BULLETIN OFFICE OF TRAINING NOVEMBER - 1963

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-03090A000200040008-7
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 41
• Document Creation Date: November 16, 2016
• Document Release Date: February 25, 2000
• Sequence Number: 8
• Publication Date: November 1, 1963
• Content Type: BULL

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In this issue
News, naturally, of OTR's move to new
offices away from Headquarters. See
page 5.... On page 9 another how-to ar-
ticle on writing, a subject of perennial
interest and need in CIA.... Programed
instruction has many advocates. But
have you picked up one of the programed
texts found in bookstores and on news
stands lately? A balanced listing of
pros and cons begins on page 17.. . . Be
sure to check the OTR directory on
page 35 for new telephone extensions....
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( ',UNFIDENTIAL
uIuIIi=iiIIIIuIIII
I Bulletin Board
5 OTR To Relocate
8 Back to School
9 Writing for Instant Reading
17 Programed Instruction
24 An Examination of Conscience
26 External Programs
32 Schedules of Courses
35 OTR Directory
36 Directory of Training Officers
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New address for the Clerical Refresher Training
Faculty: Room 2109, Washington Building Annex,
Arlington Towers. Extension 2110.
OTR The relocation of the Office of Training in the Broy-
RELOCATION hill Building will take place during the period 12- 15
November. OTR will be open for business at the
new address on Monday, 18 November. The OTR
Directory in this issue of the BULLETIN lists new
office numbers and extensions. Training Officers
are urged to watch closely for further changes--
course dates, class schedules, locations, etc. The
Registrar Staff will try to keep you informed of all
changes in good time, either through telephone calls
or Special Bulletins.
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TRANSPORTATION To plan the transportation of students from Head-
TO BROYHILL quarters to the Broyhill Building we will need from
each student a statement of whether he intends to
use Agency transportation. A revised Form 73 will
provide space for this information. Until you re-
ceive the new forms, please make sure to include
under Item 8 on the current forms: Agency trans-
portation, Yes or No.
BUDGET Beginning 24 February 1964 the Budget and Finance
AND Course will be lengthened to three weeks. Expan-
FINANCE sion of the course will allow additional training in
COURSE logistics and personal services: shipment of house-
hold effects, baggage and quarters allowances, in-
surance, contract interpretation, etc. The Opera-
tions Support Course is a prerequisite for this length-
ened Budget and Finance Course.
CLERICAL Pretests for clerical skills courses are given in the
SKILLS typewriting classroom in the Washington Building
PRETESTS Annex of Arlington Towers at 9:20 a. rn. according
to the following schedule:
For the 18 November-13 December course:
13 November--typewriting pretest
14 November-- shorthand pretest
Pretests for clerical skills courses are arranged
by Training Officers directly with the Clerical Re-
fresher Training Office, extension 2110 (new num-
ber).
CLERICAL Clerical Skills Qualifications Teats are given in the
SKILLS typewriting classroom in the Washington Building
QUALIFICATIONS Annex of Arlington Towers according to the follow-
TESTS ing schedule: (where the time of the test is not given,
those who sign up for the test will be notified of the
time)
12 November Typewriting
12 November SHORTHAND
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25 November Typewriting
26 November SHORTHAND
16 December (0920) Typewriting
17 December (0920) SHORTHAND
Clerical Skills Qualifications Tests are arranged by
Training Officers directly with the Clerical Skills
Refresher Office, extension 2110 (new number).
JOT The January 1964 class of JOT's will begin on 3
PROGRAM January. Classes will continue at Langley through
10 January and then move to the Broyhill Building
until 6 March.
INTELLIGENCE The next Introduction to Intelligence Course (12-22
ORIENTATION November) will be given at Langley. Later runnings
of this course will be at Broyhill. The Introduction
to Communism Course will be taught at Broyhill be-
ginning with the next running (25 November-6 Decem-
ber).
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EXCUSE 04R D
S T V E'
4111- MOVING
FROM HEAD
t
. TO
110
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We've
grown accustomed to your
faces,
but on 18 November, the Office of Training will
open for business in new quarters at the Broyhill Build-
ing, Glebe Road and Fairfax Drive in Arlington. Train-
ing will occupy the top fourfloors of this recently com-
pleted building. There will be eight classrooms and
assorted seminar and conference rooms, as well as
offices for OTR instructional and administrative per-
sonnel. The Office of Training will retain Room 1D- 1617
at Langley Headquarters as an auxiliary office for the
Director of Training, the CIA Briefing Officer, and
for Covert Training. The Language Lab will also re-
main in its present location, Room 1D- 1605.
No training operation wants to be any farther than nec-
essary from the home base of those it trains. How-
ever, a space squeeze in the Headquarters Building
has made this relocation necessary. OTR will do its
best to ease the problems of the transition period and
will do everything in its power to make training-at-a-
distance as palatable and valuable as was the training
at Langley. Previous experience of being physically
removed from our customers will, hopefully, make
this latest change less disrupting.
Now, down to the
details. Some
classes in session
at the time this
move is made will
finishin the class-
rooms at Langley;
others will make
the move and re-
open at Broyhill
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on Monday 18 November. A list of those which will
stay and those which will remain temporarily will be
issued in a Special Bulletin. Language and area cours-
es now given at Arlington Towers will, of course, re-
main there. Because present classrooms at Headquar-
ters will be taken over for other purposes, other ar-
rangements for before- and after-hours courses will
have to be made; these changes will be announced as
they are made.
By airline path, the new OTR offices and classrooms
will be only about five miles from Langley. However,
since most Agency employees will be using surface
transportation, we hasten to admit that it will be about
a 20-minute ride in one of the "school busses" which
will run several times a day between here and there.
According to present plans, busses will carry students
between Headquarters and Broyhill in the morning,
around noon, and after the last classes in the afternoon.
In addition, a regular schedule of shuttle busses is
planned. Schedules will be announced later.
There will be a verylimited number of parking spaces
set aside for Agency visitors to the new OTR building,
certainly too few to be of any aid to students. Some
parking maybe available on nearby residential streets.
