exercises in intelligence writing or
intelligence briefing, and all presentations and papers were critiqued
by the instructors.
The chief instructor in the first running of the course
25X1 was
I
25X1
' 25X1
tors took part in some segments of the course. After
a
became chief of the school in 1959, he continued to participate in the
course although
transferred to OTR from an analyst position in
OCI, and a major part of his assignment was the ITC.
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(took over the chief instructor job. In 1959
25X1 assisted by
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The first running of the JOT ITC set the general pattern
for subsequent runnings, but refinements and improvements were made
continuously. The course was offered three or four times each year --
depending upon the size of the annual intake of JOT's -- throughout the
remainder of the 1956-66 period and for some years thereafter.
2. Intelligence Production
When the JOT program was reorganized and integrated in
1958, it was decided that in-depth training in the methods of intelli-
gence production should be given for those JOT's who, at the conclusion
of the general training parts of the program -- Intelligence Orientation,
International Communism, Intelligence Techniques, and Operations
Familiarization -- were selected for assignment to the DDI area of
the Agency. This was to be the DDI equivalent of the DDP-oriented
Operations Course.
The first implementing proposal, made by the chief of
the Intelligence School in September 1958, was that there be established
"a twelve-week training period in Intelligence Research (Techniques)
for a selected group destined for intelligence production. " 109/ Before
that proposal was actually sent to the DTR, the chief of the IPF recom-
mended to the chief of the school that the course for the DDI-bound
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JOT's should not be an adaptation of the old IR(T) but should be a new
course designed specifically for the JOT's. His recommendation was
approved, and on 19 September the chief of the IPF submitted to the
deputy chief of the school a proposal that "A twelve-week Intelligence
Production Course . . . be given for selected Junior Officer Trainees
beginning on or about 26 January 1959. The objective of the Intelligence
Production Course is to prepare the student for assignment as an intelli-
gence officer in the DDI area of the Agency by giving him a thorough
understanding of the nature and purpose of the intelligence production
effort in the DDI area and of the problems inherent in that effort, and
by giving him specific training and practice in the application of the
techniques and skills required in the production of intelligence. " 110/
This proposal became the agreed plan for the course as it was stated
by the chief of the school late in September 111 / and by the DTR in
August 1959. 112/
The first running of the Intelligence Production Course
(IPC) came in January 1959, as scheduled, with nine students in the
25X1 class and s chief instructor. Like the ITC, the IPC was
essentially a do-it-yourself course using problem solving as the major
method of instruction. The IPC differed from the ITC, however, in
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many ways. The basic objective of the four-week ITC was to give the
student a general understanding of the methods and problems of intelli-
gence production; the objective of the twelve-week IPC was to broaden
and deepen this understanding and to give the student some competence
in the practical skills required in intelligence production. The IPC,
then, used the experts and specialists in the various production com-
ponents of the DDI as guest speakers and resource people. The stu-
dents also visited the production components and observed the analysts
in action.
The general procedure in the course was that the students
would study one DDI component, watch it in action, and then work out
a live problem of the kind that the component faced; the problem solu-
tions would be critiqued -- often by one or more of the component ana-
lysts -- and then the class would begin on another component. The
problem solving required actual practice in the exploitation of all of
the sources available to the intelligence analyst, and thus the students
gained some competence in the basic disciplines of intelligence research.
The IPC continued to be given throughout the period from
1959 to 1966, usually twice each year. The course was frequently
changed in sequence of component coverage and in areas of emphasis,
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I 25X1
and new activities were added from time to time. For example, in
the second running of the course, the coverage of the Office of Current
Intelligence was expanded from one week to two, a unit on propaganda
analysis was introduced, and in the section on photointelligence a one-
day field trip to
was added. 113/ The length of the course
was also changed from time to time, usually to facilitate scheduling of
the overall JOT training program or to accommodate JOT assignments
to on-the-job training.
D. Training Manuals
In 1964 a project of preparing a series of training manuals on
the Office of the DDI area was initiated by
IPF. The purpose of the project was to provide students, primarily
the JOT's in the ITC and the IPC, with study and reference handbooks
that described in some detail the organization, mission, and function
of each of the production components of the DDI. The work on these
manuals was done by the IPF instructors, working closely with the
25
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DDI components. The first manual,
was completed in July of 1965; four more were completed in subse-
quent years. *
>k National Intelligence Estimates in September of 1967, the Office of
Economic Research in May of 1969, Scientific and Technical Intelli-
gence in August of 1969, and The Office of Current Intelligence in
May of 1970.
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 SECRET
agement Training. " That paper, a brief history of management train-
ing in the Agency from 1954 to 1964, appears as an appendix to this
chapter. * The following paragraphs are designed to supplement Dr.
VII. The Management Training Faculty
In February 1964, in compliance with a request from the DDS, the
Chief of the Management Training Faculty (MTF) of the Intelligence
' 25X1 School, then prepared a "Review of Agency Man-
' 25X1
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1964 paper and to describe management training activities
from 1964 through 1965. Perhaps the most convenient organizational
pattern to use here is a four-category one: "in-house courses, " the
management and supervision courses given entirely by the MTF; the
25
"Managerial Grid, " a program that used a somewhat novel -- at least
at that time -- approach to management training.
* Appendix A.
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A. In-House Courses
Training in management and supervision, from the initiation
of the "Human Resources Program" in August 1952 to June 1956, has
been described in an earlier volume of this paper. * By the end of the
1956 fiscal year, OTR's experimental ventures into management train-
ing had developed into a group of well established courses. 11* In an
OTR report covering training activities during fiscal 1956, the DTR
characterized "the growing requirement for management and super-
vision courses" as one of the significant activities of the year. 114/
At that time and for the next two years, the program consisted
of a basic management course and 'a basic supervision course, both
given for 40 hours over a two-week period and both given repeatedly
throughout the year. The management course was open to all Agency
officers at or above the GS-11 grade and the supervision course to per-
sonnel generally in the GS-05 to GS-11 range. Until December 1957
the training in both courses was based on available text books. At that
See OTR-6, p. 110.
The term "management training" is used here and hereafter to
include both management and supervision courses unless the con-
text clearly limits the reference to management courses only.
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time, the use of text books was abandoned, and selected articles and
case histories were substituted. Also in 1958, films were introduced
as training devices, and in 1959 several short management training
films were produced by the OTR film unit. A device called the "in-
basket exercise" was introduced in 1958.
During this period the MTF was composed of three instructors.
25X1
tor of the management courses, andl
supervision courses.
candled the
January 1957 he became chief instructor; later in the same year he
became chief of the MTF when the faculty was established. Miss
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continued as chief instructor of the supervision courses.
and supervision courses tailored to the needs of individual Agency com-
ponents. These courses were essentially the same as the regularly
scheduled courses, but the design and content of each was determined
only after the members of the MTF had studied the specific managerial
problems within the component for which the course was to be given.
See OTR-6, p. 94.
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introduced a series of management
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During 1959 and 1960, such courses were given for the Office of Com-
munications, the Office of Research and Reports, and the Office of
Scientific Intelligence. 115/
The "in-house" courses in management and supervision con-
tinued to be offered throughout the 1956-66 period. Although after 1959
25X1 the introduction of the
courses and the Managerial
Grid gradually replaced most of the management courses, some were
still offered, and the supervision courses continued to be given several
times each year -- thirteen times in 1960 and seven times in 1963, for
example.
25X1 B.
Early in 1959 Col. White, then the Deputy Director for Support,
completed the three-month Advanced Management Program at Harvard
University. ** Thereafter he became keenly interested in management
1
training and suggested to the DTR that)
25X1
might be brought in on a contract basis
to give management courses for senior Agency personnel. Col. White
* See Appendix A, Attachment.
*?,* See OTR-5, p. 44.
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Agency officers in the group, their grades ranging from GS-15 to
GS-18. The course consisted largely of lectures by
intensive study and discussion of individual cases involving manage-
ment problems. The students' critiques of the course were generally
favorable. The cost of the program, as reported by
November 1960, 117/ was $8, 590. 14; of this total, about $1, 000 was
for preliminary, non-recurring activities and about $5, 400 was for Dr.
fees and expenses. On the buckslip under which the DTR sent
report to Col. White appears Mr. Baird's handwritten
notation: "It looks like a $15, 000 budget item for two two-week courses
a year. " The report was routed back to Mr. Baird with Col. White's
handwritten notation on the buckslip: "High but I think worth it if they
are as good as the first. "
In accordance with Col. White's implied approval of the first
course, plans went forward to continue giving the course on a twice-
a-year schedule. Late in November 1960 Mr. Baird recommended to
be appointed a consultant to the Director of
Training at a fee of $50 a day "when in Washington." 118/ The memo-
randum making this recommendation implies, but does not state, that
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the $50-a-day consultant's fee would cover
connection with the development of management training" but would
not cover his services while giving the Advanced Management Course.
25X1 Actually,
25X1
did little or no consulting work for the Agency.
He became ill early in 1961, and the second running of his course,
scheduled for the spring of 1961, was canceled.
In August 1961, however, the Acting Deputy Director for Sup-
port announced to the other Deputy Directors that a second senior
seminar would be given by
in October. 119/
This course went forward as scheduled. It began on 16 October and
ran through the 28th; there were 33 students in the group, all in the
GS-15 through GS-18 grade range. The content and conduct of the
course were the same as in the first running. In December 1961 Mr.
then chief of the MTF, submitted an analysis of
the students' critiques of the course. 120/ This analysis, along with
a detailed chronological record of the logistical support required by
I 25X1 I nd his wife before and during the course, 121/ indicated
that most of the students thought that the course was well worth the
investment of their time, thati was an effective instructor,
that he was inclined to work from a pedestal position, and that he
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demanded full VIP treatment with no expense spared. This second
25Xlrunning was the last of the
by that time another contract instructor,
brought in to give a senior management course.
25X1 C.
Early in the spring of 1961, when it became apparent that Dr.
I 25X1 [I ould not be available for the planned second running of the
Senior Management Seminar, the MTF looked around for another con-
tract instructor qualified to give management training at the senior
I
25X1 level. At that time,
had achieved some distinction as a management consultant with the .Air
25X1 Force and the Army.
I
I
courses; he died early in 1962, and
a retired Brigadier General and
then chief of the MTF, found that Dr.
