A PROGRAM FOR THE ESTABLISHMENT OF A CAREER CORPS IN THE CENTRAL INTELLIGENCE AGENCY

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-03578A000100050001-6
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 96
• Document Creation Date: December 9, 2016
• Document Release Date: June 25, 2001
• Sequence Number: 1
• Publication Date: August 7, 1951
• Content Type: REPORT

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4
t CONFIDENTIAL
OGC Has Reviewed
A PROGRAM
FOR THE ESTABLISHMENT OF A
CAREER CORPS
IN THE CENTRAL INTELLIGENCE AGENCY
7 AUGUST 1951
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PIEMORANTION FOR:
CONFIDENTIAL
7 August 1951
Deputy Director/Plans
Deputy Director/Administration
Assistant Director (Personnel)
Assistant Director, OPO
Assistant Director, OSO
Assistant Director, 00
Assistant Director, OCD
Assistant Director, ORR
Assistant Director, ONE
Assistant Director, 010
Assistant Director, OCI
Assistant Director, OSI
FROM: Director of Training
SUBJECT: A Program for the Establishment of a Career
Corps in CIA
1. The enclosed report has been approved in principle by
the Director of Central Intelligence and the Assistant Director
(Personnel).
20 You are requested to read it and comment on it, suggesting
any changes or additions as soon as possibl and preferably not
later than 29 August 19510
30 A number of copies are enclosed, in order that you may
circulate it among your senior staff for discussion* Additional
copies are available in the Office of Training
FOR THE DIRECTOR OF TRAINING:
L)eputy uiractor
Office of Training
41601M
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CONFIDENTIAL
MEMORANDUM Fab The Director, CIA
FROM
SUBJECT
: Assistant Director
Proposal for the Establishment of a
Career Corps
10 I have reviewed this proposal, submitted to you
3 July'1951 by the Director of Training and have discussed
the plan, in general, with him?
20 There is considerable detail on the plan that will
require the most closely defined coordination between Per
sonnel and Training but, I am confident that this can be
worked out between the two offices without any difficulty?
30 Also, the Career Management Program, covered by
Appendix I, is an essential element of the overall plan but
will need more developmental study which I am sure can be accom-
'plinhed as the initial phases of the survey get underway?
Because the Agency is generally understaffed now and in
order to gain the essential cooperation of the Assistant
Directors, I suggest that rotation of the present Agency
employees selected for the Career Corps be delayed until
operating offices are nearer to their table of organisa.
tion goals?
1 I am in hearty accord with the proposal, subject
to the above minor qualifications in timing, and recommend
that you approve the plan in principle?
TO: General Davison
1. I do no approve0
ii/ F0 TrUbee Davison
F. TRUBEE DAV/SON
let Indorsement
ii
/s/ W. B. So
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CONFIDENTIAL
MEMORANDUM PORI Director of Central Intelligence 3 July 1951
FROM Director of Training
SUBJECT A Proposal to Establish and Inplement a
Career Corps Program in CIA
? I. Since its inception six months ago todayi the Office of Training
in compliance with your verbal instructions o has given priority to planning
for the establiehment of a Career Corm, The formulation of a plan tor
so vita an Agency-wide program write more than a sixemonths attackby
my limated staff. Howeveri the recent news release on the Agency Career
Corps Program impale no to submit herewith the plan as now developede
with probable ieperfectione which a later submission might have eliminated.
2. The plan rests upon two basic assumptions:
a. Ultimately the quality of our personnel will depend upon
highly selective recruitment at the Junior level but the Career
Corps itself could not and should not be recruitedfrom without
tbm Agency, but rather should be selected from those employees
Who have demonstrated their ability through a period of service
in the Agendy.
b. A program for a Career Corps a to.to successfaa must be
integrated with a career management program for the Agency.
As a corollary to assumption (b) there is also =Witted herewith the
proposed plan of Agencperide Careerlemetommrti, into which the Career
Corps program must itself be integrated.
3. Career Management and many phases of the Career Corps proposal
are properly the responsibility of Personnel. If this plan is approved
in whole or in part9 I recommend that the Director of Personnel to made
responoible for implementing those portions of the plan that are
proper4y functions of his Office. He willo of course? have the whole-
hearted support of the Office of Training.
4Q I cannot emphasise too strongly that a Aire? non to the
successful execution of a plan of this type is the 71;4 support
of the Director of Central Intelligence and his Assistant Directors.
Our study of the subject indicates that Personnel and Management have
advanced similar proposals for career development in the past but that
former Directors failed to give them implementing support.
Distribution
Addressee
DDCI
DDA
MATTHEW BAIRD
DDP jjj
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TABLE OF CONTENTS
Lotter of Transmittal 0000000b00000000000000000000000000000
Memorandum from Al) (Personnel) to DO! dated 24 July 1951..ii
Memorandum from 0/TR to DC/ dated 3 July 1951. 000000000000
vi.vli
Flow Charts000 00000000000000000000000000000000000000000000 viii-ix
Introdaction000000000000.000.0000000000000000.00000000000 x-3ri11
1Mscus3ion00 00000000000000000000000000000000000000000000o0 1.18
Appendix A: Specific Criteria for Initial Selectiono 00000 19
Appendix B: List of Institutions in Which Contacts
Should be Estab1iehed. 00000000000000600000000 2041
Appendix Cs Testing and Assessment of Applicants 000000000 22-30
Appendix D: Arrangements with Armed Forces for Training
of Professional Trainees 000000000000000000000, 31
Appendix E: Language Program for Traineee. 00000.000000000 32.33
Appendix Fs The Baal.? Training Program of the CIA
Intelligence Schoo10000 00000.0000000000000000 34
Appendix 0: Evaluation of Professional Trainees During
Training 000000000o000000000000000000000000000 35-36
Appendix H: Number of Training Slots to be Added. to TbO
of Each Office.. 0.000000.00000000.00.0000000 37
Appendix i: Identification of Career Corps: Career
Management Programoo 0000000000000000000000000 38-51
Appendix J: Evaluation of Outstanding Candidates for the
Career Corps0.00000 oo00*Ooo000000000000000009 52-55
Appendix K: Rotation Plan for Career Training .