Applications (Forms 73) for classes beginning after
the middle of November should include a notation as
to whether or not the applicant intends to use the bus
service.
For security reasons, all elevator passengers will be
required to show their badges at the fourth floor.
Meals will be available at a small cafeteria to be open-
ed in the Broyhill Building and at several otherplaces
in the immediate vicinity.
Should you need to consult an instructor or the Regis-
trar Staff or other OTR officers, call first. He or
they may be coming out to Langley anyway and be able
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to save you a trip. At any rate, OTR personnel will
always be happy to talk with you. New addresses and
telephone extensions are listed in a directory in this
issue of the BULLETIN.
So here goes OTR--books, desks, visual aids, and all
the other heavy equipment.... the staff.... the bosses
.... the hatracks. Give us a ring. Come see us when
you can. ##
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BACK TO SCHOOL
How does an adult who has dropped out of college com-
plete his education? Goddard College, a small, coed-
ucational liberal arts school in Plainfield, Vermont,
has proposed a new answer. With considerable expe-
rience in adult education and an emphasis on independ-
ent study for its undergraduates, Goddard has devised
an adult degree program that combines six-month pe-
riods of independent, off-campus study with week-long
resident seminars taking place at either end of the cy-
cle.
The program is open to men and women who have com-
pleted at least a year of satisfactory college work,
have been out of college for at least five years and are
at least 26 years old. Participants in the program ini-
tially spend two weeks on the Goddard campus--one
for orientation and the second for the opening seminar
of the study cycle.
The initial seminar covers a single broad area of the
curriculum, emphasizing problems and possibilities
for study within that area. The student then plans his
independent study in individual conferences with mem-
bers of the staff. Contact with the faculty can be main-
tained during the independent study period by corre-
spondence, telephone, personal visits or other means.
During the concluding residence week of the cycle stu-
dents compare the results of their work, which are al-
so evaluated in meetings with faculty.
Each cycle is designed to correspond to a semester,
with completion time for the degree to be assessed
for each student.
After a culminating study to be done in a final six-
month period, the student will spend three weeks in
residence at the college. The Goddard bachelor of
arts degree will be awarded for successful completion
of all requirements. ##
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BY A MEMBER OF THE OCI PRESENTATIONS STAFF
The successful writerwCIA,
s the one whowrites
WRITING generally, WRITING
for instant reading. His re-
FOR ports, briefings, or analyses FOR
are written in such a way that
they can be read and understood
INSTANT quickly and easily--instantly. I N S T A N T
His writing invariably wins the
READINGdaily of top staff officers nwho
daily must read d pounds s of pon-
derously written intelligence
papers.
Describing writing for instant reading is like trying to draw a word picture
of a giraffe -- an animal easy to recognize, difficult to describe. However,
an attempt will be made here to discuss some of the techniques that result
in this kind of writing. If applied, these techniques can help intelligence
officers ease the jobs of those who edit, read, or hear their copy.
There are wide differences in CIA writing assignments. A National Intelli-
gence Estimate is written one way, a CS report another way, and a current
intelligence article or brief yet another way. Certain rules of form, rhet-
oric, and style, however, apply to all kinds of writing, in or out of CIA.
The writer who knows and applies these rules is more likely to turn out
copy that will do the job it is supposed to do.
Form, mechanics, and grammar are basic. (Knowledge of correct gram-
mar will be taken for granted in what follows.
The rules of form and the mechanics of writing can be found in many excel-
lent reference works. Everyone who writes should have such books on his
desk. There are three indispensables: a good dictionary, a thesaurus of
synonyms and antonyms, and a Government Printing Office STYLE MAN-
UAL. To these should be added a dictionary of English usage. H. W.
Fowler's MODERN ENGLISH USAGE is a classic work. However, its ty-
pography is so poor, its paragraphing so bad, and its style so elliptical
that it is an annoying work to read and use. Margaret Nicholson's A DIC-
TIONARY OF AMERICAN-ENGLISH USAGE, based on Fowler, is some-
thing of an improvement on the original.
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Like seat belts in an automobile, these books are worthless unless used. CIA
abounds with analysts who guess at the number of m's inaccommodate. Agen-
cy people have been known to walk six doors down the hall or shout over a
partition to ask whether any place is two words.
RHETORIC
Rhetoric is basic to good writing. Rhetoric may be defined broadly as the
art of using words in a pleasing and forceful manner. The following sugges-
tions are useful: .
Judicious repetition can make a sentence clearer and more under-
standable; for example the following sentence is improved because the
auxiliary verb is repeated with each of the two coordinate principal verbs:
A division chief must be fair in his judgment of people,
whether he personally likes them or not, and must be
reasonable in his demands on their weekend and eve-
ning time.
Repeat the preposition with each indirect object:
They went to Taipei, where they hired a secretary, and
then to Hong Kong.
Repeat the to with each infinitive:
He came to inspect the division, to review ;security,
and perhaps to make changes.
Repetition often improves style and clarity, even if it does so at the expense
of brevity. Such repetition is especially useful in briefings because it helps
the listener to grasp what is being .said.
There should be a p or a 1 1 o i l s m in the structure of expressions which
are similar in function and context:
I have learned three things: that one should not argue
about fitness reports; never expect miracles; and the
impropriety of using a singular verb with a compound
subject.
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Parallel structure and repeated adverb make a better sentence:
I have learned three things: never argue about fitness reports; never
expect miracles; and never use a singular verb with a compound sub-
ject.
Reference. A common fault, even among competent and experienced
writers, is to be careless with the antecedents of pronouns. There is one
sure way to avoid this. When a piece of copy is finished, the writer should
review it and look at every he, she, it, they, that, and this. He must make
sure that the reader will know clearly and unmistakably what or who is refer-
red to. If there is doubt, the subject must be repeated.
Participial phrases and gerunds should relate, of course, to the grammatical
subject of the sentence. Here are some examples of failure to relate from
that amusing and instructive book, William Strunk's ELEMENTS OF STYLE:
Being in a dilapidated condition, I was able to buy the
house cheap.