25X1 mould be available to the Agency and initiated preliminary
arrangements. By 11 May 1961 a contract had been negotiated, Dr.
25X1 Iad been fully cleared, and the DTR, the Inspector General, and
the Deputy Director for Support had briefed him on the Agency's
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management problems. 122/ A record of the last of these briefings,
that give by Col. White, identifies and describes in some
detail the attitudinal approach to management in the Agency. *
By 15 May 1961 all arrangements for the first
called the Seminar in Management Practices, were complete and the
nominees had been selected by the three Directorates. 123/ The
course, a one-week program, began on 11 June at
continued through 17 June. There were 30 students in the class, ten
from each of the Directorates, all of them GS-15's. The general for-
course -- lecturers,
case histories, readings, small-group discussions, and seminars.
25X1 The
course made greater use of case histories than did the
course, and -- because it ran for 40 hours instead of 80 -- there was
a greater concentration of class-room activities. The analysis of the
students' critiques of the course indicated that it "was enthusiastically
received, and more than eighty percent of the critiques were lauda-
tory. " 124/ The conclusion reached by the MTF, supported by the
DTR, was that the course had been successful and that additional run-
nings were justified.
* See Appendix B.
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25
25
25
-125-
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The second running of the
ourse was given at
from 24 June 1962 through 30 June. This run-
ning began on a Sunday afternoon and continued through the morning of
the following Saturday. 125/ This running, too, was "enthusiastically
received" by the students, and in June 1963 the third and last of the
from 6 through 14
June -- again from Sunday afternoon through Saturday noon. 126/
D. The Managerial Grid
In the late summer of 1963, after the third running of the
-- who had succeeded)
25
25
]as 25
chief of the MTF in February 1962 -- began to explore a new approach
to management training called the Managerial Grid, a program devel-
oped by a
I 25X1
The background and development of this program applied
to Agency training are described in Appendix A and are not repeated
here. In general, Phase I of the Managerial Grid* consisted of a
~x The complete Grid program included three phases. Phase I was the
basic phase and was applicable to all Agency officers; Phase II was
a component-oriented phase designed to attack the problems in a
particular kind of activity; Phase III was a follow-up and evaluation
of Phase II.
-126-
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25X1
five-day program, including evenings, that excluded lectures and dis-
cussions of theory and concentrated on problem-solving, role-playing,
and confrontation.
The Managerial Grid was first introduced in the Agency by
I
25X1
promotion of the Grid program. In a January 1964 Midcareer course,
gave a one-day summary and demonstration of the Grid, and
thereafter the full five-day program was given several times for Agency
Officers at the GS-15 and supergrade levels. The full development of
the Grid came after 1965 and is thus not within the time span of this
paper. It should be noted here, however, that in November 1964 a
"pilot project" for a trial running of Phase II of the Grid was author-
ized, and the Office of Finance was selected as the component in which
the program would be conducted. This pilot project continued at inter-
vals throughout 1965; but it was not completed and evaluated until July
1966, 127/ and the overall project is best discussed in a later paper.
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E. Summary and Evaluation
During the 1956-66 period the MTF -- more than any of the
other Intelligence School faculties -- made great strides in the devel-
opment of training programs. At the beginning of the period, courses
in management and supervision were part-time, in-house programs
without noticeable prestige and without detectable support from senior
Agency officials. By the end of the period, management training had
become a major concern to the Executive Director-Comptroller and
the DDS and had aroused the personal interest of the DDCI and the DCI.
25X1 Funds for the expensive
were readily available; the active participation of the Deputy Directors
came to be a reality; and the doctrine of management training had
become an essential part of the career development concept.
To what extent the surge in management training activities
actually improved management practices in the Agency is a matter of
question -- and, perhaps, opinion. the MTF chief who
initiated the surge, always had a tongue-in-cheek attitude towards the
practical application of the principles and methods taught in the
courses -- an attitude shared by
gence School throughout the period.
and Managerial Grid courses
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in the chief's position and who tried very hard to get greater
DDP participation in management training, became disenchanted with
the job and stayed for less than half of his planned two-year rotational
and stayed
in the job for six years thereafter, had strong doubts about the practi-
cal effectiveness of management training and expressed them openly.
Perhaps, of course, these people were too close to the trees and too
concerned with trying to measure the immeasurable. In any event,
to the senior officials of the Agency, apparently, the time, effort, and
money spent on management training were well invested because man-
agement training -- by definition -- was good.
* See Appendix A.
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VII[. The Clerical Training Faculty
A. Background
The origin and early development of clerical training in the
Agency is described in Volume I of this paper,' and the continued
development over the 1953-56 period is covered in Volume II. To
reestablish continuity, the progress of clerical training from July
1951 to June 1956 is reviewed briefly here.
Before OTR was established in 1951, there was no clerical
training program as such in the Agency. The Personnel Office ran a
"clerical induction" activity as a part of the processing of newly
recruited clerical personnel and also operated a skills testing activity,
but neither of these was actually a training program. As the Agency
began to expand rapidly early in 1951, there arose a need for "hold-
ing pools, " devices that permitted clericals to come on board and on
the payroll before they had been fully cleared. To make effective use
of these pools, training activities were introduced. The result was
* See OTR-5, p. 45.
" See OTR-6, p. 113.
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that by the end of 1951 OTR had established a Clerical Orientation pro-
gram and a Clerical Refresher program and was providing most of the
instruction for the personnel Office's Clerical Induction program.
In May 1952 the Clerical Induction program, including the
testing phase, was turned over to OTR. Late in 1953, an Agency regu-
lation made the Induction and Orientation programs mandatory for all
new clerical personnel. By the end of 1953, the basic elements of the
clerical training program -- the induction, orientation, and refresher
courses -- had become well established; they continued to be the major
clerical training courses throughout the period from 1953 to 1956.
In 1951 clerical training was a responsibility of TR(O), later
TR(G). In December 1952 when the OTR Management Training Divi-
sion was established, clerical training was assigned to that division.
When the Basic Training School was established in December 1954, it
assumed the clerical training responsibility; and in June 1956, when
the Basic School was absorbed by the Intelligence School, clerical
training became one of the components of the new school and in 1957
became the Clerical Training Faculty (CTF).
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1
1
25X1
Until June 1956
25X1 training. At that time,
25X1
25X1
training activities along with some other programs in administrative
courses. In November 1956
vision training, and
had supervised clerical
was reassigned to super-
clerical training and later chief of the CTF.
the position throughout the 1956-66 period and for many years there-
after. The number of people in the CTF varied at times, but usually
there were from eight to ten full-time instructors and two training
assistants.
B. Major Programs
Essentially, the major programs conducted by the CTF dur-
ing the 1956-66 period were those that had been established in earlier
years. Although minor changes and improvements in the three courses
-- induction, orientation, and refresher -- were constantly made, the
basic objectives and substantive coverage stayed very much as they
are described in Volumes I and II, and there is no need to re-cover
that material here.
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It would be useful, however, to give some indication of the
1
1
quantitative scope of the CTF's major activities. In fiscal year 1956,
for example, 2, 860 students received training in the three major
courses. * In the six months from March through August of 1958, more
than 1, 000 clericals took the courses. 128/ In fiscal year 1959 a total
of 2, 226 students were trained, 888 in the 40-hour clerical induction
program, 913 in the 24-hour clerical orientation, and 425 in the 24-
hour clerical refresher. 129/ The comparable figures for fiscal year
1960 were a total of 2, 255; in clerical induction, 1, 133; in clerical
orientation, 760; and in clerical refresher, 363. 130/ Enrollments
continued at this general level throughout in the 1956-66 period. The
frequency of offerings of the three programs depended somewhat on
the intake of new clericals and the demand for the refresher course.
The induction program ran virtually back-to-back, with the largest
enrollments during the summers. The orientation program, too, ran
almost every week of the year; for example, in 1959 there were 43
runnings of the course. The refresher program, which was made up
of several different segments, ran almost constantly, the segments
often overlapping.
See OTR-6, p. 113.
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Although EOD testing -- the giving of the Agency Qualifying
Tests to clerical recruits -- was not a training activity, it was a con-
tinuing responsibility of the CTF after it was transferred to OTR from
the Personnel Office in May 1952. The EOD testing was done at the
beginning of the induction program. Failure to meet Agency standards
in typing or shorthand did not disqualify the recruits for employment,
but it often affected their starting GS grades. Theoretically, only
qualified typists were recruited for typing jobs and people qualified in
both typing and shorthand for stenographers jobs. Actually, however,
relatively few recruits were able to pass the tests
satisfactorily. For
example, a September 1958 report from the chief of the CTF to the
deputy chief of the school stated that during the March through August
period "Agency Qualifying Tests were given to entrance-on-duty
employees in Clerical Induction Training. Of the 421 tested in type-
writing, 172 met Agency qualifications (a net speed of 40 wpm). Of
the 268 tested in shorthand, 27 met Agency qualifications (80 wpm for
three minutes transcribed with five or fewer errors. )" 131/
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C. Special Activities
In addition to its work with the three major programs, the
CTF was constantly engaged in special activities related in one way or
another to clerical training. As early as 1954, for example, a course
in "non-clerical typing" was introduced for Agency professional employ-
ees, including JOT's, who wanted to acquire a basic typing skill. * By
the end of 1958 the special non-clerical typing offerings had expanded
to include a basic course, usually given before work hours, for non-
JOT professionals; a basic course and a review course for JOT's; and
a basic course for professionals in the Foreign Documents Division
of the Office of Operations. 132/ Also in 1958 the CTF introduced
programs of tutorial training in telephone usage and English usage for
the on-duty clericals in any component of the Agency, and an "unoffi-
cial" testing program for on-duty clericals preparing for overseas
assignments. 133/ In 1960 in conjunction with the Agency Records
Management Staff, the CTF gave a series of refresher workshops in
filing principles and techniques. 134/ During fiscal year 1961 a
See OTR-6, p. 115. The CTF did not give a basic typing course
for clerical personnel because, in principle, a typing skill was a
condition for employment.