Specialists. 0000000000000 00000000000000000000 56-59
Appendix L: Advance Training - CIA Intelligence School. 60
Appendix M: Language Training for Specialists.00000 00000 61
iv
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Appendix N:
Appendix 0:
Appendix Pt
Appendix Qs
Appendix Rs
Rotation Plan for.Carser Training -
0eneraliets...,000.000.0.00000.600000000.0009
62-61:
Career Training - Intelligence Advisory
Committee Employees* osoottoop0000esocoritos0000 65-66
implementation of University and Industrial
Training...00o00b0000000000000000.0000000000
67.68
Career Benefits and Security. 0000000000000000 69-71
Graduate Training . CIA Intelligence School* 72
Appraisal Forme
Skimmer Chart
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GLOSSARY
Certain terms used in a 'restricted or unusual way are
defined below:
Applicant
Basic Training
Candidate
Career Corps
Career Management
Program
CIA Intelligence
School
Contact
Generalist
- A young man or woman who wishes
to become a professional trainee,
and eventually a careerist, and
has been recommended by a contact
or Personnel Procurement?
- A course in general intelligence
at the CIA level, together with
language and other instruction,
designed to prepare a professional
trainee for work in CIA.
- An employee of two years standing
who wishes to enter the Career
Corps.
.? Employees, who have been selected
for rotation and .training in
preparation for positions of
great responsibility, and those
who hold such positions. ?
- The program of selection of -
careerists, and their subsequent
training and advancement.
- The school offering intelligence
courses, from Basic -Training to
the National Intelligence Course.
- A consultant in an educational
institution who guides and recommends
applicants. Contacts will be establish-
ed in the separation centers of the
Armed Forces for the same purpose.
- A member of the career corps whose
aptitudes and interests justify
extensive training and rotation in
and out of the Agency, to prepare
him for Agency-wide jobs and other
positions of great repponsibility.
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National Intelli-
gence Course
Professional Trainee
Specialist
Training Slot
- A final course for careerists,
devoted primarily to research in
seminars on actual intelligence
problems?
- A young man or woman of high
potential, selected for Basic
Training and place nt in CIA.
- A member of the Career Corps whose
excellence in a particular field
or office indicates that his
training and rotation should be
directed toward improvi his
work in his specialty?
- A T/0 position established above
the normal Tb O of an Office,
designed to facilitate initial
placement f professional trainees
and rotation of careeriste0
vii
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SELECTION CRITERIA FOR
PROFESSIONAL TRAINEE
SUPERIOR IN:
Intelligence
Psychological
characteristics
Interests
Performance
COLLEGE AND
GRADUATE SCHOOL
CIA
CONTACT
ARMED FORCES
SEPARATION
CENTER
INDUSTRY
PROFESSIONS
ETC.
CIA
CONTACT
P
PERSONNEL HROCUREMENT
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RECRUITMENT OF PROFESSIONAL
TRAINEES BY 0/P AND 0/TR
APPLICATIONS
SCREENED BY
PERSONNEL
PROCUREMENT
CIA ASSESSMENT
PSYCHOLOGICAL
STAFF, OTTR
..ECRET
SELECTION BY
0/P, 0/TR, AND
TRAINING LIAISON
OFFICERS
SECRET
MEN WHO HAVE NOT -1
SATISFIED THEIR MIL- I
I. ITARY OBLIGATION GO I
INTO ONE OF THE SER- 1
VICES AT OUR DIREC-
TION
BASIC TRAINING BY 0/TR
in.4 OVERT TRAINING
BASIC COURSE IN
CIA INTELLIGENCE
SCHOOL
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OPERATIONAL AND H
COVERT TRAINING
?
EVALUATION BY PSYCHO
LOGICAL STAFF, 0/TR
AND INSTRUCTORS
IV.
INITIAL PLACEMENT BY 0/P, 0/TR
TRAINING LIAISON OFFICERS
H OVERT
OFFICES
HREGULAR
SLOT
AmmiCOVERT
OFFICES
HTRAINING
SLOT
HREGULAR
SLOT
Immeol
HTRAINING
SLOT
HREGULAR
SLOT
ANOTHER
OFFICE
.1.1 DISMISSED
REGULAR
SLOT
AN
OFFICE
HDISMISSED
TWO YEARS
ON THE JOB
IN CIA
V.
SELECTION OF CAREER CORPS
BY CAREER MANAGEMENT STAFF
0/P
HEXCELLENT Fir
APPRAISAL BY
SUPERVISOR
411111?11
CANDIDATE NOT
APPRAISED EX-
CELLENT WHO
WISHES TO BE
EVALUATED
(Through 1953
Only)
FAVORABLE
TESTING AND
EVALUATION
HBOARD OF
EXAMINATIONS
AND REVIEW
BOARD OF
REVIEW
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GENERALIST
DUTY WITH
ARMY, NAVY
AIR, STATE
iH CIA INTELLI-
SPECIALIST GENCE SCHOOL
NOTE:
REFRESHER
COURSE
SECRET
ROTATION
IN CIA
0/NE OR
0/CI
VI AND VII
TRAINING AND ROTATION
OF GENERALISTS BY 0/TR
AND 0/P AND SPECIALISTS
BY 0/TR, 0/P, AND A/D's
ROTATION
IN CIA
MINN
NATIONAL
WAR
COLLEGE.
NSC, OFFICE
OF EXECUTIVE
SECRETARY
NOTE: THESE ARE POSSIBLE PROGRAMS OF TRAINING
AND ROTATIONS. SINCE EVERY PROGRAM WILL
BE DESIGNED FOR THE INDIVIDUAL CONCERNED,
THERE WILL OBVIOUSLY BE MANY VARIATIONS.