Wondering irresolutely what to do next, the clock struck
twelve.
EFFECTIVE STYLE
Form, mechanics, and grammar are the nuts and bolts of writing. Good writ-
ing combines rhetoric with mechanics and grammar to produce a readable and
effective style. The following guides can help the CIA writer achieve such a
style.
Active voice is usually better than passive voice -- and almost always in the
kind of expository writing done in the CIA. Active is more direct, more
forceful and vigorous, more concise. Contrast
The junior officer trainees were listed alphabetically
by the training officer, were each given a daily sched-
ule, and were told to report to the main auditorium.
The training officer listed the junior officer trainees
alphabetically, gave each of them a daily schedule, and
told them to report to the main auditorium.
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Unfortunately, passive voice is somehow an easier way to write, and a writer
can fall into the lazy habit of using it excessively. When this happens the
writer's remedy is simply to go back over his copy and ask himself: Can I
say this in active voice? Would it be better?
The simple word or phrase is almost always better than a more complex
word. In CIA writing especially, how often are these words found:
reside used where live would be better
purchase " It buy it it "
construct It build T' " It
obtain " It get It It
prior to it before " It "
in order to " OF to It "
SHORT SENTENCES
It is probably impossible to attend an OTR writing course without being told
that the use of short sentences is one way to get to heaven. The trouble is,
writers hear this, read it, believe it, and still go on writing copy with sen-
tences averaging 30 or 40 words. Long sentences are so much easier to
write than short sentences. Many writers seem to think that every related
idea, every element, and every qualification has to go into one sentence.
One way to write short sentences is to write short sentences. Another way
is to re-read copy and deliberately examine every sentence to see whether it
can be split into two, three, or more sentences. This is easily and effective-
ly done where there is a series. A period is placed after the first element.
The subject and the verb- -preferably the same verb--are repeated before the
next element and another period is placed. For instance:
We in industry can publicize the size of the military
job being done, counteract charges of mismanagement
with evidence of superior management, and stress the
record of solid accomplishment in the first and most
important military mission -- providing for the secu-
rity of the republic.
There is nothing wrong with this sentence--it is well-organized and clear.
Still, it is 44 words long. How can this sentence be shortened and the beat
of its rhythm increased?
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We in industry can publicize the size of the military
job being done. We can counteract charges of misman-
agement with evidence of superior management. We
can stress the record of solid accomplishment in the
first and most important military mission -- providing
for the security of the republic.
There is no rule, of course, but it has been said that any sentence of more
than 30 words should be looked at critically. Some sentences of 100 words
or more can be perfectly clear and some sentences of ten words can be con-
fusing (e. g., the request by an usher in a Washington theater: "Kindly let
all those who are going out first, please. ")
Just as short sentences can improve copy with style, clarity, and rhythm, a
periodic sentence can result in muddy writing. A periodic sentence is one
that is built up with one or more subordinate clauses at the beginning, so that
it reaches grammatical completeness only at the end:
Born in Goshen, Indiana, in 1897, a graduate of the
University of Indiana in 1918 with a magna cum laude
citation, Dr. J. C. Warner came to Pittsburgh in 1922.
The reader must store up five pieces of information in his mind, like a com-
puter, before he discovers who or what is being talked about. This is diffi-
cult for the reader or listener to do, and some just cannot or will not make
the effort. This is lazy writing, and it is seen often in CIA -- not to mention
badly edited newspapers. Perhaps the writer thought that a fancy or elegant
style was required, or he wrote the way he thinks newspaper copy should be
written. Would it be dull or unimaginative to write it this way:
Dr. J. C. Warner was born in Goshen, Indiana, in 1897.
He was graduated magna cum laude from the University
of Indiana in 1918 and came to Pittsburgh in 1922.
MONOTONY AND and REPETITION
Writers often burden themselves with an unnecessary fear of being monoto-
nous. They conscientiously work over their sentence structure to give copy
a nice, varied, unreadable quality.
Monotony is something to worry about after everything else has been worried
about. If copy does have a monotonous, sing- song quality, this is something
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that can be remedied in a final editing, What makes copy monotonous is not
so much its style as its matter. When there is nothing substantive to write
about, what is written will be uninformative and monotonous, and no number
of involuted sentences will help it.
The person who is afraid of writing montonous copy is generally also afraid
of repetition--of repeating a word the second or third time in a sentence. He
will go to all sorts of trouble to avoid this "fault". He is like the radio weath-
er reporter who says: "The weather forecast calls for two inches of snow to-
day. Three inches of the white stuff fell yesterday. "
Fowler's ENGLISH USAGE has this to say about repetition: A dozen sentences
are spoiled by ill-advised avoidance of repetition for every one that is spoil-
ed by ill-advised repetition. The moral is that it is a far, far better thing to
repeat than to obviously avoid repetition. (The same spirit applies to split
infinitives. )
Actually, repetition of a word or phrase, done intentionally and skillfully, can
improve style and clarity:
Appliances made in Communist China are cheap in de-
sign, cheap in materials, and cheap in performance.
He remembers the work, the personnel, the area and
the output.
Avoid repetition and what happens to this great passage:
We shall fight on the beaches, we shall fight on the
landing grounds, we shall fight in the fields and in the
streets, we shall fight in the hills; we shall never sur-
render.
THE COMPLETE WRITER
The better and more experienced the writer, the more likely he will ponder
what he has written. He will edit it, revise it, maybe rewrite it from scratch.
He tries it this way and then another way. He looks at it critically, as though
he had never seen it before, as though someone else had written it- -probably
someone he dislikes. The ability to edit, revise, and rewrite is one of the
most valuable qualities of the successful writer.
The good writer shows his work to someone else. When he looks at his own
copy, he does not see what he has written. He sees what he intended to write,
wanted to write, and thinks he has written. Every writer, good or bad, has
this failing to some degree. One effective remedy is to show any important
piece of writing to someone else. Ask whether the copy is clear. Can the
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reviewer spot any inaccuracies or errors? Has he any ideas for improving
it? Can he sharpen a phrase? Does he feel anything should be reworded,
extended, or deleted?