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special workshop in the techniques of dictating to a stenographer was
given for middle-grade supervisors in the DDS; the chief of the CTF
conducted some experimental training in "notehand" -- a kind of short-
hand designed for personal use only; and a review course for writers
of Anniversary Gregg shorthand was initiated. 135/
These special activities continued throughout the 1956-66 period,
and new ones were introduced from time to time -- experimental train-
ing in the use of flexowriter and in the clerical aspects of automatic
data processing, for example. The basic programs in induction, ori-
entation, and refresher training, however, remained the major CTF
responsibilities and required a major part of the faculty's efforts.
Even this brief account of the work of the CTF would not be
complete without mention of housing and transportation problems with
which the faculty had to cope. From 1951 to 1957 the clerical training
programs were all given in the Potomac Park area -- induction in Curry
Hall and orientation and refresher in Alcott Hall. This location was con-
veniently close to the DDP complex along the Reflecting Pool and within
easy shuttle-service range of the E Street headquarters area. In 1957
a space squeeze sent the CTF and its activities to the upper floors of
an old building at 1016 16th Street in downtown Washington, where the
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Office of Personnel conducted its application and EOD activities. This
location increased dependence on shuttle service, now from both the E
Street and Potomac Park areas.
With the opening of the new Headquarters Building in Langley
in 196Z, a real problem developed. Most of the personnel from the E
Street area and all from the Reflecting Pool area moved to the new
building; the shuttle trip from Langley to 16th Street required the bet-
ter part of an hour, and on-duty personnel taking clerical training
courses spent one-quarter of the working day in shuttle buses. The
solution was, of course, to split the CTF. Those teaching the
refresher course and handling some of the special activities worked
in the new building -- where there was little suitable space, and those
working in the induction and orientation programs stayed at 16th
Street. This created all sorts of administrative and instructor-avail-
ability problems, and not infrequently special activities had to be
dropped because of them.' 136/
In April 1967 the situation improved when the CTF, along with a
number of other Agency components, moved from 16th Street to the
Ames Building in Rosslyn.
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D. Summary and Evaluation
Clerical training in the Agency is unique in that its basic ele-
ments, the three major programs, were established by need very
early and did not change materially thereafter. The quantitative
aspects of the need changed as the Agency grew, but the nature of the
need remained constant. Actually, the many special activities of the
CTF were all supplementary aids to the fundamental objective -- to
prepare clerical personnel for service in the Agency and to provide the
means of improving the skills of clerical personnel after they entered
on duty.
The fact that clerical training never acquired much prestige
in the Agency is probably inherent in the nature and level of the train-
ing. There was also, probably, a factor of professional snobbery
involved. An unhappy but understandable result of this lack of status
was the relatively low grade levels of the members of the CTF. For
most of the years of the 1956-66 period, the chief's position was a
GS-11; all of the other faculty chiefs in the school were GS-14's or
GS-15's. The clerical training instructors had difficulty reaching the
GS-09 grade, regardless of their experience and competence; most of
the other instructors in the school were in the GS-12 to GS-14 range.
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1
The Chief of the Intelligence School, supported by Mr. Baird, con-
stantly tried to raise the grade levels in the CTF; he had little success
because the Agency component that had jurisdiction in such matters
insisted on equating the CTF instructors with teachers of commercial
subjects in the public secondary schools.
The failure to raise the status of the CTF did not, however,
lower the quality of clerical training. Both Mr. Baird, the Director of
Training, an the chief of the school, were convinced
that the CTF had developed the most effective clerical training pro-
gram in government; and they frequently said so.
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1
IX. The Operations Support Faculty
The early development of training courses in the support of clan-
destine operations is described in Volume I of this paper,:- and subse-
quent progress up to June of 1956 is described in Volume II. In the
interest of continuity, that coverage is reviewed briefly in this section
before discussion of the major operations support programs and special
activities conducted by the Operations Support Faculty (OSF) during
the period from June 1956 to October 1962, when the OSF was trans-
ferred from the Intelligence School to the Operations School. A. Background
At some time in 1947 the training staff of the Agency's Office
of Special Operations initiated a training course called the Field Admin-
istrative Course. Although there appears to be no record of the spe-
cific content of the course, it apparently consisted of training in the
administrative support of field operations and was the first course in
the "operations support" category. Early in 1949 the name was
See OTR-5, p. 78.
See OTR-6, p. 130.
See above, p. 11.
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changed to the Administrative Course, and in November of 1954 it
became Administrative Procedures. 137/ The second program devised
to support operations was the Staff Indoctrination Course, started in
December 1950. This course continued through 46 runnings until April
1953, when it was discontinued. In June 1953 a new course, Admin-
istrative Support, was initiated, and in November 1954 the name of
that course was changed to Operations Support.
The third course in the support category, Interviewing and
Reporting, was introduced in 1951 and continued, with four runnings
each year, until June 1956, when it was transferred to the Operations
School and became Information Reporting, Reports, and Requirements
(IRRR). When the operations support training group became a part of
the Intelligence School in the June 1956 reorganization of OTR, then,
their program consisted of two courses, Administrative Procedures
and Operations Support.
When OTR was established in 1951, the operations support
courses became the responsibility of the Management Training Divi-
sion of TR(O), later TR(G). In the December 1953 reorganization,
the responsibility was assigned to the Basic Training Division, later
the Basic Training School. The courses continued to be offered in
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that component until June 1956. At that time
who had previously been the supervisor of both support training and
clerical training combined as "administrative training, " was relieved
of the clerical training responsibility and became chief instructor of
the operations support group. In 1957 she became chief of the OSF
and remained in that position throughout the 1956-6Z period. Mrs.
instructor staff consisted of about people, many of
whom were on rotational assignment from the DDS offices and the DDP
area divisions and staffs. I erself, of course, had served
overseas with the Agency in administrative support positions of respon-
sibility.
B. Major Programs==
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and describe solutions of the problems of administrative support of
clandestine operations. The course was designed for "personnel con-
cerned with administrative functions in support of the Clandestine Ser-
vices . . . for officer personnel; however, those of the clerical level
for whom increased responsibility and authority are imminent may be
admitted. " The course was divided into two parts, the Tradecraft
Principles Phase and the Administrative Phase.
The content of the course consisted of lectures given by
the OSF instructors and by guest speakers from the DDS and the DDP,
case studies, films, seminars, and field problems. One of the field
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2. Administrative Procedures
The "Admin Procedures" course was a full-time, three-
week (120 hours) program designed to "indoctrinate clerical personnel
of the DDS, DDI, and DDP" in the basic procedures of administration
in both headquarters offices and overseas stations. This course dif-
fered from the Ops Support course not only in objectives and the grade
level of the students admitted but also in the fact that it was not limited
to instruction in administrative procedures applied to clandestine activ-
ities. In other words, it was not really an "operations" support course.
This distinction was made clear by the division of the
course into two parts -- Phase I, concerned with administrative proce-
dures in overseas stations and bases. When there was clear justifi-
cation, students were permitted to take only one of the phases of the
course, but most students took the entire three-week program. The
content of the course was related to regulations and procedures appli-
cable to vouchered funds; administrative regulations and procedures
covering travel, finance, and property accounting; dispatch, pouch,
and cable procedures; and defensive security measures.
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A sampling of enrollment statistics again gives some
measure of the importance of the course in the OSF program. In fiscal
year 1959 the course was given six times for
fiscal year 1960 it was given seven times for
students; 141/ and in
25X
students. 142/ Unlike
enrollments in the Ops Support course, enrollments in the Admin Pro-
cedures course were not much affected by the curren , t DDP require-
ments for overseas support; Admin Procedures was a course that was
taken by clerical personnel as a basic part of career development and
an aid to advancement in grade.
3. Budget and Finance Procedures
For some years before 1957 the Finance Division of the
DDS had conducted a component course dealing with matters of budget-
ing, the use of funds, and financial accountability. Although some of
these matters were touched upon in Ops Support and Admin Procedures
courses, OTR had avoided duplication of the component course. Early
in 1957 the Finance Division requested that the OSF develop a course
to meet the specific needs of personnel assigned to finance duties at
small overseas stations. 143
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The first running of the OTR course, Budget and Finance
Procedures, began on 21 March 1957. The course was given for nine
days, full time, in the classroom. Following the classroom phase,
the students worked for one or two days under supervision in the Finance
Division and with the budget and fiscal officers in the DDP Area Divi-
sions to which they were assigned. The class was limited to 15 stu-
dents, and much of the classroom instruction was done on an individ-
ual-student basis. Six runnings of the course were normally given
each year for about 50 students. In 1959, for example, 51 took the
course, 144/ and in 1960 there were 47 students. 145/ There were
times, however, when special runnings of the course were required.
In fiscal year 1961, for example, eight extra runnings were given to
meet the requirements of the rapid expansion of the DDP Africa Divi-
sion's field activities. 146/
C. Special Activities
Like the other faculties in the Intelligence School, the OSF
was constantly engaged in special activities, some of them related to
the major programs of the faculty and some of them directed toward
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other services. Perhaps the best indication of the nature and scope of
these special activities is contained in a 1958 report from the chief of
the faculty to the Deputy chief of the school.
D. Summary and Evaluation
The OSF, perhaps more than any of the other faculties of the
Intelligence School, was forced to maintain close and constant liaison
with the non-OTR components of the Agency that it served -- primarily
the DDS and the DDP. Practices. and procedures of supporting opera-
tional activities in the field were always changing. Requirements for
support could not be anticipated with any degree of accuracy; areas of
emphasis changed without warning, and new operational targets appeared
suddenly, with the consequent sudden requirements for operational sup-
port. All of these problems the OSF handled in stride, principally
25X1 because
the chief of the faculty, had close ties with sen-
ior officers in both the DDS and the DDP and because competent, exper-
ienced officers from the DDS and the DDP were always on rotational
assignment in the faculty.
* See Appendix C.
The opinions expressed here are those of who was
Chief of the Intelligence School after 1958 and throughout the period
that the OSF was a component of the school.
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Because the chief of the school had no experience in the intri-
cate problems of operations support, he gave
ity to handle her faculty's responsibilities, including the selection of
rotational-assignment instructors, as she saw fit. The high degree of
acceptability and professional respect that the faculty achieved during
the 1956-62 period completely justified his confidence in
ability.
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X. Summary and Conclusions
During the 1956-66 period the Intelligence School developed from
a sort of catch-all, odds-and-ends department to a closely integrated
organization of faculties, each with its own specific responsibilities
but all with a clearly articulated devotion to the overall mission of the
school. The growth of the school, determined largely by the growth
of the individual faculties, was largely in the degree of sophistication
and responsibility achieved.