CIA SCHOOL
ROTATION NATIONAL AD, DDC1
IN CIA INTELLIGENCE DCI
UNIVERSITY LEVEL
RETURN TO
OFFICE
A SPECIALIST MAY BECOME A GENERALIST
AT ANY STAGE IN HIS CAREER, IF HE SO
WISHES AND IF THE BOARD OF EXAMINA-
TION AND REVIEW SO DECIDES.
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CIA SCHOOL
NATIONAL
INTELLIGENCE
UNIVERSITY LEVEL
MEM
RETURN TO OFFICE
DIVISION CHIEF
DAD, AD, ETC.
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INTRODUCTION
The intention of establishing a Career Corps within the
CIA wee succinctly stated by General Smith as follows:
NI am trying to beild up a corps of well qualified men
here who are interested in making a career with the
Central Intelligence Agency. To effect this, I recent'
ly established a.training section which functions - as
much as I dislike the tarn . as a sort of career manage-
ment braes."
Mater Bedell Smith
To Hoe, John MeCloy
17 March 1951
The Office of Training has studied the problem of es-
tablishing a Career Corps from various angles, and has
consulted experts in career management outside the Agency,
aa well as experienced executives within the Agency.
The problem involves recruitment of extremely able
young leen and women from outside the Agency, selection as
careerists of the meet able people already in the Agency,
and improvement of the value of members of the Career Ceave
to the Agency by training, rotation and other experiences.
'A system of Career benefits and security meet be established
for careerists0 the recommendations made in this report -
are centered around annual evaluation intended to uncover
the.most Mae people available.
1094,219P1eLFegt least taxal...e of rli....Le
are here conside e o. come eroer eta,
Certain problems are closely eonnected with the matters
discussed here, but have been given only passing attention
at this time, because they are subsidiary to the main problem.
One is the establishment of career benefits and security
(Appendix R). Another is the proper use of military personnel
on duty with the Agency, not only from the point of view of
their maximum utilisation by us but also of their own
professional improvement (Appent;in 0).
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INTRODUCT/ON
The intention of establishing a Career Cerps within the
CIA was succinctly stated by General Smith as followss
am trying to bald up a corps of well qualified man
here who are interested in making a career with the
Central Intelligence Agency. To effect this, I recento
ly established a training section Which functions as
much as I dislike the term - as a sort of career manage-
ment Office.*
Welter Bedell Smith
To Hon. John E0Cloy
17 Nareh 1951
The Office of Training has studied the problem of es-
tablishing a Career Corps from various angles, and has
consulted experts in career management outside the Agency,
as well as experienced executives within the Agency.
The problem involves recruitment of extremely able
young men and Women from outside the Agency, selection as
.cnreeristi of the most able people already in the Agency,
and improvement of the value of membere of the Career Corps
to the Agency by training, rotation and other experiences0
system of Career benefits and security Must be established
for careerists. The recommandatione made in this report
are centered around annual evaluation intended to uncover
the.most able people evailable,
eo le with a least two ears of service in the
Irene are ere cons ere e e o comi-triii;RWEW7
Certain problems are closely connected with the matters
discussed here, but have been given only passing attention
at this time, because they are eubsidiary to the main problem.
One in the establishment of career benefits and security
(Appendix R). Another is the proper use of military personnel
on duty with the Agency, not only from the point of view of
their maximum utilisation by us but also of their own
professional improvement (Appendix 0).t
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THE PROEM(
To devise a plan to select, recruit, and train young -men
and women of great!promisevand to place them in the Agency
where they will be of the greatest useo
? To devise a method of identifying those employees of the
Agency who have the highest potential for further develop-
ment; to train and rotate them within and outside the Agency
in such a way that they will develop the greatest useful-
noes to the Agency; and to place them in the most impor
tent positions?
(. To provide the training necessary to implement A and Bo
1), To coordinate A, B and Co
DISCUSSION
The problem is discussed under the headings:
Io Criteria for Selection of Professional Trainees?
PailItativecrete-ariFere-ritaniererri
terms of education, leadership, personality end
health? Specific criteria are established on the
basis of the present needs of the Agency, in terms
of education, specialisation, research and experience?
IL Recruitment of Professional Traineee0 Recruitment on
1176?arcirTi?FiTiel:Xaserfre criteria should
bring into the Agency a continuous flow of young men
and women, of whom many will prove to be able specialists,
and a few will eventually develop into generalists capable
of filling high executive poeitionso
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Students will be recommended from other colleges
by Personnel Procurement.
Contacts will be established ih the separation
centers of the Armed Forces to -identify and interest
able young mi and women.
Those recommended will be tested locally, and the
best will be brought to Washington for assessment and
interviews. The Offices of Training and Personnel will
operate the contacts jointly and the Psychological
Staff will supervise the tooting and conduct the assesseente
III. Basic Trainin is already established to provide professional
rainees Witi the neceseary skills and knowledge to enable
them to enter an office with general competence in intelli-
genes, and to make the most of on-thoc.job training.
(As soon as poesible, basic training should be given all
new professional employeee.)
All trainees will take a 12eweeks course, designed
to teach them the fundamentals of intelligence and of
the Russian language, and to improve reeding speed
and writing skill.
Trainees will be subjected to a running evaluation
throughout their basic training.
XV. Initial Placement. On the basis of assessment and evaluation
'Ers-767irs7r11 67-Placed in the offieee,`either in regular
slots, or in an appropriate number of training slots to be
established in each office on the basis of authorized Table
of Organization etrengtho The Directors of Training and
Personnel will jointly determine the placement in consultation
with the Assistant Directors, and will authorise placement
of trainees in office training slots.
V. Selection of Career Camp. Supervisors will evaluate
annually S9 through OS-130 who have
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an with the Agency a minimum of two years, and who
are under 40 (145 for the first year of the program)0
Those who stand out will be testode as will other am-
ployeos in this category who wish to omelets for
Career Corps selection? Each year, the best candidates
will be selected as members of the Career Corps, which
will consist of specialists, whose capacities and ine
torests indicate that they are superior within their offices
and should stay there, and of generalists, whose capacities
and interests indicate that they are capable or filling
hgencyewide positions?