The good writer is not sensitive about having his work edited. He is profes-
sional about his copy when it is reviewed and edited. Anyone who is sensi-
tive about his copy -- who defends it on principle and gets red in the face
when someone suggests changes -- is being unprofessional. Most writers,
in CIA and out, from the best to the least, have their work edited. Both dis-
position and performance are improved if writers adjust to this fact.
Not long ago the author addressed The answer was then and is now:
a group of junior officer trainees. "Never, "
One asked: "How long will it be
before writing comes easy?"
There is great satisfaction in writing for CIA publications. It is a satisfying
accomplishment to send out a good piece of intelligence that is helpful and
draws praise. It is a solid accomplishment to take turbid foreign broadcasts,
clandestine reports, and embassy cables and come up with an item of substan-
tive intelligence. It is good to finish a major piece, to submit it to division
chief or editor, and to get it back with only minor changes. When that hap-
pens most of the time, the writer knows that he is a professional. ##
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CPYRGHT
BYT}INAA'1
Ina pamphlet published by the National Education As socia-
tion1 teachers are cautioned against expressions which may
leave a "negative impression" and are offered a more posi-
tive choice of words. Herewith a culling of the NEA list:
Must
Trouble maker
Cheats
Stupid
Below average
Steal
Stubborn
Liar
Wastes time
More positive
Should
Disturbs class
Depends on others to do his work
Can do better work with help
Working at his own level
Without permission
Insists on having his own way
Tendency to stretch the truth
Could make better use of time
Difficulty in getting along with others
Poor grade of work Below his usual standard
Clumsy
Profane
Selfish
Show-off
Not physically well coordinated
Uses unbecoming language
Seldom shares with others
Tries to get attention
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CPYRGHT
OPINION
a
FACT
an assessment of programmed
instruction today, its
advantages and shortcomings
Programed instruction is certainly the most exciting, and po-
tentially the most significant, development to appear on the
business scene since digital computers. In fact, some enthu-
siasts contend that this new training technique might have an
impact rivaling that of computers. At the same time, many
of the parallels between the two are disturbing. The fastbuck
phonies are making another killing, and management is mak-
ing some sadly familiar mistakes. If you go back mentally
just a few years, to when computers were the last word in
magic bullets, you see some rather ominous similarities:
Like computers, programed instruction and teaching
machines are glamorous and immensely promising.
But some managers seem determined to get their noses
broken by emphasizing the hardware instead of the pro-
grams, just as they did with computers. As happened
when computers first appeared, some companies are
buying teaching machines or programs without knowing
exactly how they'll be used. Others are buying in an
ill-advised attempt to look "progressive," or because
similar equipment is working outwell elsewhere- -under
totally different circumstances.
2 And, as with computers, industry's reaction to the first
few success stories is one of astonishment and awe.
Only a few of the pioneering companies are willing to
discuss their cautious, experimental efforts; so writing
(Extracted from an article in the November-December 1962
issue of HARVARD BUSINESS REVIEW byRoger W. Christian.)
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CPYRGHT
on the subject is largely confined to hysterically exag-
gerated articles for the general public and to the pomp-
ous, esoteric material in learned journals.
3 The knowledge gap is attracting a rash of opportunists,
self-styled "consultants," one-man "institutes," and
so on--which also happened during the advent of digital
computers. In fact, it is quite likely that some of the
selfsame charlatans are cashing in on both. Inevitably,
the featherweights have started to clamor for a new
"professional" society, through which they could corn
miserate about how pigheaded management is, and per-
haps plot new ways to usurp more "stature. " (I exon-
erate the National Society for Programed Instruction
and a number of local associations, whose purpose--
like that of programed instruction itself--is to educate.
What the advocates of a phony "ingroup" have in mind,
of course, is exactly the opposite.)
4
As happened in the infancy of computers, some of the
"'experts" (all it takes is a little reading and a business
card)are encouraging the confusion so that they can turn
a dollar guiding management through the enchanted for-
est. Management is once again spending a lot of money
sending people around to seminars and conferences
where the lean scraps of available knowledge, and the
handful of preliminary case studies, are solemnly warm-
ed over.
5 When computers first appeared, bookkeepers and ac-
countants were afraid they might have to Bell apples.
The training director who reassured them then must
now study his own comforting remarks. In this case,
as in that one, if a man has been doing repetitive, me-
chanical, poorly managed work, his job will change.
There's a feeling in programed-instruction circles that
any teacher who can be replaced by a machine should
be. A number of industrial instructors, and even train-
ing directors, are certainly inadequate enough to quali-
fy for replacement.
6 Like the computer, programed instruction has -given
birth to a peculiar jargon--terms like multilevel track-
ing, demand amplification paths, vanishing prompts,
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graded entry points, and so forth--with which the spe-
cialists can lord it over lesser mortals.
CPYRGHT
7 Computer people used to fight about tape or disk stor-
age, on-line versus batch processing, random access,
and so on. The programed instructionfraternity scraps
over linear versus branching techniques, scrambled
books versus machines, optimum error, rates, and
what not. In both cases, a lot of wind and a lot of money
was--and isbeing-- spent, looking for answers to totally
invalid questions.
8 As with computers in the early days, a major problem
with programed instruction is the lack--and expense--
of goodprograms. Both computers and programed in-
struction usually require the company to develop its
own programers for the best results.
9 There is no agreement as yet onhow to pick good poten-
tial programers, either. Costs and benefits are hard
to estimate, the instruction is being overrated in many
cases, the supply of experienced programers is desper-
ately short, and the time and cost of preparing and de-
bugging a program is almost always greater than ex-
pected. These problems, too, link early computers
and programed instruction.
Awkward, gadgety hardware was then, and is now being,
10 rushed forth to meet the indiscriminate demand and to
"get on the bandwagon. It However, later machines in
the one case are, and in the other case will be, both
cheaper and more sophisticated.