The duties of the Orientation and Briefing Officer changed from
routine briefings and participation in orientation programs arranged
by other Agency components to major responsibilities in the manage-
ment and planning of VIP briefings and non-Agency group orientations.
The Intelligence Orientation Faculty developed the Intelligence Pro-
ducts exhibit, the Support exhibit, the high-level Intelligence Review
course, and the plans for the Midcareer course. The Intelligence Pro-
duction Faculty, beginning in 1956 with only a few skills courses, devel-
oped the sophisticated research courses, including the photointelligence
course, and two of the major segments of the JOT program. The Man-
agement Training Faculty's -program went from two basic courses in
middle-level management and supervision to the
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Managerial Grid courses for senior Agency officers. The Clerical
Training Faculty not only maintained its basic training service but also
introduced new programs for both clerical and professional personnel.
The Operations Support Faculty made steady progress in the respon-
siveness of its major programs to operational needs and achieved a
high degree of professional acceptance in the DDS and the DDP.
Understandably, perhaps, there was in OTR and in some other
components of the Agency, a basic misconception about the role of the
Intelligence School-- the concept that the school represented the DDI
"presence" in OTR in the same way that the Operations School repre-
sented the DDP presence. This, of course, was not true in any sense.
Although some of the school's courses were related to intelligence pro-
cessing and production, most of them were designed to meet Agency-
wide requirements for training in orientation, management, support,
and basic skills. Enrollment figures throughout the 1956-66 period
show that DDI personnel constituted less than one-fourth of the annual
enrollments in Intelligence School courses. To what, if any, extent
this misconception affected the quality of the training provided by the
school is an unanswerable question. It was, however, directly respon-
sible for the early 1966 fragmentation of the Intelligence School when
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the Management and Clerical faculties were transferred to the Support
School, which was established on the fallacious rationale that because
there was a DDP presence (the Operations School) and a DDI presence
(the Intelligence School) in OTR, there should also be a DDS presence
(the Support School).
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Appendix A
Review of Agency Management Training
28 February 1964
MEMORANDUM FOR: Deputy Director (Support)
SUBJECT : Review of Agency Management Training
I. INTRODUCTION
This report is for information only. It was compiled in answer to
your request of 16 January 1964. It reviews the history of management
training in the Agency, indicates its current situation and future pros-
pects. Attached charts show the trend of enrollments and the distribu-
tion by components.
A. Management training in the Agency was begun by
25X1 with the so-called Human Resources Program, a 4 1/2 - hour con-
erence which was attended by many senior officials in the Agency.
The first management course was given by in January
1954. It was a 40-hour course given part-time for two weeks. It sur-
veyed processes and problems of supervision and mid-management for
support personnel. Although it used some cases, it was primarily a
lecture course which featured presentations by the Auditor-in-Chief,
the Director of Personnel, and six other guest speakers.
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emphasized the traditional functions of directing, coordinating, plan-
ning, and controlling. In the fall of 1954 basic courses in supervision
B. By August 1954 a course in supervision was being planned for
people directly in charge of working level groups. The course plan
C. From this beginning until the present day the management
training has been given by three instructors except for 1962 when there
were four and 1963 when there were two. Chart I shows periods of
service of the various instructors to date.
D. Beginning in 1956 and for several years thereafter the sched-
uled offerings were considerably augmented by a number of special
courses requested by various components such as ORR, SR, OSI, and
the Office of Communications. These courses were not essentially
different from the regularly scheduled ones but were tailored to some
extent to meet special requirements.
E. Over the years the training techniques have gradually changed
in the direction of eliminating lectures and introducing active learning.
In December 1957 the use of textbooks was abandoned and the reading
of selected articles substituted. By 1958 films were being used as
cases and illustrative material, and several films were made by
of OTR, one of which is still being used. Also in 1958 a very
successful innovation was introduced, namely the "In-basket Exercise"
which was developed by the A&E Staff of OTR in conjunction with outside
consultants. This "In-basket Exercise" is still in use. Also, at this
time role-playing became an important technique of instruction.
F. In September 1959 Colonel White's expressed interest in the
development of a senior management seminar led to the two-week
25X1 seminar given by for senior Agency
25X1 managers a in October 1960 and again in October 1961.
25X1
1
G. In June 1961 a similar seminar conducted by
was offered for a slightly lower level (GS-14 and 15).
offered again in June 1962 and June 1963.
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H. In May 1961 the first full-time course was given, but courses
were generally part-time until the fall of 1963 when the policy was
inaugurated of having all management and supervisory courses on a
full-time basis. At this time the decision was also made to take all
courses for GS-11 and above either tol ecause
of the greater effectiveness of the training given away from the dis-
tractions of home and office. Throughout the years, the courses have
normally been of 40-hours duration.
A. Chart II shows the number of employees who have taken any
kind of management training since January 1955. This chart was com-
piled from a machine run of training records of currently employed
individuals; training has been credited equally regardless of the length
of any particular program, or the particular subject matter. External
courses are counted equally with OTR courses in supervision and
management. We do_not have statistics on the number of supervisors
and managers in each component, but it is obvious that some areas
have not taken advantage of training opportunities.
B. DDP employees are shown in their present component, not in
the one which entered them in training. This makes some difference
in relative showings. For example, SR Division shows as of the end
of 1963 twenty-eight GS-12's and above with some kind of management
training, whereas a similar study in December 1962 showed forty-
eight GS-12' s and above in SR. Perusal of the chart shows the varying
patterns associated with different offices, some going in heavily for
the training of the lower grades and others concentrating on the higher
levels.
C. Chart III shows the enrollment in OTR management and super-
vision courses over the past nine years. It is based on actual class
rosters. (A statistical breakdown by courses for the years 1959-63 is
also attached.) A drop-off became apparent in 1959, and there has
been a slow decline since except for a slight pick-up in 1963. The
drop-off in 1959 and again in 1961 shows up most clearly in the graph
of the supervision courses. The drop-off in 1961 may possibly be
related to the cancellation of the "five percent" regulation in 1960.
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The chart also shows a considerable decrease in DDI participation
from 1960 on. (The total number in Chart III is larger than in Chart
II because Chart II shows only people currently employed and counts
each person only once regardless of the number of courses taken, but
Chart III includes people no longer employed and each course taken is
counted.) Chart III also shows that in 1963 enrollment was up from
all components except DDP even though there were only two instructors
during this year in contrast to the preceding year when there were four.
D. The records reveal some rather startling statistics which do
in the charts. In OTR management training (disregarding
nurses):
1. OCI has not entered a student since 1956;
2. Since 1957 only one student has been entered from
the CI Staff;
3. WE Division has entered two students since 1957;
4. WH Division has entered three since 1958;
5. After 1958 only two came from the PP Staff and
only one from the 10 Division;
6. The Africa Division has entered one since 1960.
E. In OTR supervision courses:
1. OCI has entered only four students since 1959;
2. Other than RI Division there have been only seven
students from DDP since 1960.
F. The charts demonstrate the low degree of participation by
DDP over the years, a chronic situation which was noted as early as
25X1 1955 by It is true of external offerings as well as
internal ones. Not even the senior seminars had drawing power; in
25X1 the last seminar conducted by I there were only four students
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I
from DDP, and the (seminars were given up when it became
established that DDP participation could not be counted on. The cause
is not readily identified. In part it is related to the views of some
senior officials who fail to recognize that such training has any valid-
ity, relevance or necessity. We instructors have occasionally heard
from DDP employees that they would like to get management training
but that either they were not aware of the management offerings or
that they were unable to get permission to take the courses. It has
been frequently said that the Clandestine Services are too hard pressed
to be able to spare anyone for this type of training, but the Office of
Communications, also hard pressed, has made a regular policy of put-
ting their people through management and supervision courses and has
even requested special courses for particular groups.
G. In December 19611 initiated an effort to work
out an operations management course tailored to assumed DDP needs.
This did not get beyond the talking stage, and there is no indication
that it would have been accepted. In October 1962
expressed interest in a course of three or four days duration which
might be given to all DDP branch chiefs. At his request, a proposal
was submitted, but no reply or comment was ever received and no
action ever taken.
IV. COURSE CONTENT AND TECHNIQUES
A. Many books and innumerable articles have been published
about management training, but there has never been any agreement
as to methods or content. From the time of OTR train-
ing has increasingly centered its attention on the management of people,
which seems to be the critical problem, and gradually eliminated the
study of such topics as work methods, office and records management,
and theory of organization, for which there has been no demand in our
programs. Our courses currently are centered on problems of leader-
ship, communication, motivation, and decision-making.
B. There is good reason to doubt the lasting effect of conventional
teaching in this field. Published reports show that many training pro-
grams have had only temporary effect on the students, who accept the
content of the programs but are not really able to change their habitual
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ways of thinking and doing. We have found that many students are
unable to relate theoretical considerations and outside cases to their
own situation. They have followed the course closely, analyzed the
cases astutely, but their managerial behavior was actually changed in
no way by the training. In these cases, the influencing of attitudes
becomes more important than the imparting of knowledge or the teach-
ing of skills.
C. Others are unable to practice what they have learned because
of the managerial climate in their unit as set by their boss. Most
professional trainers have come to believe that management training
cannot be effective unless it starts with the top managers and proceeds
down. To this extenti was correct in attempting to indoc-
trinate the top managers in CIA with his Human Resources Program
before commencing any other training. The most common remark our
students make is, "I wish my boss would take this course."
D. The "Case Method" has increasingly been used in OTR train-
ing, in large part because of its effect on attitudes and insights. We
valuable tips from watchin and
ot man
tors
t
i
y
g
ns
ruc
' 25X se this method. Without going into an analysis of the case
I
I
method it may be said that although we still believe it has considerable
merit, we have come to have some doubts about it. In too many
instances case discussions have been simply an exchange of views,
with no real impact on the students. We have experimented with
Agency cases, State Department cases, business cases, and have
rewritten some in an Agency setting. While the business cases often
seem too remote to the students, the Agency cases seem equally
remote to some and have too many emotional associations for others.