VI0 Training of Career Corp Seeeialiste will be designed
TrOrrease tholj competence-iNkiiitheir offices?
It will consist of advanced intelligence courses; area
and langmage study; scientific, economic and technical
study; rotation within the Agency; 'and traveleeall
to be arranged in and out of the Agency by the Office
of Training in consultation with the Office of Perecnnel
and the Assistant Director concerned?
VIIe Trainin of Career Co e Generalists will be designed
o creaee t an ccageriges of the individual
in the Agency as a Whole rather than to deepen his
specialized ekill0 It will censist primarily of study
in the National Intelligence Course which in now being
established and other high-level Service and governmental
courses; and rotation throughout the Agency end outside
the Agency? The ultimate puepoeo of the training will
be to produce a Director or Central Intelligence?
Mhtters of detail axe discuseed in the appendices?
The discussion is expanded in the next eoction0
RECOMMENDATIONS
L That you approve the report in general?
2c That you authorize the Directors of Treining and Personnel
to carry out detailed implementation.
xiii
*MET
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DISCUSSION
SELECTION CRITERIA FOR PROFESSIONAL TRAINEES
7,,nelo.o..a.r.netan.mernmcak.aeas
Our problem is to select able and versatile young
people who will fit into eeverel offices of the Agengye
and to construct a progmm of training and rotation
thet will develop their capabilities to the tame.,
Throeeh the 100 Training Slots allotted to the Office
of Treining? we will bring in annually 200 300 professional
trainees who meet the general and specifie eriteria, A
prafeesional trainee is a young mar or woman who appears
to have a great ability and premise, wishes to make a
la:reer In CIA, and is receiving basic traineng.
A, General Ninimum Criterie for Selection
A bachelor's degree feem a good inotitution,
veth very high. standing (nyvo upper le/h to 00 of
CIASe depending on institeteon and other factors --
a eediocre undergraduate record will be disregarded
(nty if the applicant ha u eubsequently shown brilliance
in graduate school, in the nervices, or in other
rielde); kill in a language of immediate utilityp,
er proven languege learning facility, demonstrated
by successful study of two langungee, or study of
ene beyond the elementary level; evidence of leadere
ehip and breadth shown by participation in non-academie
pursuits; good pureonaltty, especially tact; sound
heelth and morals; previous military service, or
willingness to enter service at our direction; soundly
motivated desire to make a career of CIA; willingness
to accept anonymity. In the case of an unusually
well (panned persons exception may be made to these
seluirementso
F, Nuative Celteria
We do not want as professional trainees people
with: poor academic records; excellent academie
eeeords and nothing else; physical defects serious
eneugh to be a handicap in overt work; more than the
woat minor emotional defects; a record of failure in
3anguage study; unwillingness to go overseas; unsound
wotivationo
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The Agency will no doubt properly continue to employ
as epecialiete people who meet these .negative- tether than
the positive criteria? If they are succeusfule they hay
be selected as careerists by the procedures described in IV,
C.peciflcCria
(Figures based on Agency needs and on infore
elation supplied by Assistant Directors.)
Out of any group of 100 trainees, there should
be about;
38 College graduates
5 Engineers, with some experience in
production
Ll.B.'s? preferably with undergraduate
miens in Sooial Sciences, Area Studies,
or Znternational Relations. A few
should be administrators?
50 Ph.D.'s or graduate students who have
not completed the Ph.D., but have pro-
greGsed far enough so that they have
actual research- training and experience,
These figureo are intended only as a guide to
selection and recruitmenta and should not be regarded
us a Table of Organisation. A first-rate; man must
not be excluded because his category is full, no
nee a secolderater be brought in merely to fill a
slot. The figures should be -continuously revised
in the light of Job descriptions for current vecanciee.
(A more deteiled breakdown is given in Appendix A.)
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4F,CRUITMENT OF PnOFE38IONAI,TRAINF,FS
irrnrai,snir r
The chief problem in recruitment is to chooue from
aeone the many applicants who vill meet the selection
oriterie those whooe less tangible qualities justify high
elneetatione of_eueeess in the Ageecyp
A, Univeesity Contacts
A CIA contact will be establiahed in each of a
eelected group of about 50 univeruities and colleges
(listed in Appendix 3),
and].iig the
ecutacts and other mettere connected with this orogrul
All at first require a major part of the time of
eleabere of the Offices of Pereonnel end Training-
Oontacts should be men eith considerable intellie
ece experience in CIA or other intelligenoo agenoiee,
They must be men of the higheet quality, since quell- -
eetive disorimination by individuals appears to be
eubjoctive, 1,e?, it is based on comparison of the
eehjeet with eha discriminatorc, They muet be sufficient
eotive in the non-academic affairs of the institution
40 tht they will know students outside of their own
Zielde? In, a few institutions the ideal contact will,
be the Dean of the College!, In Universities? there
eheeld be tee or more, one for the College and one for
oeeh graduate school, slime the students in one schocL
are seldom weal known to tho faculties of the others,
In many institutions there is a club, composed of
irtellectuany elite undergraduates, graduate studente?
And faculty, and devoted to serious discuseion, A
faeulty- melbar of such a club would know the deeirablt
.etudente,,
Suggested contacts will be listed through eon'
ultation among Peroonnel Procurement Officers,
Office of Operations Field. Contacts, and the Office
of Training? Meobere of the Offices of Pereonnel and
Training who Are well qualified to negotiate in collegee
end universities will visit the institutions concerned
eo commit the authoritiee? establish contacts, end
eel with other 'matters noted. below,
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Contacts must ,be cleared through Secret, and
brought together in the Agency in the summer of their
first yearp to attend the Orientation Course and to
receive other indoctrination? They will be carefully
briefed on what information they may give applicant60
Contacts will begin to vetch those undergraduates
who emerge in their junior year above a line of per.
formance to be established local],y, and in their
Senior year students who blossom late? Graduate
students should be picked up after their first year.:
Students who transfer will be passed on from contact
to contact,
25X1C
At no time will the contact ive the a licant
the imartelia..........?,ng_on ss ec e r f
ar=finto co but ratherill 13_9_ vg.t 1_2110
entitled to iajn and
ortuni ? to. rove b Jae ow4.....1m2.?formansh_Elp.