Learning to make use of any major innovation is bound to in-
volve some false starts. But, after a lot of aches and bruises,
we have finally managed to harness computers. Inevitably,
we will make some serious mistakes with programed instruc-
tion, too. But in spite of the lower cost, there is really no
excuse for making exactly the same mistakes--and in the
same order.
It would quite literally be a national tragedy if management
and educators fall for the stunt-boxes and stardust, become
disillusioned, and then put programed instruction aside as
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CPYRGHT
just another in a long list of training fads. There is nothing
inherent in programed instruction to prevent it from fulfilling
its enormous promise as apowerful tool for coping with some
of the knottiest problems of our times--school dropouts,
chronically changing technology, displaced labor retraining,
the desperate and worsening shortage of excellent teachers
(who, after all, control how effective your future employee
will be), the shortage of skilled labor, and even the need to
help underdeveloped countries build self-sustaining economies.
ADVANTAGES
Programed instruction offers several advantages of impor-
tance to industry:
Effectiveness--The trainee's mastery of the material
is often more complete than it is with conventional meth-
ods. Review and practice are built into the program,
and the trainee does not get in over his head, since he
is not exposed to new material until he is ready for it.
Consistent instruction--Every trainee gets an equiva-
lent course, no matter where or on what shift he works.
He is not dependent on the ability of his instructor. Job
performance, too, is more consistent.
Efficiency- -Large savings of time are common; course
times have often been slashed by a third, and sometimes
by half. For industry this is the easiest benefit to trans-
late into dollars.
Decentralized training--The course is brought to the
student, instead of the other way around, so that people
needing training do not have to wait until a full class is
assembled. By eliminating the need for centralized
training, a company can "get out of the travel and hotel
business. "
Indirect benefits--A variety of incidental benefits have
been reported, ranging from lower training costs and
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higher morale to better defined training goals and im-
proved supervision.
DISADVANTAGES
CPYRGHT
The disadvantages of programed instruction are both objec-
tive and subjective.
From an objective standpoint, the shortcomings include:
The high initial investment required--A 40-hour pro-
gram, custom-built to suit a company's particular needs
(as the bulk of effective programs will have to be, at
least for the next several years) will probably run well
into five figures. To be sure, the shorter "off-the-
shelf"programs are much cheaper;but very few are rel-
evant to industrial training, and fewer still will prove
entirely suitable as is. Moreover, selection requires
careful analysis; a worthless program can look very
much like an excellent one.
Inconvenience of review--This may prove to be an im-
portant limitation, since there is no conclusive evidence
to date that trainees taught by programed instruction re-
tain information any longer than those with equivalent
conventional training.
Long lead time--Often 18 months or more of hard, tedi-
ous, trial-and-error work are required to generate, re-
fine, and validate an extensive program.
Ignorance- -Nobody yet knows enough about where and
how to use programed instruction, how best to integrate
it into an over-all training program, and the like. More-
over, industry-wide experience is still very thin. It is
difficult to adequately justify programed instruction and
to see that the anticipated benefits in fact materialize.
Some of the most important drawbacks of a subjective nature
are:
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CPYRGHT
Behavior and attitudes--Management should be prepared
for the ordeal of precisely defining the desired "terminal
behavior, " and for occasional boredom on the part of
brighter trainees. There may be dissatisfaction with
the rigid, sterile format of some programs, and some
trainees dislike the lack of discussion and stimulating
instructors.
Administration--Here there is the difficulty of sched-
uling follow-up training when people are finishing pro-
gramed material at widely varying times, and there are
also filing, administration, and retrieval problems (for
example, one company found itself with a carton of ma-
terial per trainee). In addition it may take over five
times as long to record and analyze results as it took
the trainees to complete the program. Finally, in some
cases machine maintenance has been a problem, and in
others the company has had to buy and distribute con-
ventional materials in order to supplement the program.
##
Raymond F. Keating, research fellow at Co-
lumbia University Teachers College, stud-
ied the progress of 5, 000 students of French
in the New York area. He found that students
who did not use the language laboratory did
better than those who did in three major as-
pects of language skills: reading comprehen-
sion, listening comprehension, and speech
productions. Assistant Superintendent Helene
Lloyd reports that automated devices to teach
rapid reading are being taken out of New York
City classrooms because pupils use these de-
vices as crutches. It was found that pupils
could read rapidly when using them, but lost
that facility when the machines were taken
away.
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FILLING IN THE SPACES
The following example of the art of programed instruction was prepared by
Melvin W. Lackey of the U.S. Naval Dental School in Bethesda, a profession-
al programer, for the edification of his colleagues. It originally appeared as
a "workbook" consisting of what programers call "frames"--a series of cards
arranged in sequence.
HELLO THERE! 1 You must do what we say and write
We want to show you a sample of
your new lesson guide.
You will be using this new lesson
guide and we think you will be hap-
pier if you know how it works.
So please go on to the next card.
We asked you to go on to the next
card, which is this one, and you did.
That's just fine.
You are doing very well.
Now please go on to the next card.
Here you are on the third card al-
ready.
Now we can start the game. Here is
how we play it.
Each card has lots of words on it,
telling you something.
But some of the words will be left
out, and you will have to fill them in.
Like on the next card.
Go on to it, please.
So when you see a space where a
word should be, you fill it in. With
your pencil.
When the word is left out, you will
see a space
Write the word in the
And go on to the next card.
Did you write anything in the ?
You were bad and did not follow in-
structions.
You must not think you are so smart.
the w in the space. And then
go on to the next card where you will
see the missing word at the top.
Like on the next card.
That is very good.
Did you write it tiny so that it fit the
space?
All right. Now we will sum up what
we have said and get on with the les-
son guide.
Next card pl
On each card of the lesson guide,
there will be amissingword. Where
the word is missing, there will bea
space for you to fill in.
You will go from card to card, filling
in the spaces.
With words.
Perhaps you've caught on by now.
You f in the spaces.
Perhaps, too, you are rather tired
of filling in the spaces.