E. Our experience shows that the students learn most from active
situations and exercises. For example, the "Communication Game"
has been used very successfully for a number of years to drive home
certain valuable lessons. We do not know of a better exercise of this
type anywhere in government or in business training circles. We
instructors administered this exercise for the Industrial College
Faculty in the summer of 1963 where it was very well received.
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25X1
F. We },;,.?ie; also u "Role-playing" in varying degrees. This
i a technigqur, which is rr, used by management trainers. Students
who get drawn into role-pJ-.ying usually feel that this was the n-iost
valuable part of their training.
G. Our "In-basket :.xercise" is given to all classes except the
GS 5-10 level. This is an exercise not in the pushing of paper but in
the analyzing of problems and coming to decisions on a variety of mana-
gerial situations. This exercise is usually regarded as the highlight
of our course by most students, and we have been experimenting with
techniques to expand its effectiveness. We believe our in-basket is
superior to that used by the Veterans Administration and other organi-
zations.
H. We have also looked into the matter of using a computerized
managerial game. Discussions have been held with System Develop-
ment Corporation on their simulation programs. This technique has
become quite popular in business management training and is being used
by the Army Management School as well. It is our belief that such a
game would be quite valuable as an instructional device; however, it
might cost as much as $50, 000 in consultant fees to develop.
1. The most effective approach we have come
across up to now
25
is the so-called "Managerial Grid" originated by at
land used by him very successfully in some
large corporations. This is a five-day program in which the instructor
guides the activities of the students in small groups. It embodies active
learning about management with very little theory, and the students
find out a great deal about themselves, the way they affect other people,
and the way they can get things done. In the last Mid-Career Course
gave a one-day synopsis of the "Managerial Grid"; the
students found this extremely worth while and wanted to know more.
We tried the same thing with a group of GS-11's and 12's recently, and
again it seemed to have very considerable impact. While the "Mana-
gerial Grid" does not cover all facets of management, we are beginning
to believe it is the method most likely to have genuine and lasting
training value.
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V. CURRENT PLANS
A. We are now proposing to stage a five-day seminar for GS-15's
and 16's in May to consist entirely of the "Managerial Grid". If this
proves to be as successful as we have reason to expect, we shall then
propose that this be the pattern of management training in the future at
all levels. As the work load permitted, we would then like to make
special offerings on selected topics to the extent possible as refresher
or advanced programs for those who have had basic management train-
ing.
B. We also would like to develop some ideas we have for films.
25X1Talks have been held withi regarding the production of one
or more films in the general area of Agency supervision and manage-
ment. It is our belief that the first of these films might very well deal
with the topic of fitness reports.
C. Another project we have had in mind-for several years has
been a lecture series to be held in the Headquarters Auditorium, but
this has been kept in abeyance as long as we had only two instructors.
We are now inclined to doubt the value of such a program, especially
if it costs money.
D. Another current activity is our participation in the Mid-Career
Course. Our one-week presentation in the first of these classes,
though not unsuccessful, did not really belong in this course as neither
the method nor the content fitted well into the general conception of the
course. For the second running our contribution was cut to three days,
a substantial portion of which was devoted to the "Managerial Grid.'.'
This presentation was much more successful, but there is still sub-
stantial doubt in our minds as to the appropriateness of a management
phase in this course. We are currently of the belief that basic manage-
ment training should be a prerequisite for the Mid-Career Course
which should then include a few discussions of Agency management by
top managers within the general context of discussion of other Agency
problems.
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VI. COST AND T/O
A. As shown in Chart I, management training has operated over
the years with three instructors, with the exception of 1962 when there
were four and of 1963 when there were only two. At the present scale
of activity four instructors are hardly needed, but the load is rather
heavy for two and there is little opportunity for development of new
materials and methods. A staff of two also represents no reserve; if
one should get sick, it might be necessary to cancel a course. Two
instructors might be sufficient if most of the teaching follows the
"Managerial Grid" scheme of instruction since it does not require very
heavy participation by the instructors. On balance a staff of three
instructors seems about right.
B. Ideally, it would be desirable to have as instructors one '
careerist from DDI, one from DDS, and one from DDP. Throughout
1963 an unsuccessful attempt was made to obtain an instructor from
DDP. Of our current staff one instructor is from DDI, one from
DDS&T, and one from OTR. There has been evidence of reluctance to
participate in this kind of instruction because of a feeling that it is
something of a blind alley which will not forward one's career.
C. While we feel that our instruction is good, we wish to point out
that it is very difficult to find experienced instructors with a background
in professional management. Of the six instructors added to the staff
since 1959, only one 0 had experience in teaching previously,
and their managerial training and background were "spotty" at best.
D. To abolish the staff and conduct this instruction by contract or
by external training would be much more expensive than the present
arrangement and in our view less effective for most employees. Never-
theless, a certain amount of contracting will be necessary in any case
if we are to pursue this "Managerial Grid", inasmuch as that material
is copyrighted and closely controlled. If this method proves to be as
good as we expect, we believe we can come to some arrangement with
the originators of the material. While it might be necessary to bring
25X1 in for the senior level of the Agency, this
instruction could be handled for other levels by the present staff.
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J
E. We have not had an opportunity to make a comparison with
the management training efforts of other agencies and companies but
believe our program is a relatively modest one. About $14, 000 was
budgeted for FY 1963 (in addition to salaries); this was about half of
the FY 1962 budget, and not all, of this was spent. The amount for FY
1964 is about the same. The main costs are for external training for
instructors, hiring of consultants, and purchase of in-basket material,
films, reprints, and professional books.
F. The staff currently consists of three GS-15's and one GS-8.
A GS-6 slot was eliminated by us as unessential at the end of 1962. A
total staff of three in 1963 taught as many students as a staff of six did
in the preceding year. While the present teaching staff is able to handle
the current and projected load, any dramatic upswing probably would
necessitate some adjustment in T/O and in program. We prefer to
seminar on the "Managerial Grid" is received next May.
delay any recommendations until after we see how well
Chief, Management Training Faculty, IS/TR
Attachments
As stated above
/s/
2 March 1964
Director of Training Date
OTR/IS imam (28 February 1964)
Distribution:
Orig & 2 - Addressee
1 - DTR
1 - C/IS/TR
2 - MTF/IS/ TR w/o charts
25
25
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MANAGEMENT TRAINING FACULTY ACTIVITIES
1959
DATE
COURSE
GRADE NO.
LEVEL STUDENTS
DDS
DDI
DDP
OTHER
SUPERVISION
19-30 Jan
Supervision #46
5-9
17
6
5
16-20 Feb
Introduction to
Supervision #5
5-8
18
8
7
2
9-20 Mar
Supervision #47
9-12
15
8
7
30 Mar-10 Apr
Supervision #48
12-14
18
6
10
2
27 Apr-8 May
Supervision #49
9-13
14
7
6
1
11-15 May
Supervision (Special)
13
13 (ISO)
8-19 June
Supervision #50
5-7
13
3
5-16 Oct
Supervision #51
5-9
18
5
26 Oct-6 Nov
7-18 Dec
Supervision # 52
Supervision #53
(Canceled)
(Canceled)
7-18 Dec
Supervision in
Research and
Analysis
11-13
11
10
137
_
56
59
5-16 Jan
Management #49
11-13
12
3
8
1
2-13 Feb
Management #50
12-14
14
4
9
1
24 Feb-6 Mar
Management #51
11-13
12
5
6
1
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MANAGEMENT TRAINING FACULTY ACTIVITIES
1959
GRADE NO.
DATE COURSE LEVEL STUDENTS DDS DDI DDP OTHER
MANAGEMENT (Continued)
9-23 Mar
Management Conference
#1 1 (COMMO) 14-16 15
15
23 Mar-6 Apr
Management Conference
#2 (COMMO) 14-16 15
15
13-24 Apr
Management T#52 13-16 13
7
4
2
In
4-8 May
Management Special
n
o
(OSI r# 4) 11-17 18
18
(17 OSI, 1 ORR)
N
25 May-5 Jun
Management #'53 8-15 14
6
5
3
31 Aug-11 Sep
Management #54 11-13 7
5
1
1
27-30 Oct
Management Conference 25
25
(00)
9-20 Nov
Management #55
14-15
8
5
2
1
30 Nov-11 Dec
Management #56
11-13
10
6
3
1
163
71
81
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1960
GRADE NO.
LEVEL STUDENTS
DDS DDI DDP
OTHER
4-15 Jan
Supervision #54
(Canceled)
1-12 Feb
Supervision #55
11-12
12
5 7
23-24 Feb
Supervision
(Special)
5-12
10
10
(Cable Sec)
Supervision
(Special)
5-12
9
9
(Cable Sec)
n
rn
29 Feb
Supervision (Special)
8-9
10
10 (COMMO)
ttn
7-11 Mar
Supervision (Special)
8-9
10
10 (COMMO)
H
I
14 Mar
Supervision (Special)
8-10
9
9 (COMMO)
4-15 Apr
Supervision #56
5-9
14
4 8 2
2-13 May
Supervision #57
5-9
16
4 7 5
23-27 May
Survey of Supervision
and Management
11-13
17
6 6 5
6-17 Jun
Supervision #58
11-12
11
7 1 3
10-21 Oct
Supervision #59
6-9
14
7 1 6
5-16 Dec
Supervision #60
11-12
18
11 4 3
73 34 24
19
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1960
GRADE NO.
DATE COURSE LEVEL STUDENTS DDS DDI DDP OTHER
MANAGEMENT (Continued)
18-29 Jan
Management of 57
.14-15
18
6
8
3
1
15-26 Feb
Management #58
11-13
18
10
7
1
18-29 Apr
Management #59
11-13
13
9
1
3
9-20 May
Management
Conference
11-14
10
10 (SR)
20 Jun-1 Jul
Management #60
12-15
14
9
3
2
26 Sep-7 Oct
Management n 61
11-13
19
11
4
4
10-21 Oct
Senior Management
Seminar (Bailey)
15-18
35
13
11
9
2
Management #62
13-15
12
7
4
1
139
65
38
33
YEARLY TOTAL
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 23 Jan-3 Feb
27 Feb-10 Mar
10-21 Apr
19-30 Jun
25 Sep-6 Oct
13-22 Nov
4-15 Nov
MANAGEMENT
9-20 Jan
6-17 Feb
24-28 Apr
1-12 May
11-17 Jun
19-30 Jun
31,Jul-4 Aug
.o irwxol 6wom" wommme ir~ rr.rrr one" i1owbi arrow .rnr - rim"
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MANAGEMENT TRAINING FACULTY ACTIVITIES
1961
GRADE NO.