Jor advancemento.
Toward the. middle of the .studentile 'final yearp the
- contact will turn him over to a PersOnnel Procurement
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Officer. The contact will recommend a few of the best
students as professional trainees, and the remainder
for other more specific employment in the Agency.
Applicants with operational potential may be turned
over immediate/7 to the covert offices, so as not
to compromise their covere To give the program high
prestige and wide range, every effort will be made to
recruit trainees from many colleges' and.universities.
13. it2 11Laant_s tmneed Forces
The separation centers of the Armed Forces will
be another source of trainees. Contacts would be
established in each of those under the direction of
Military Personnel Division. Available information
from personnel files will provide a basis for pre-
liminary screening..
C. 12211,91s:RecomEnded_.ty_personnel.Procurement
A third source of trainees will be young men and
women turned up by the normal activities of Personnel
Procurement, They should meet the selection criteria
noted ifel? and should be under 351 and preferably
under 30. They Will be selected similarly to the
first two groups.
De Selection of Trainees tnisAnnllamts.
Applicants recommended by the contacts in the
universities and the Armed Forces, and by Personnel
Procurement, will fill out suitable applications, by
Which the obviously unfit will be weeded out by
Personnel and the others will be tested by a means to
be devised by the Psychological Staff of the Office
of Traini
may not be necessary to bring the applicants together
at central points for testing..
The tests will be designed to reveal intelligence,
motivation, aptitude for our work, ability to reason
in appropriate problems, the psychological makeeup
of the individual, knowledge of current affairs. and
their background, and ability to write.
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The survivors eill be brought to Washington and
interviewed and assessed with our current needs in
mind. (The testing and assessment program is des-
cribed in Appendix O.)
There must be sufficient data common to all
groups to permit comparison among them. Final selection
from among the candidates should be made by the Director
of Training after consultation with the Director of
Personnel, who has ultimate placement responsibiltV.
Training liaison officers from the appropriate offices
will be consulted before employment or trainees.
(It is possible and desirable that some men and
women whom we would be glad to take at the bachelors
level will wish to go immediately to graduate school.
If they wish to study a relevant subject, they should
certainly be encouraged to do so. They should not
be subsidized by us, since any one who is good enough
for this program will have no difficulty in obtaining
a fellowship or assistantship. Others may take their
military training after the bachelor's degree. A
proposed Arrangement with the Armed Forces min be
deseribed in Appendix D.)
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Approved FeGitelease 2001/08M%A-RDP78-03574A000100050001-6
III. BASIC TRAINIIV) OF PROFESSIONAL TRAINEES
The purpose of basic training is to give the professienal
trainee the basic skills and knowledge necessary to an intelp
ligenee officer. Under present conditions with the Table
of Organization only about half fell, training must be hept
as short as possible, in order that the trainees may be
absorbed in the Agency at the earliest possible date0
(The entire courts of basic training described below
is at present available only to professional trainees, but
as soon as the demands of the offices become less pressing,
it will be offered to all new professional employees.)
The training program *Lust be controlled and expanded
in such a way that instruction will always be given by
experts who are well qualified either by experience in the
field, or by long study of the subject. Under no con-
ditions will canned lecture-6 or teaching from a manual
be permitted.
A. Basic training for professional trainees, already
in operation.
1. Before trainees enter on duty, they will
have been clearly informed that they are
not an elite corps, and that their future
in the Agency depends on their performance,
Further training and preferential treatment
will result only from pelection through the
procedures described in V,
26 The basic course for trainees will last
twelve weeks and will be offered three times
in the first year beginning in July, October
and March, and six times in subsequent years.
It will be designed to give the students the
following knowledge and skills:
a. The fundamentals of Russian, and an
elementary knowledge of the Soviet area,
These are basic tools under present
circumstances. Students already com-
patent in Russian will be given other
language training. The mornings will
be devoted to this course (Appendix E).
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b. The fundamentals of intelligence, basic
to all offices, but not special to any.
Trainees will learn the place of CIA in
the total intelligence and governmental
structure. They will acquire such skills
and concepts as are necessary to all ine
telligence officers. Considerable attention
will be given to the study of problems.
The curriculum will include training in
rapid reading and comprehension, and in
report writing, designed together to speed
the processing of documents, and to ime
prove the quality and clarity of writing.
The afternoons will be devoted to this
course. Either during or at the end of
this course, trainees will attend selected
lectures in the CIA Orientation and
Indoctrination Course, or its equivalent.
CA description of the intelligence
training is given in Appendix F.)
30 Throughout their training, trainees will be
continuously evaluated by their instructors
and other members of the Training Office,
in order to determine their quality and the
type of work for which they are initially
best suited. Unsatisfactory trainees will
be dismissed if a job that they cannot handle
cannot be found (Appendix 0).
4. At the end of their basic training, trainees
will be placed within the Agency, either in-
a regular or a training slot (See /V.).
B. Proposed expansion of basic training, to be im-
plemented as the Table or Organisation fills and
the demand for speedy release of personnel weakens.
1. Elementary area programs; about three months
in duration (See VI, COp
2. Advanced courses in Russian and other slavonic
and satellite languages for trainees who
already have a basic knowledge of Russian,
and courses in semitic and oriental languages
(See VI, Bo).
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IV? INITIAL PLACEMENT OF PROFESSIONAL TRAINEES
A. Placement Procedure
The trainee's initial assignment is of great importance,
not only in terms of his own development, but of the
efficiency of the offices and the Agency as a whole?