Perhaps you think you don't learn so
much by f in the sp
FILLING IN THE SPACES 9
Perhaps you think there's something
more to learning than just filling in
the spaces.
If so, you are a real s o
b
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An Examination
'the what's wrong with
of Conscience the way I'm doing things now?
A national manufacturer recently made a survey asking bosses and
secretaries what they found wrong with each other.
About Bosses
1. Leaving office without telling where they are going or
when they expect to return.
3. Not allowing sufficient time to get work done even
though the due date has been known for some time.
4. Insufficient explanation when assigning new work.
5. Failure to recognize the employee as an individual and
human being; never expressing any interest in the em-
ployee's personal life.
6. Showing partiality among the people who work for them.
7. Waiting until late in the morning or afternoon to dictate.
8. Lack of courtesy toward employees.
9. Holding employees back from promotion because of
their value to the boss.
10. Not respecting the employee's wishes by keeping confi-
dential information which has been given.
11. Failure to inform employees of matters pertinent to
their jobs.
!2. Lackadaisical attitude toward work.
13. Lack of tact in telling employee of errors.
14. Lack of appreciation and really making employees feel
they are contributing and being of assistance.
15. Asking an employee to tell a lie for them.
16. Taking their bad moods out on employees.
17. Writing out reports and letters when they could be dic-
tated.
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About Secretaries
1. Excessive time away from desks (long rest periods).
2. Not proofreading material carefully before it leaves
the office.
3. Unwillingness to accept correction from supervisor.
4. Excessive use of telephone and office hours to attend
to personal business.
5. Not assuming responsibilities willingly without having
to be told repeatedly what should be done.
8. Rudeness and abruptness to co-workers and business
contacts.
9. Lack of cheerfulness and a friendly smile.
10. Lack of enthusiasm.
11. Unwillingness to share information or work or to help
co-workers when they are overloaded.
12. Adopting superior attitudes to other employees; talking
down to people.
13. Gossiping about co-workers and superiors.
14. Jealousy -- inability to adjust to others getting ahead.
15. Inability to keep matters of trust confidential.
16. Poor telephone technique.
17. Tardiness.
18. Absenteeism.
19. Personal untidiness.
20. Untidy work.
21. Eating during working hours.
22. Devoting long periods during working hours to per-
sonal grooming.
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TRAINING Please note the "final date on which agencies may can-
OFFICERS cel without charge" attendance at programs conducted
by the U.S. Civil Service Commission. This date ap-
appears on announcements of all CSC courses. If a can-
cellation must be made after that date, an effort should
be made to send an alternate as we will be billed wheth-
er our enrollee attends the course or not. The External
Training Branch/RS/TR should be kept informed of any
anticipated cancellations.
PROGRAM The American University and The George Washington
IN University have jointly announced a program leading
FAR to graduate degrees in Far Eastern Studies. Grants
EASTERN from the Ford Foundation make it possible for each to
STUDIES have a faculty of national reputation.
Students may, with the consent of their adviser at the
school of registration, enroll in courses at the other in-
stitution. Insofar as possible, class schedules have
been arranged to avoid conflict.
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Anthropology 264. Seminar: Cultural Background
of Russia and China (Spring) (GW)
7-508 Oriental Art II (Spring) (AU)
Hist. 295. Seminar in the History of the Modern
Far East (Fall) (GW)
Hist. 187. Seminar: History of Modern China
(Spring) (GW)
53. 574 Governments and Politics of the Far East
(Spring) (AU)
Pol. Sc. The Asian Satellites and the Sino-Soviet
Dispute (Spring) (Joint)
Pol. Sc. 296. Seminar: The Communist Bloc in
Far Eastern International Politics (Fall and Spring)
(GW)
Pol. Sc. Seminar: International Communication:
Sino-Soviet Bloc (Spring) (GW)
29. 535 History of the Far East in Modern Times
(Spring) (AU)
Pol. Sc. 220 Seminar: Reading Course in Political
Theory--the Political Thought of Socialism and
Communism (Fall-Spring) (GW)
Pol. Sc. 217 Theoretical Problems of Marxism-
Leninism (Spring) (GW)
47. 550 Studies in non-Christian Religions (Spring)
(AU)
33. 588 Seminar in the Far East (Fall and Spring)
(AU)
97. 564 Ideological Aspects of Chinese Communism
(Spring) (Joint)
Pol. Sc. 215 Seminar: the Sino-Soviet Bloc in
World Affairs, Part I (Fall) Part II (Spring) (GW)
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Pol. Sc. 230 Seminar. Operational Techniques of
International Communism (Fall) (GW)
Pol. Sc. 263 Seminar, Communist China's Role
in the Communist Movement (Fall) (GW)
Geog. 266 Seminar: the Sino-Soviet Area (A Geo-
graphic Study) (Fall-Spring)(GW)
33. 528 The Far East in World Affairs (Fall) (AU)
97. 715 The Role of the Military in Modern China
(Spring) (Joint)
33. 787 Sino-Soviet Relations (Spring (AU)
33. 781 Seminar on China (Fall) (AU)
Pol. Sc. U. S. Relations with China (Spring) (GW)
29. 538 History of China Since the Ming Dynasty
(Spring) (AU)
97. 688 Background of the Chinese Revolution (Fall)
(Joint)
29. 539 History of Japan 1600 to Present (Fall)
(AU)
29. 730 Research Seminar on Far Eastern History
(Spring) (Joint)
Psych. 259 Seminar: Social Psychology of Com-
munism (Fall-Spring) (GW)
33. 782 Seminar in Japan (Fall) (AU)
CARIBBEAN The Center for Latin American Studies at the University
CONFERENCE: of Florida will hold its fourteenth annual Conference on
MEXICO the Caribbean 4-7 December 1963. The general theme
TODAY will be "Mexico Today". Major topics to be discussed
are: The Political Scene, The Economy, The Society,
The Culture, and The International Role. There is no
registration fee for the conference.