COURSE LEVEL STUDENTS DDS DDI DDP OTHER
Supervision #61
Supervision #62
Supervision ##63
Supervision #64
Supervision #65
Supervision #66
Suprevision #67
Management 1#63
Management #`64
Management #,-65
Management r66
Seminar in Manage-
ment Practices
Management #67
Management
Conference
5-9 15 7 4 4
9-14 14 8 6
5-9 12 5 2 5
(Merged w/Management #67)
5-8 10 4 2 4
(Canceled)
10-13 15 9 5 1
66 33 19 14
11-13 15 11 4
14-15 18 10 2 6
12-13 9 3 3 3
14-15 11 7 2 2
14-15 30 8 11 9 2
11-13 16 10 4 2
11-13 22 22 (COMMO)
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MANAGEMENT TRAINING FACULTY ACTIVITIES
GRADE NO.
DATE COURSE LEVEL STUDENTS DDS DDI DDP OTHER
MANAGEMENT (Continued)
11-22 Sep
Management #68
11-13
15
9
2
4
16-28 Oct
Senior Management
Seminar (Bailey)
15-Super
Grade
33
14
11
8
30 Of-t_9 Nov
Management #69
14-15
10
5
2
3
179
99
37
41
YEARLY TOTAL
245
132
56
55
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MANAGEMENT TRAINING FACULTY ACTIVITIES
1962
DATE
COURSE
GRADE NO.
LEVEL STUDENTS
DDS
DDI
DDP
OTHER
22 Jan-2 Feb
Supervision #68
5-9
15
6
5
4
19-30 Mar
23 Apr-4 May
Supervision 769
Supervision 770
10-12
(Canceled)
9
7
2
11-22 Jun
Supervision #71
5-9
15
4
5
6
24 Sep-5 Oct
Supervision 772
11-12 (1 GS7)
12
5
7
29 Oct-9 Nov
Supervision #73
5-9
17
9
5
2
1
n
ti
H
rn
ko
I
68
31
24
12
1
8-13 Jan
Management #70
13-14
15
5
5
5
5-16 Feb
Management #71
11-13
15
11
2
2
26 Feb-3 Mar'
Management #72
14-15
17
5
5
7
23 Apr-4 May
Management #73
10-13
14
6
6
2
14-25 May
Management #74
14-15
7
3
2
2
24-30 Jun
Seminar in Management
Practices
14-Super
Grade
30
1.1
10
6 3
10-21 Sep
Management #75
(Canceled)
14-20 Oct
Management #76
14-15 (1 GS-13 17 10
OTR)
3
4
Management #77
11-13 20 13
5
2
135 64
38
30
YEARLY TOTAL
203 95
62
42
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MANAGEMENT TRAINING FACULTY ACTIVITIES
1963
DATE
COURSE
GRADE NO.
LEVEL STUDENTS
DDS DDI
DDP
OTHER
SUPERVISION
14-25 Jan
Supervision #74
(Canceled)
25 Mar-5 Apr
25-29 Mar
Supervision #75
Supervision #76
(Canceled)
(Special)
8-11
12
12 (COMMO)
8-12 Apr
Supervision #77
En
I
(Special)
.5-9
14
12 (COMMO) 2
t1
t6-17 May
Supervision #78
5-10
27
6 11
5
5 n
? 30 Sep-4 Oct
Supervision #79
5-10
15
8 3
3
1 M
~-3
9-13 Dec
Supervision #80
5-10
24
13 4
3
4
92
51 20
.11
10
4-15 Feb
Management #78
(Canceled)
3-15 Mar
Management #79
11-13
22
11 7
4
24-30 Jun
Seminar in Manage-
ment Practices
14-16
34
.9 15
3
7
9-10 Jul
JOT Seminar
14
14
12-18 Oct
Midcareer
13-14
30
7 10
9
4
4-8 Nov
Management 180
11-13
22
8 10
2
2
18-22 Nov
Management #81
(Canceled)
122
49 42
18
13
YEARLY TOTAL
213
101 60
28
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Appendix B
Colonel White's Briefing ofi
11 May 1961
SUBJECT: Colonel White's Briefing of
on Friday, 5 May
1. Col. White briefedi n the former's office in the
presence of nd myself. I had
provided, first by phone and then on a briefing sheet, notes of Dr.
previous briefing by the Inspector General and suggestions for
items to be covered in Col. White's discussion. (He made no reference
to the former, although he did cover some of the same ground and he
did use our suggestions regarding emphasis on communications and
"what was right with the Agency" as opposed to the Inspector General's
briefing which had inevitably put a heavier emphasis on what was
wrong.) Col. White had before him a fairly detailed organization chart
of the CIA which he referred to during the briefing.
2. Col. White began by saying that there was a certain resist-
ance -- particularly in the DDI and DDP, but also present in the DDS --
among senior people to being "lectured on management by their con-
temporaries. " He then went on to say that Management tended to be
equated in the DDI and DDP with "administration. " These officers then
wished to "wash their hands of it", in the sense of pushing such respon-
sibilities on DDS officers detailed to the DDI and DDP. "In other words, "
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said Col. White, "management in this Agency connotes logistics, and
most intelligence and operations officers incorrectly feel that it does
not apply to their work. "
3. This point was made again when Col. White said that there
was a lack of understanding among operational and intelligence officers
that they are managers. All of their work in one way or another
involves the use of people and the most systematic way of learning to
handle people, he thought, is through management courses.
4. The response of officers who had management training had
been that this was fine but "how about getting at my boss. "
5. Taking these things into consideration, Col. White had come
to the conclusion that an outside course was necessary. He then went
25X1 on to describe the He said that it had been an uphill
battle all the way. The whole idea was foreign to intelligence and
operations officers and yet, Col. White went on, he felt it was neces-
sary to get management ideas across to the top people in this Agency.
6. Since as he had previously pointed out the senior officers
resented being "lectured at" by their contemporaries, it was necessary
-- since training was voluntary rather than obligatory -- to get quali-
fied teachers and lecturers with university or other outside backgrounds.
"The assumption was, " said Col. White, "that if it were possible to
demonstrate to top level personnel that management ideas were appli-
cable to their work, it would then follow that these officers would tend
to persuade their subordinate officers to come to our own internal
management courses. The primary objective was to convince senior
officers that they were managers. " Col. White said that he felt the 36
officers who had attended thel now agree that this is so.
The interest of a large number of officers was now aroused and while
the Management Faculty of the Office of Training was "somewhat
unhappy" at the idea, Col. White felt it was necessary to push ahead
and take advantage of the momentum that had been gained.
7. Col. White then pointed to the organization chart of the Agency
people in the DDS and DDP and in the DDI. We nevertheless had
and said that we were a big organization. There are roughly
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1
no staff (by this he meant that there was no senior staff, at the DCI
level.) The DDP and DDI were both strong personalities, and accord-
ing to the chart there was relatively complete delegation of authority
to them but "the DCI really doesn't delegate. "The point is, " Col.
White went on to say, "that the DCI doesn't respect or understand
normal Agency channels as, for example, a military officer would.
And, " Col. White went on, "this is not a bad thing -- we are very flex-
ible. "
8. How then is the Agency run? "It is run, " said Col. White, "in
three meetings a week, with the DCI presiding and the DDP, DDI, DDS,
the Inspector General, and various other senior officers present. That
is where our policy guidance comes from and from that we are expected
to get our jobs done. "
9. Col. White then went on to say that as compared with the mili-
tary "we have lots of paper but no real regulations. " He explained that
he meant by this that the regulations are primarily "administrative"
and are not set up to give policy guidance -- which indeed they could
not do, since our policy guidance changes day by day with the needs
and crises that arise in various parts of the world.
10. Col. White then said that he has lots of responsibilities but
that he must execute authority with a light touch. His channel to the
DCI was mostly "on an oral basis. "
11. These factors, explained Col. White, resulted in "the most
informal organization I have ever seen. " Again Col.. White explained
that this was not bad -- it made for the necessary flexibility.
12. Summarizing to this point in the briefing, Col. White said that
this kind of organization resulted in an enormous emphasis on people,
not on organization. The DCI goes to the individuals by name. Mr.
Dulles knows who is expert on a given area by name, but he frequently
does not know what a given person's title or organization function is. "
Again Col. White made the point that this results in the opposite of the
stereotyped, bureaucratic organization man.
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25X1 13. At this point remarked that he was soaking up this
information like a sponge but he was a little concerned about communi-
cations in an organization such as Col. White described. Col. White
admitted that this was a major problem and it was further complicated
by security restrictions -- the need to know. This further countered
the organization's communications needs. ,,It may be that we have
carried this too far. " Nevertheless the result was an extreme reliance
on individuals, and the necessity for those individuals to understand how
to handle people.
14. Col. White then went back into the history of the Agency and
remarked that as organizations go we are relatively young. "People
have risen fast. " He said that they have not had the opportunity to be
trained in the handling of people in management except by their own
experience on the job. We have few checklist types here. Once again,
said Col. White, this made for flexibility and it was flexibility that this
Agency must have.
15. Since he had emphasized strengths to this point, Col. White
said that he would like to say a word about weaknesses. The outstand-
ing weakness, in his opinion, was the reluctance of line managers to
accept total responsibility of their people on and off the job. (This was
a point the IG had made at considerable length). It was imperative that
this weakness be remedied, particularly as senior officers do not have
as great an appreciation of this need as, in Col. White's opinion, we
should have.
16. What about the motivation of the people in this organization?
It was very high. In part this was due to the glamour of the work, to
excitement, to "being on the firing line -- we are at war. " On the other
hand, there was a tendency (which again Col. White mentioned as a
weakness of certain senior officers) to refuse to face the fact of incom-
petent people. There are not enough people saying, "Joe, you are not
cutting the mustard.
17. How then would officers who had incompetent subordinates
handle the problem? They tended to use the medical staff, security,
"anything to get rid of bad ones. " He then went on to say that a
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25X1
traditional method had been to give a man a good fitness report and
transfer him off to another part of the Agency. The tight personnel
situation at the present time made this less and less effective.