Every effort will be made to place the trainee in
the most suitable position available. His academic and
other qualifications will be studied, his personality and
aptitudes will be assessed, and his interests will be
ascertained? Hie performance in basic training will play
an important part in the nature and level of his placement?
Assistant Directors and their representatives will
be invited to interview appropriate trainees late in the
training period, and to express interest, or lack thereof,
until the trainee is placed in an appropriate office and
a suitable position?
Bo llnmbmxasa
If the criteria for selection and the process of
recruitment were perfect, there would be no problem of
placement? Since they are probably not, provision should
be made for a very few training slots in the Table Of
Organization of each Office, to be used for trainees, as
well as for rotation of Career Corps personnel, as described
below (VI). These slots will have the further advantage
of taking up slack when there is a temporary lack of
openings in particular categories? The Directers of
Training and Personnel should be authorized jointly to
place trainees in training slots, after consultation with
the Assistant Director? (The necessary changes in the
Tables of Organization are outlined in Appendix H.)
No trainee may remain in one training slot for more
than six months* at the end of which he must either be
absorbed into the regular Table of Organization of the
Office, absorbed elsewhere in the Agency, either. in a
regular or training slot in another Office, or dismissed
at the joint discretion of the Directors of Personnel and
Training on the recommendation of the Assistant Director?
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In offices where rotation of new personnel is customary,
it may be found desirable to move trainees through a
logical succession of training slots rithin the office
before they are initially placed, but only with the consent
of the' Assistant Director concerned?
Four to six months after the initial placement in
reviler slot, a representative of the Office of Training
will request the supervisor of the trainee to make a
preliminary evaluation of his work. This evaluation will
confirm or contradict the original 'evaluation, selection
and placement of the individual, and may lead to a change
in the criteria for selection and methods of recruitment.
It will provide a means of evaluating basic training, and
grounds for modifying training When necessary. It will
also reveal obvious misfits, who will be either moved
or dismissed (Appendix 0.
Once a trainee is placed in a regular slot, his
future will depend on his performance. Personnel Will
have the same interest in him that it does in all
employees, but Training, except for the evaluation first
mentioned, will become actively interested in him again
only when he emerges, if he does, as a candidate for the
Career Corps after two years in the Agency (See V).
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V. SELECTION OF CAREER CORPS
Next to initial recruitment, the most critical problem
in the Career Development Program is the early and accurate
selection of the Career Corps. The Career Corps in
composed of men and women of superior ability and perform-
ance and includes specialists, who are outstanding in a
single office, and generalists, who are willing and able
to fill important executive positions that involve the
whole Agency in one way or another. (A more detailed
discussion is given in Appendix X0)
A. All Agency personnel in grades from GS.9 through
08-13? who have been on duty for at least two.
years, and who are under 45 for the first year
this program is in operation, and under ho
,thereafter, will be studied annually by Personnel
to identify those who have high potential and
should be considered for Career Development
through further training and rotation.
The group, GS-9 through US-13? is of
manageable size and Is capable of -close study.
Justification for these grades: Professional
personnel Who have not advanced to 0S-9 in two
years under current practices of promotion, are
of low potential. It is further assumed that
0S-14's and above are already careerists, well
established and professionally competent, so
recognized by their .superiors? and for whom
further training may be desirable; or else
fall into categories that would make further'
training impractical or unnecessary.
Nevertheless, for the first year that thin
program is in operation, it will be necessary
to study personnel GS-14 and above, to determine
which of them should be considered members of
the Career Corps.
B. The Career Corps will be selected as follows:
1. Appraisal by supervisors will be combined
with age and grade, and graphically
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represented, to reveal those who stand
out. (Detailed discussion of this prow.
cedure will be found in Appendix I.)
2. The preliminary group thus selected will
undergo further evaluation designed to
reveal:
a0 aptitude potential for improvement;
b0 intelligence, aptitude, and personality;
c0 knowledge of the intelligence process;
d0 ability to work fram evidence in an
intelligence problem;
60 knowledge of current affairs, together
with historical and economic back-
ground; and
f. ability to learn languages
(The procedure will be discussed in
Appendix J.)
For two years, or until the career program
is well established in the Agency, it will
be necessary to permit all employees OB-9/13
to take the tests if they wish, as a check
on the appraisal. Allowance must be made
throughout this process for different levels
of performance at the various grades and
by persons with different kinds and amounts
of service.
3. On the basis of the appraisal, evaluation and
tests, two small groups will be selected:
the candidate specialists and the candidate
generalists. The candidate specialist will
appear before the Board of Review in his
office (Appendix I), which will determine
whether or not he is to be considered a
specialist. The Board, with a representa-.
tive of the Office of Training, will lay
out a course or study and/or rotation.
The Smaller group of candidate generallsts
will appear before a Board of Examination and
Review (Appendix 19 Section A), composed of
the Director of Central Intelligence or his
representative, the Director of Training or
his representative, the Assistant Director
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of the office involved or his representa-
tive, the Director of Personnel or his
representative, and other appropriate
persons. The board, through interviews, and
any other means it wishes to employ, will
make a final judgment that the candidate
is or is not to be considered a generalist.
C. The successive steps of appraisal, evaluation and
interview will reveal the two groups with which
the Career Corps Program is concerned:
1. .?pecialists who are highly satisfactory in
their present position, whose desires and
aptitudes indicate that they should stay
in that sort of work, and whose potential
justifies further training and promotion.
Some of this group may become Assistant
Directors, but they will remain in their
original offices.
2. Generalists who are highly satisfactory in
their presentpositions, but whose aptitudes
and interests justify extensive training and
rotation throughout and outside the Agency,
to prepare them for Agency-wide jobs) and
other positions of great responsibility.
D. The specialists and generalists are the Career
Corps. Selection for the Career Corps does not
mean immediate promotion, but greater opportunity.
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VI. TRAINING OF CAREER CMS SPECIALISTS
The purpose of career training for specialists Oro
C, 4) is to improve their efficiency and range in the
offices in which they work and to Which they will return.