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PROFESSIONAL 5-7 May 1964 Electronic Components Conference,
MEETINGS Washington, D. C. (L. G. Cumming,
1 E. 79th Street, IRE, New York, N. Y.)
Papers will be presented on resistors,
capacitors, connectors, printed wiring,
thin film devices, microminaturization,
conductors and cables, and reliability
and testing techniques.
LIP The Washington area's education television station,
READING WETA-TV, will begin a pilot lip reading program the
second week of February 1964. The program will con-
sist of two half-hour lessons a week for 10 to 15 weeks.
Each lesson will be shown both during the day and in
the evening. The instructor, Rose Broberg, will em-
ploy visual aids, slides, film clips, captions, drama-
tization, and quiz shows to get her lessons across.
Guests will appear on the program to enable viewers to
get accustomed to different speech patterns.
PUBLICATIONS Three booklets distributed by the American Society for
AVAILABLE Public Administration (ASPA) are available from the
Registrar's Office on a first-come-first-served basis.
Call Mary Lois Singley, x5517, if you would like to bor-
row:
Mathematics and the Social Sciences: The Utility
and Inutility of Mathematics in the Study of Econom-
ics, Political Science, and Sociology. A symposi-
um sponsored by the American Academy of Politi-
cal and Social Science.
Natural Resources: Trends, Policies, and Ad-
ministration. A symposium based on papers pre-
sented at the 1963 National Conference on Public
Administration.
Achieving Excellence in Public Service. A sym-
posium sponsored by the American Academy of
Political and Social Science and The American
Society for Public Administration.
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A bulletin published by the American Management Asso-
ciation is also available.
Education for Business: A Balanced Appraisal.
BROOKINGS The Brookings Institution has again announced a Federal
FEDERAL Executive Fellowship Program designed to afford senior
EXECUTIVE men and women in the career civil service an opportu-
FELLOWSHIPS nity for independent study and research. Ten Fellow-
ships are awarded annually to candidates nominated by
the Federal Departments and Independent Agencies.
Each Federal Department or Agency may submit two
nominations.
Executives nominated should have a minimum of ten
years of Federal service and a demonstrated capacity
for independent research. Projects should be in the
fields of economics, government, or foreign policy and
should be of such scope as to require six to twelve
months of research and to result in useful reports, ar-
ticles, monographs, or books.
The Fellowships ordinarily begin in January or July and
extend for a period of six to twelve months. The Fel-
lowships provide office space, local telephone service,
limited secretarial assistance; and library, dining room,
conference, and seminar facilities. Fellows are given
opportunities to participate in conferences and seminars
with the Institution's staff and with other Brookings Fel-
lows. They also receive guidance from the Institution's
Research Divisions.
A fee of $500 per Fellow is charged to cover part of the
cost of instruction, counseling, and assistance. Federal
agencies are expected to pay the salaries of the Fellows
during their Fellowships.
The deadline for nomination is May 1 for Fellowships
beginning in July; November 1 for those beginning in
January. Nominations should be accompanied by com-
pleted application forms (obtainable from the External
Training Branch/RS/TR) and research plans.
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CONFERENCES
FOR
CORPORATION
EXECUTIVES
Applications for Fellowships should be submitted
through Deputy Directorates. If required, a panel con-
vened by DTR will make the final selections prior to
submission of supporting papers to the Brookings Insti-
tution.
The School of Advanced International Studies of Johns
Hopkins University has announced its schedule of Con-
ferences for Corporation Executives for the Academ-
ic Year 1963-1964.
These conferences are for executives who have re-
sponsibilities in the field of international business.
They include reviews of developments in trade, in-
vestments and industry in critical geographic areas.
Guest lecturers are officials inthe United States Gov-
ernment, representatives of foreign governments, la-
bor leaders, and business executives.
Employees of the Agency attend on a non-participating
basis and as guests of the Foreign Services Educa-
tional Foundation affiliated with SAIS. The Agency
has a quota at each conference. Applications must
be in the office of C/External Training Branch/RS/TR
at least two weeks before the date of each conference.
C/ETB will notify the Training Officers of the appli-
cant's acceptance.
India and Pakistan 12-13 December 1963
A two-day examination of the political and
economic situation in India and Pakistan,
the role of the private sector, and the out-
look for an accommodation between the two
countries.
The United States Trade Negotiations
2-3 April 1964
The prospects for the "Kennedy Round" of
negotiations--a two-day survey of the U.S.
and European positions in these important
negotiations.
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OTR Calendar
25X1 C
The following is a list of OTR courses presently scheduled. As other courses are scheduled by the Office
of Training, they will be announced in OTR BULLETINS. For further information call Admissions and In-
formation Branch, extension 2365 or 3056.
Courses marked with an asterisk are given away from headquarters; registration closes two weeks in ad-
vance. All other registrations close the Wednesday before the course begins.