18. "Another thing, " said Col. White, "has been that our people
have not been trained to leave their problems at the office. " The mili-
tary officers were. He said that he did not know whati ould
do about this situation, but that if he had any ideas he should "put them
across to the officers. "
19. Col. White said that we are probably not badly managed --
just "informal. " He went on to say that he recognized the danger that
we as an organization might become too bureaucratic. At this point,
he would be dealing with to participate vigorously with the cases and
materials that he would be dealing with. Col. White and I
assured him that there would not be a lack of participation but rather
very vigorous participation. Col. White used the expression, "In
general, we are an Agency of fearless people. " He said this in a
rather rueful way and went on to explain that division chiefs and offi-
cers at lower levels did not hesitate to speak up in major policy meet-
ings and disagree vigorously, both with Mr. Dulles and with each other.
Isaid that he was somewhat concerned about getting the class
20. Col. White said that if there is a single lesson with which he
would like to see the students leave the course, it was that there are
"no absolutes. " He went on to explain that he meant by this that in
management there are no such things as checklists or correct princi-
ples to set forth and he further said that there is no "rule book. " As a
secondary objective, Col. White told hat he hoped that the
students of this course would want their subordinates to get similar
training.
21. On several occasions Col. White emphasized to I that
the substance of the course was ffair. In connection with
this, Col. White said that the OTR management faculty would stand by
to help him in any way possible but that "the course is your business. "
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25X1 22. At
"
suggestion, Col. White then said a few words
hump" and Regulation
about the
0
The import of his remarks was
that the Agency must stay young because of the nature of its business.
r (Col. White qualified this by saying that this was a particular require-
ment of the DDP. )
25X1
23. In connection with the DDI, DDS, DDP, Col. White said that
unquestionably the DDP seemed to possess the greatest esprit de corps.
The DDI people tended in general to be specialists in certain fields and
to have a greater loyalty to their subject matter than to the organiza-
tion. As such Col. White said that he would like to see more AGENCY
esprit de corps and greater homogeneity.
25X1 24. At this point, aid that he has set himself four goals
in this course: (a) to make the students understand that they are man-
agers, (b) to demonstrate, by the case method and other ways, certain
attitudes that appear to be typical of good managers, (c) to make the
students see in various ways that management cannot proceed by rules
and (d) to help the students to think openly about management problems.
25. Col. White approved these goals and said "Above all, the man-
25X1 ager is a trainer. " then inquired rather belligerently
whether Col. White would be down to open the course. Col. White said
that he would do so if his schedule permitted. I said that the
best way to demonstrate to the students that management was an impor-
tant factor in the Agency was to get the "high brass" involved in the
25X1 sponsorship of this course. then went on to say that in his
estimation Col. White responded with a smile that he is probably the
25Xlhighest brass thati ould have a chance to get to participate
and then he agreed to come down to open the course on the morning of
12 June.
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Appendix C
Operations Support Faculty Activity Report,
March through August 1958
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 ""~`no '?"~ Ho. 'Approved For Release 2003/05/i-8-: CIA-RDP93-00791 R0001 00040001-6
Office Memorandum - UNITED STATES GOVERNMENT
TO Deputy Chief, Intell ;once School
FROM . Chief, Operations Support Faculty
sunjrcr: Activity Report - idarc:h through August 10.58
DATE: 2I+ September 1953
I?.ci orardiun of 17 September 110158. Subject: Report
to President's Board of Consultants on Foreign
Intelligence Activities (Killian Committee).
Attached in our activity report as requested in referenced
memorandum.
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n 2 MCL"
M (I Al A?..: .hut 19
Courses: Operations Jup `ort, f;:L 'Ln stratiyc Procedures) )3udret and Finance
Procedures.
This includes the Administrative procedures course presented at
1 1'' ne courses have been run during this period with a total of
25X1
2. Administrative Procedures has been revised to excise those subjects
that more appropriately belong in Clerical Training. As it is currently
constituted, Administrative Procedures Phase I consists of two weeks of
headquarters support subjects; Phase II concentrates on overseas subjects.
Our goal is to have all administrative personnel take the first two weeks
shortly after they enter on duty. Phase II can then be taken shortly be-
fore leaving for overseas.
3. Lectures, discussions and critiques for all our courses have been
taped with notations on each tape as to subject, instructor, length of
lecture, date and course.
4E. Plans had been made with A & E Staff, to review our
course materials, lectures, tests and evaluations. This was in line with
our projected course changes for the coming year. It has now been deter-
25X1 mined that will not be available until after the beginning of
the year since he is involved with the current JOT program.
5. The Faculty have been pursuing the proposal of flexowriter training
requirements in liaison with f Clerical
Training has been kept advised.
6. The Faculty had a conference with
Operations School)
regarding suggested changes in the next edition of the Tradecraft Manual.
These changes, in some instances, were quite extensive and will be taken up
with the editorial board when discussions have reached that stage.
7. Our memorandum on the proposed course for Station Chiefs and a
tentative course schedule has gone forward. Presumably this will be taken
ur by the Director of Training with the DDP persons concerned.' The Regula-
tions Digest for Small Field Stations which would be used in the proposed
semi ar has already been incorporated into our existing courses.
8. A staff study is being prepared by the officer handling DDP Clerical
Personnel regarding a specialized training course for all clericals hired for
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I 25X9
ovens a.; 3 (;n;~ents. oince=Cicricals trill be hired this fiscal year
25X9 for I)DP, of which will be scheduled for overseas assiSnin'ents, we are
a itin Word frcrA DDP to assj_st on any req'uireaents which can not be
hand.lcd by our l~r?~sent courses.
There has been close coordination with the Finance Division in
an inf or:l:al ar;recmcnt that J0Ts assigned to Finance will take
and Finance Froceaures before or shortly after s-t,rtin; their tour
in FinallCc .
1.0. An infori. al survey of the Personnel Office was acco.m)lished by
interviewing each division chief in the Off ice of Personnel. Comments,
1. '1 forwarded
Cval'~a-V.LOiiiJ and I?:l r~DP93-00791 R0001 00040001-6
I ~
 `jn,
Approved For Release 2003 / 8 p i -RDP93-007918000100040001-6
25X1 9. Memo,
gence School, 4 Apr 57, S (in files of OTR Historian).
to DDTR, sub: Organization of Intelli-
10. Written comments by
of OTR Historian).
25X1
6 Nov 70, S (in files
to DDTR (9, above).
14. Memo, Deputy Chief, Intelligence School to DTR (8, above).
15. Memo, Deputy Chief, Intelligence School to Chief, A&E Staff,
sub: New courses in the Intelligence School, 4 Apr 57, C (in
file of OTR Historian).
16. Written comments by
(10, above).
17. Weekly Summary Report, DTR to Assistant to the DCI, 28 Sep
55, S (in files of OTR Historian).
18. Ibid.
19. Ibid.
20. Weekly Summary Report, DTR to Assistant to the DCI, 28 Nov
55, S (in files of OTR Historian).
21. Weekly Summary Report, DTR to Assistant to the DCI, 9 Dec 55,
S (in files of OTR Historian).
25
25
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22. Notes on non-Government Briefings by C/IS, 1959-69, S (in files
of OTR Historian).
23. Weekly Activity Report, Chief,
of OTR Historian).
24. Weekly Activity Report, Chief,
of OTR Historian).
25. Weekly Activity Report, Chief,
files of OTR Historian).
26. Weekly Activity Report, Chief,
of OTR Historian).
27. Weekly Activity Report, Chief,
files of OTR Historian).
IS to DTR,
17 Jun 59,
S (in files
IS to DTR,
21 May 62,
S (in files
IS to DTR,
13 Mar 61,
S (in
IS to DTR,
6 Jun 61, S (in files
IS to DTR,
29 Mar 61,
S (in
28. Written comments byl 10, above).
29. Memo, Chief Instructor, Intelligence Orientation, to Acting
Chief, Intelligence School, sub: Course Data for IBM Record
Cards, 13 Feb 57, S (in files of OTR Historian).
30. Memo, Chief, Intelligence Orientation Faculty to Deputy Chief,
Intelligence School, sub: Report to President's Board of Con-
sultants on Foreign Intelligence Activities (Killian Committee),
22 Sep 58, S (in files of OTR Historian).
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1
31. Ibid.
32. Written comments by
10, above).
25
33. Memo, Chief, Intelligence School, to Chief, Plans and Policy
Staff, sub: Report to President's Board of Consultants on For-
eign Intelligence Activities (Killian Committee), 26 Sep 58, S
(in files of OTR Historian).
34. Ibid.
35. Written comments byl 1(10, above).
36. Memo, DTR to Agency Training Officers, sub: Announcements
and Descriptions of Training Courses, 8 Aug 56, S (in files of
OTR Historian).
37. Memo, Chief, Orientation Faculty to Deputy Chief, Intelligence
School (30, above).
38. OTR Narrative Justification for Budget Estimate, Fiscal Year
1961, Aug 60, S (in files of OTR Historian).
39. Memo, Chief, Intelligence Orientation Faculty to Chief, Intelli-
gence School, sub: Summary of Major Activities and Accomplish-
ments, 1960, 19 Jan 61, C (in files of OTR Historian).
40. Weekly Activity Report, Chief, IOF to Chief, IS, 24 Oct 61, s
(in files of OTR Historian).
25
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41.
OTR Narrative Justification for Budget Estimate, Fiscal Year
1961, (38, above).
42.
Weekly Activity Report, Chief, IOF to Chief, IS, 26 Mar 62, S
(in files of OTR Historian).
43.
OTR Narrative Justification for Budget Estimate, Fiscal Year
1966, Sep 65, S (in files of OTR Historian).
44.
Memo, Chief, Intelligence Orientation Faculty to Chief, Intelli-
gence School (39, above).
45.
Report of OTR Activities, Fiscal Year 1961, Section B, p. 3,
S (in files of OTR Historian).
46. Written comments by
(10, above).
25
25
70, S (in files of OTR Historian).
48. OTR Narrative Justification for Budget Estimate, Fiscal Year
1960, 4 Aug 59, S (in files of OTR Historian).
49. Report of OTR Activities, Fiscal Year 1961 (45, above), Section
B, p. 4.
50. Memo, DTR to Career Development Board, sub: Mid-Career
Development Program, 26 Jun 61, S (in files of Secretary,
Training Selection Board).