Assistant Directors may rest assured that personnel
released for training as specialists will return to their
office of origin, and that they will be at least partially
replaced by other members of the Career Corps rotated
into their office from other offices, or by professional.
trainees 0 The proposed training slots in the offices will
be used to: facilitate rotation (Appendix H). Since some
specialists will become Assistant Directors, a broad
variety of training will be made available, Programs will
be tailored to individual,needs0
The training may be designed to impart new skills
and knowledge, to refresh and improve existing skills and
knowledge, or simply to get the individual out of a rut
by a change,pf.environment and concentration. The
last will.be of particular value to analysts, scientists
and librarians, who are likely to fall into habits and
attitudes of mind that are not necessarily the most pro-
ductive. Training for specialists will be arranged
individually, after consultation and agreement with the
Assistant Director and his Board of Review (Appendix I0
Section A)0
Some of these objectives may be accomplished by
training courses already existing. or to be established
within the Agency. Others may best be achieved in
universities, industries or other government agencies,
or by travel? (A sample plan of rotation and training
is discussed in Appendix K0)
A. The advanced intelligence course will be of
value to nearly all in this group, particularly
the less experienced (Appendix L)0
B. The simplest problem is the acquisition of a
language, dhen there is considerable demand far
4 language, instruction can be handled most
economically by arranging with an institute or
university to set up the required language
training 'for the group. Language training will
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be set up within the Agency for those who
cannot be trained outside because of the
demands of their duties here, or because of
security, or those who have a language skill
that can be improved by part time work. In
the case of languages for which there ie scattered
demand, instruction can best be arranged through
outside institutions, preferably local, on an
individual basis.
The best day to study a language is fell time,
with complete leave or absence from other duti,eso.
Compromises may be made, but only at the Cost
of efficiency and speed (Appendix M).
Somewhat more complicated is the problem of area
study. Two elementary area programs should be
established, preferably in local educational
institutions, or within the Agency; one on the
European orbit of the USSR, and one and
the Far East o For more _advanced study, and for
study of other areas, specialists must be sent
to academic institutions. Existing resources
are being studied, with the help of the Social
Science Research Council. In a very few cases,
such study maybe accomplished in a summer
session, but in most instances, an academic year
or even two will be required (Appendix F).
D. The Office of Scientific Intelligence has a
particular need for a program on Soviet Science,
combined with area study, and the effect of
science and technology on international relations..
This question is being studied. The purpose may
be accomplished in or out of the Agency. Such
a program should also be useful to the Office
of Research and Reports (Appendix P).
E. A course on economic intelligende, and its Use
in support of economic warfare and operations
will be developed.
F. Scientists, economists, and other specialists
will be sent to universities, either as students
or as research associates, to increase their
substantive knowledge, or to carry out research,
or simply for professional refreshing (Appendix P)5,
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06 In many cases training in an industry, foundation
or laboratory will be more useful to scientists,
economists, and other specialists than university
training (Appendix P).
H. In some cases, travel and study in an appropriate
and feasible area will be the most desirable
program, whether for training or refreshing.
This might sometimes be accomplished through
rotation in one of the operational'off c a or
25X1C
Rotation. within the Agency, through use of train'
ing slots in the offices, will be desirable in
cases where the work of an individual is or will
be closely connected with that of another office,
but in all cases the purpose of such training
will be to make the specialist more competent
in his own office, to which he will return
(Appendix K.).
J, dith the cooperation of Office of Scientific
Intelligence, short courses in the present
knowledge and capacities of Soviet scientists
in the various fields, and of the present and
potential capacities of Soviet weapons should
be established, not only to increase knowledge,
but to overcome some of the superficial con=
tempt for Soviet science that is current.
These courses should be open to personnel from
other intelligence agencies.
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VII? TRAINING OF CAREER CORPS GENERALISTS
Generalists (V, Co 2) are those very rare individuals
who have the capacity to bring together many aspects and
branches of the intelligence problem and organization,
and wish to do so o Their need is not for specialized
training, but for increasing areas of responsibility
and experience on the one hand, and for rotational ex-
perience within the Agency, as well as in other intelli-
gence agencies and other governmental agencies which
have mutual intelligence needs:.
Whereas the purpose of Specialist Career Training 33
to produce better specialists, there is considerable
doubt that any particular effort should be made to improve
the special skills of the generalists, excepting to
broaden their language ability, increase their first hand
knowledge of important foreign areas, and to give them
enough experience in the various offices of the Agency
and other intelligence agercies so that they can under-
stand their products, and know their limitations and
capacities.
Therefore, while a high percentage of this group
eni have benefited as specialists from the sort of
training described in VI, before they have been identified
SE1 generalists, an entirely new emphasis must subsequently
be placed on their career development. The purpose of
their training is to produce Directors of Central Intel-
ligence? Deputy Directors of Central Intelligence,
Assistant Directors, and Deputy Assistant Directors,
Assistants to the Director, members of the National
Estimates Board and other key people? (A sample plan of
rotation and training is presented in Appendix No)
A? On the academic side, the first need is for a
national Intelligence course, not only for
this group, but for the personnel of other
intelligence agencies (Appendix R).
B. Generalists should be rotated throughout the
Agency, by means of training slots.
C. They should also attend the National War College,
Naval War killege? Industrial College of the
Armed Forces, participate as members of the Staff
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'Of, or attend the General Staff and Intelligence
Schools of the Armed Forces and the advanced
Foreign Service Officeros Course at the Foreign'
Service Institute of the State Department.
D, During, before or after the period of rotation
within the Agency, generalists should serve
long enough (at least one or two years) in
one or more of the intelligence or operational
agencies of National Security Council Staff,
State, Navy, Army, or Air Force to understand
their methods and objectives.
E, Time should be given the generalist for study
of foreign intelligence systems, both friendly
and unfriendly. Materials in the possession
of the Agency will be made available through
the Office of Training.