COURSE TITLE
Administrative Procedures
Americans Abroad Orientation
DESCRIPTION
full time, 80 hours
hours vary
DATES
25 Nov - 6 Dec 6 Jan - 17 Jan
on request, call x3477
Anticommunist Operations
(Party Penetration)
Budget & Finance Procedures
Cable Refresher
China Familiarization
CIA Introduction
CIA Review
Cl Familiarization
part time, 80 hours
full time, 80 hours
part time, 4 1/2 hours
full time, 40 hours
part time, 3 hours
part time, 2 hours
full time, 80 hours
full time, first week;
part time second and
third weeks 80 hrs
part time, 20-30 hours
6Apr- 1 May
25 Nov - 6 Dec 24 Feb - 13 Mar
on request, call x2076
to be announced
for EOD's, every Monday afternoon
12 Nov, 10 Dec
3 Feb - 14 Feb 13 Apr - 25 Apr
18 Nov - 13 Dec 13 Jan - 7 Feb
(typing pretests given every Wednesday
morning before course begins; short-
hand pretests given every Thursday
morning before course begins)
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25X1 C
Counterinsurgency
Program Planning
CP Organization & Operations
CS Records Officer
CS Review
Dependents Briefing
Effective Speaking
Infor Reports Familiarization
Instructor Training
Intelligence Production for JOTs
Intelligence Research (Map
and Photo Interpretation)
Intelligence Research
Techniques
Introduction to Communism
Introduction to Intelligence
IRR&R
JOT Class of Jan 1964
Language Courses
*Management
full time & part time
80 hours
part time, 60 hours
full time, 80 hours
part time, 80 hours
part time, 20 hours
full time, 64 hours
part time, 6 hours
part time, 24 hours
part time, 40 hours
full time or part time
full time, 400 hours
2 Dec - 13 Dec 9 Mar - 20 Mar
9Mar- 3 Apr 1Jun- 26 Jun
19 Nov - 22 Nov
3 Feb - 12 Feb
3 Dec - 4 Dec
6 Jan - 12 Feb 17 Feb - 25 Mar
6 Jan - 17 Jan 9 Mar - 20 Mar
on request, call x3185
20 Apr - 26 Jun
part time, 144 hours
25 Nov - 20 Dec
17 Feb - 13 Mar
full time, 80 hours
25 Nov- 6Dec
2Mar- 13 Mar
full time, 80 hours
12 Nov - 22 Nov
9 Dec - 20 Dec
full time, 120 hours
18 Nov - 6 Dec
3 Feb - 21 Feb
Headquarters segment
3 Jan - 6 Mar
full time, GS-14's
and above
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*Midcareer
full time, 6 weeks
13 Jan - 21 Feb
*Ope rations
full time, 720 hours
9 Mar - 10 Jul
*Operations Familiarization
full time, 240 hours
9Mar- 17 Apr
Operations Support
full time,
160 hours
27 Jan - 21 Feb
Supervision (CS 5- 10)
full time, 40 hours
9Dec- 13 Dec
Travel Procedures
full time,
40 hours
to be announced
USSR-Basic Country Survey
full time,
80 hours
4May-29May
Writing Workshops
Basic
intermediate (DDS only)
In to rmedi ate
Advanced (OCR)
Advanced (ORR)
Correspondence
part time, 27 hours
4Feb- 27 Feb
19 Nov - 12 Dec
19 Nov - 12 Dec
4Feb- 27 Feb
10 Mar- 2 Apr
Register any time, use Form 73
(A pretest is required for Intermediate and Advanc-
ed Writing Workshops unless the previous level has
been completed. Tests are given in Roorn 441 Bryhl
on the last Monday of each month.
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OFFICE OF TRAINING DIRECT?RY
Director of Training
819 Bryhl
3245
Special Assistant
807 Bryhl
3185
Intelligence School
711 Bryhl
2326
Briefing Officer
1D-27
5941
School of International Communism
1D-1617
7371
Language and Area School
2206 A. T.
3065
Language
2206 A. T.
2381
Tutorial
2206 A. T.
3271
Voluntary Program 25X
1A
2206 A. T.
2470
Area
Operations School
2210 A. T.
609 Bryhl
3477
Headquarters Training
615 Bryhl
2076
Midcareer Program
807 Bryhl
3185
Junior Officer Program
743 Bryhl
3261
Plans and Policy Staff
819 Bryhl
3245
Educational Specialist
810 Bryhl
3185
Registrar Staff
839 Bryhl
3101
Deputy Registrar
839 Bryhl
3101
Admissions and Information
832 Bryhl
3056
External Training
835 Bryhl
3137
OTR BULLETIN
832 Bryhl
3056
Support Staff
820 Bryhl
532 Bryhl
3107
Approved For Release 2000/05/05: CIA-RDP78-0309OA000200040008-7
 Approved For Release 2000/05/05: CIA-RDP78-0309OA000200040008-7
DIRECTORY OF TRAINING OFFICERS
SENIOR
DDI
7E-32
5277
TRAINING
DDP
3C-Z9
7327
OFFICERS
DDS&T
3E-30
4Z48
DDS
7D- 02
7726
25X1A
TRAINING
DCI
OFFICERS
O/DCI
O/IG
Inspection Staff
7D-49
6565
Audit Staff
2519 Ctrs. I
2061
Comptroller
6E-69
5139
General Counsel
7D-07
7531
DDI
CGS
7F-35
4210
OCR
2E-61
5401
ZE-61
5401
4F-29
5081
4F-29
5131
ONE
7E-47
5628
OCI
7F-21
7572
OBI
2400 Alcott Hall
3595
00
402 1717 H
3033
STATSPEC
Contact
506 1717 H
2265
414 1717 H
3661
25X1A
304 171714
2638
IN 423-
3669
25X1A
Approved For Release 2000/05/05: CIA-RDP78-0309OA000200040008-7
 Approved For Release 2000/05/05: CIA-RDP78-0309OA000200040008-7
DDS
25X1A
Communications
GA- 08
6438
GA-08
6438
Logistics
1311 Qtrs. I
2596
1311 Qtrs. I
2596
Medical
1D-4044
7792
1D-4044
7792
Personnel
5E-56
6772
5E-56
6772
Security
4E- 71
7661
4E-71
7661
Training
839 Broyhill
3101
DDS&T
OCS (Office of
25X1A
i
2308
ces
Computer Serv
OEL
GH-19
4267
OSA
6B-40
7206
OSI
6F-43
5511
6F-43
5511
Approved For Release 2000/05/05: CIA-RDP78-0309OA000200040008-7
 Approved For Release 2000/05/
tA-RDP78-03090A000200040008-7
E ONLY
CONFIDENTIAL
Here are our new
PHONE NUMBERS
AIB 3056
For Information on
Admissions to OTR courses. . . ..
2365
Admissions to non-Agency courses.
3137
Classrooms .. . . .. .. .. . .
..
. .
3056
Schedules of OTR courses . .
..
. .
2365
Training Records . . . . . .
. .
. .
. .
2365
Non-Agency courses .. . .
..
. .
..
3101
OTR Publications .. .. ..
..
. .
..
3056
Approved For Release 20Oo/ ffi"'tA?I 5P78-0309OA000200040008-7