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51.
Memo, Coordinator, Mid-Career Training to DTR, sub: Sum-
mary of Princeton Conference on Federal Agency Career Devel-
opment, 27 Mar 62, C (in files of Secretary, Training Selection
Board).
52.
Memo, DTR to DDS, sub: CIA Training Programs (Proposed),
9 Jul 62, S (in files of Secretary, Training Selection Board).
53.
Action Memo A-76, Executive Director to DDS for DTR, sub:
CIA Career Training Program, 25 Oct 62, S (in files of Secre-
tary,. Training Selection Board).
54.
Memo, Chairman, CIA Career Training Board to Members of
the CIA Career Training Board, sub: Career Training Program,
18 Dec 62, S (in files of Secretary, Training Selection Board).
25X1
55.
Headquarters Notic
e
29 Mar 63, S.
56.
Memo, Executive Director to DTR, sub:
Mid-Career Training,
11 Jun 63, S (in files of Secretary, Trai
ning Selection Board).
57.
OTR Special Bulletin No. 30-63, sub: M
idcareer Course, 19
Aug 63, S.
25X1 58.
Headquarters
Revised 3 Jun 6
5, C.
25X1 59.
Headquarters Notice 18 Dec 63,
C.
25X160. Headquarters Reg
0
(58, above).
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61. Memo, DTR to Executive Director (no subject), 9 Mar 64, S (in
files of Secretary, Training Selection Board).
62. Action Memo A-366, Executive Director to Chairman, CIA Train-
ing Selection Board, sub: Midcareer Training Programs, 11 Mar
64, S (in files of Secretary, Training Selection Board).
63. Memo, Chairman, Training Selection Board to DDP, sub: Mid-
career Training Programs, 16 Mar 64, S (in files of Secretary,
Training Selection Board).
64. Memo, Training Selection Board to Executive Director-Comp-
troller, sub: Midcareer Training Program, 2 May 64, S (in
files of Secretary, Training Selection Board).
65. Action Memo A-388, Executive Director to Deputy Director for
Intelligence, Plans, Science and Technology, and Support, sub:
Midcareer Training Program, 25 Jun 64, S (in files of Secretary,
Training Selection Board).
66. Memo, Chief, Intelligence Orientation Faculty to Deputy Chief,
Intelligence School (30, above).
67. Memo, Chief, Intelligence Orientation Faculty to Chief, Intelli-
gence School (39, above).
68. Ibid.
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69. Background sheet in 1970 schedule of JCS-DIA Orientation pro-
gram, S (in files of OTR Historian).
70. Ibid.
71. OTR Announcements and Description of Training Courses, 4 May
56, S.
72. Weekly Activity Report, Chief, Intelligence School to DTR, 19
Jun 57, S (in files of OTR Historian).
73. Memo, Chief, Intelligence Production Faculty to Deputy Chief,
Intelligence School, sub: Six-months Activities Report (Intelli-
gence Production Faculty) March - August 1958, 19 Sep 58, S
(in files of OTR Historian).
74. Written comments by
(10, above).
1
25
75. Memo, Chief, Intelligence Production Faculty to Deputy Chief,
Intelligence School (73, above).
76. OTR Narrative Justification for Budget Estimate, Fiscal Year
1960 (48, above).
77. Memo, Chief, Intelligence Production Faculty to Deputy Chief,
Intelligence School (73, above).
78. Report of OTR Activities, Fiscal Year 1961, (45, above), Section
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I&S
79. OTR Narrative Justification for Budget Estimate, Fiscal Year
1961 (38, above).
80. Memo, Chief, Intelligence Production Faculty to Deputy Chief,
Intelligence School (73, above).
81. Weekly Activity Report, Chief, Intelligence School to DTR, 12
May 60, S (in files of OTR Historian).
82. Ibid.
83. Memo, Chief, Intelligence School to DTR, sub: Writing Work-
shop Program, 17 Sep 62, S (in files of OTR Historian).
84. OTR Announcements and Description of Training Courses (71,
above).
85. Ibid.
86. Memo, Chief, Intelligence Production Faculty to Deputy Chief,
Intelligence School (73, above).
87. Memo, DTR to DDS, sub: Management Activity in the Office of
Training, in Fiscal Year 1961, 13 Oct 61, S (in files of OTR
Historian).
88. Report of OTR Activities, Fiscal Year 1961 (45, above), Section
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89. Weekly Activity Report, Chief, Intelligence Production Faculty
to Chief, Intelligence School, 1958, S (cited but not specifically
dated in document in files of OTR Historian).
90. OTR Narrative Justification for Budget Estimate, Fiscal Year
1961 (38 above).
91. Ibid.
92. Memo, Chief, Intelligence Production Faculty to Deputy Chief,
Intelligence School (73, above).
93. Weekly Activity Report, Chief, Intelligence School, to DTR, 13
Feb 58, S (in files of OTR Historian).
94. OTR Narrative Justification for Budget Estimate, Fiscal Year
1959, 30 Sep 58, S (in files of OTR Historian).
95. Memo, Chief, Intelligence Production Faculty to Deputy Chief,
Intelligence School (73, above).
96. Ibid.
97. OTR Narrative Justification for Budget Estimate, Fiscal Year
1960 (48, above).
98. Report of OTR Activities, Fiscal Year 1961 (45, above), Section
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99. Memo, Chief, Intelligence Production Faculty to Deputy Chief,
Intelligence School (73, above).
100. Ibid.
101. OTR Narrative Justification for Budget Estimate, Fiscal Year
1960 (48, above).
102. Ibid.
103. Weekly Activity Report, Chief, Intelligence Production Faculty
to Chief, Intelligence School, 10 Apr 61, S (in files of OTR
Historian).
104. Weekly Activity Report, Chief, IPF, to Chief, IS, 4 Nov 62, S
(in files?of OTR Historian).
105. Memo, Chief Instructor, Intelligence Production, to Acting Chief,
Intelligence School, sub: Request for Data for IBM Record Cards,
12 Feb 57, C (in files of OTR Historian).
106. Memo, Chief, Intelligence Production Faculty to Deputy Chief,
Intelligence School (73, above).
107. OTR Narrative Justification for Budget Estimate, Fiscal Year
1960 (48, above).
108. Memo, Chief, Intelligence School, to Chief, Plans and Policy
Staff (33, above).
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109. OTR Narrative Justification for Budget Estimate, Fiscal Year
1959 (94, above).
110. Memo, Chief, Intelligence Production Faculty, to Deputy Chief,
Intelligence School (73, above).
111. Memo, Chief, Intelligence School to Chief, Plans and Policy
Staff (33, above).
112. OTR Narrative Justification for Budget Estimate, Fiscal Year
1960 (48, above).
113. Ibid.
114. Report of OTR Activities, Fiscal Year 1956 (5, above).
115. Memo, Chief, Intelligence School to Chief, Plans and Policy
Staff (33, above).
25X1 116. Letter from o Colonel Lawrence K. White,
16 Feb 60 (in files of OTR Historian).
11.7. Memo, Chief, Management Training Faculty, to DTR, sub: Cost
of Senior Management Seminar, 22 Nov 60, S (in files of OTR
Historian).
118. Memo, DTR to DCI, sub: Appointment of
25X1
I s Consultant to the Director of Training, 28 Nov
60, S (in files of OTR Historian).
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119. Memo, ADDS to DDP, sub: Second Presentation of the Senior
Management Seminar
11 Aug 61, S (in
files of OTR Historian).
120. Memo, Chief, Management Training Faculty to DTR, sub: Sen-
ior Management Seminar: Analysis of Critiques, undated, S (in
files of OTR Historian).
121. Paper initialed
25X1
agement Seminar (16-28 October 1961), undated, S (in files of
OTR Historian).
122. Memo of Conversation signed byl "Colonel
White's Briefing of
on Friday, 5 May, " 11 May 61,
not classified (in files of OTR Historian).
123. Memo, DTR to Nominees to the Seminar in Management Prac-
tices, 15 May 61, C (in files of OTR Historian).
124. Memo, Chief, Management Training Faculty to DTR, sub: Semi-
nar in Management Practices, 11-17 June 1961; Analysis of
Critiques, 17 Jul 61, S (in files of OTR Historian).
125. Training Plan: Seminar in Management Practices, 24-30 June
1962, not classified and undated (in files of OTR Historian).
25
25
25
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126. Memo, DTR to Nominees to the Seminar in Management Prac-
tices, undated, C (in files of OTR Historian).
127. Memo, Chief, Management Training Faculty to Chief, Support
School, sub: Comments on
25
Report on the Pilot Project,
6 Jul 66, not classified (in files of OTR Historian).
128. Memo, Chief, Intelligence School to Chief, Plans and Policy
Staff (33, above).
129. OTR Narrative Justification for Budget Estimate, Fiscal Year
1960 (48, above).
130. OTR Narrative Justification for Budget Estimate, Fiscal Year
1961 (38, above).
131. Memo, Chief, Clerical Training to DC/IS, sub: Major Activities
During March - August 1958: Clerical Training, 19 Sep 58, not
classified (in files of OTR Historian).
132. Ibid.
133. Ibid.
134. OTR Narrative Justification for Budget Estimate, Fiscal Year
1961 (38, above).
135. Report of OTR Activities, Fiscal Year 1961, (45, above), Section
F, p. 10.
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136. Ibid. Section F, p. 11.
137. Memo, Acting Chief, Administrative Training to Acting Chief,
Intelligence School, sub: Course Data for IBM Record Cards,
18 Feb 57, S (in files of OTR Historian).
138. OTR Narrative Justification for Budget Estimate, Fiscal Year
1961 (38, above).
139. Report of OTR Activities, Fiscal Year 1961 (45, above), Section
D, p. 7.
140. OTR Narrative Justification for Budget Estimate, Fiscal Year
1960 (48, above).
141. Ibid.
142. OTR Narrative Justification for Budget Estimate, Fiscal Year
1961 (38, above).
143. OTR Bulletin 24, Mar 57, p. 3, S.
144. OTR Narrative Justification for Budget Estimate, Fiscal Year
1960 (48, above).
145. OTR Narrative Justification for Budget Estimate, Fiscal Year
1961 (38, above).
146. Report of OTR Activities, Fiscal Year 1961 (45, above), Section
D, p. 6.
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I
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