At the end of the period, the generalist should be
ready for positions of great responsibility on the level
of Deputy Assistant Director and Assistant Director, and
after experience on that level, to serve on the immediate
staff of the Director or Deputy Director, and finally for
Deputy Director of Central Intelligence and Director of
Central Intelligence.
(Note: Jobs in the Agency fall into four categories:
tecEical? administrative, overt analytical and research,
and covert operations and collection. Specialists
should be rotated within one of these groups, but not
among them. The above his been written on the assumption
that it is possible to find generalists capable of under-
standing each office, though not necessarily of specializing
In its work.)
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APPENDIX A
SPECIFIC CRITERIA FOR INITIAL SELECTION
(Figures based on Agency needs and on information
supplied by Assistant Directors0)
Out of any group of 100 trainees, there should be about:
38 College graduates with fields of con-
centration that bear some relationship
to reality? Of these:
24 should be potential operators
'4 should have unusual language training
A few should be administrators.
5 Engineers, with same experience in production
Ll.B.'s? preferably with undergraduate majors
In Social Sciences, Area Studies, or Inter-
national Relations, A few should be adminis-
trators?
50 Ph.D.'s or graduate students who have not
completed the Ph.D., but have progressed far
enough so that they have actual research
training and experience? Of these:
4 in Political Science, Sociology, History
or International Relations
7 in Economics
12 in Area Studies
3 in Modern Languages
5 in Physical and Biological Sciences
19 in these or other fields, provided they
have strong contemporary interests, and
are interested in concrete questions
In view of existing shortages, the numbers of
economists, scientists, and area specialists recruited
for the coming year should exceed these figures?
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DUB
LIST OF INSTITUTIONS IN WHICH CONTACTS
swum BE
ESTABLISHED
The institutions listed were selected by a board of
men with wide academic experiences on the bases of exr.
cellence in undergraduate work or preeminence in one or
more fields of graduate education o Failure to include
an institution here by no means implies that applicants
will not be accepted from it
its A and B
cons s mostly of members of the American Association
of Universities, Other institutions may be added latero
le Universities
Brown University and Pembroke College
University of California
University of California at Los Angeles
University of Chicago
Columbia University including Barnard
Cornell University
Duke University
Harvard University and Radcliffe
Hopkins (graduate school primarily)
University of Illinois
Indiana University
State University of Iowa
University of Kansas
University of Michigan
University of Minnesota
University of Missouri
University of Nebraska
New York University
University of North Carolina (including NoC, State and NCCW)
Northwestern University
Ohio State University
University of Pennsylvania
Princeton University
Univerdity of Rochester
Stanford University
University of Texas
Tulane University of Louisiana
Vanderbilt University
University of Virginia
University of Washington
Washington University (St, Louis)
University of Wiseonsin
Yale University
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B,
Teohnical.atheas
California Institute of Technology
Carnegie Institute of Technology
Massachusetts Institute of Technology
CO .........ELiberklAle.2gllggps
Amherst College
Dartmouth College
Oberlin
Reed College
Tufts College
Wesleyan University
Williams College
The Claremont Colleges
Do Womengs C9122g22
Bryn Mawr
Mount Holyoke College
Smith
Wellesley
Vassar
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(Appendix B)
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APPENDIX C
logyLemmsmatem_isuiTEL.iumq
A? -- Field Te3tg$jo
Assumption
The Professional Trainee Program is sufficiently
publicized by the Central Intelligence Agency
among colleges and universities so that there are
at least two thousand excellent prospects each
year Some of the applicants would be recommended
by college contacts, contacts in the Armed Forces,
and Personnel Procurement. ? Others would apply
on their own initiative?
Personnel Procurement authorities in CIA
review personal history forms, medical question
-
mires, security check sheets, and other appli-
Cation forms and weed out persons who could not
pass CIA employment standards? If possible, at
least o
testing
II. Testing Procedure
25X1A The has welletrained
examiners strategically placed throughout the
country, especially in cities having higher edu-
cational institutions. Such testing centers have
been selected by the
because of the geographic accessibility to
students throughout the country? A few days
before the testing program, the.
25X1A would send testiralifilhe
examiners, one kit for each applicant to be
tested? Applicants would report to these testing
centers for a one-day objective testing program.
The testing programs would be held three times each
year, possibly February, May and October? Only .as
many testing kits would be opened ae there were
applicants to be tested, Unused testing kits would
be returned to with
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I II II
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Amor'
the envelope seal uribreken along with the used
testing kits0 would
score 411 tests; rank individualsin respect to
each test; compile distributions, norms, and other
statistical data for that particular testing
program; contrast these statistics with norms
from previous OIA testing programs, and on the
basis of selection criteria devised by the
25X1A and the Office of Training,.
asterisk those applicants Who were sufficiently
outstanding to warrant aesessment0 The informae
tion outlined in the paragraph would be summarized
25X1A by and sent to the
OffMTA"nrEM7=th-r?t?Inwo 'leeks so that the
Assessment Team could get to woek assessing the.
more outstanding applicants first, Applicants
who'did not meet the criteria for professional
trainees on the Tests
would be reviewed by Personnel. Procurement for
possible assignment in other slots in the Agency?
25X1A III?For .I22,11.121..attEU
Nome
the most part the
25X1A program would consistof objectivetype
examinations. The final battery will need to
be worked out in detail later,. but the tests and
questionnaires outlined below would constitute
the core of this program. Applicants will be
required to devote the whole day to the testing.
1. Briefing by the examiner re testing procedures
and program for the day, and the signing of
a secrecy agreement re tests and procedures
2, The applicants fill out:
A Biographical Questionnaire which would
have questions re college degrees, academie
honors received, class standing, leadership
in nonacademic college pursuits, willingness
to serve overseas. Biographic information
is often relevant to job placement; such forme
are au essential part of all intensive psycho
logical examinations given in the military
services.
.3. A 30eminute Test of Mental Speed calibrated for
such highly qualified applicantse
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(Appendix el
25X1A
25X1A
25X1A
25X1A
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40 A 30eminute power Test of Logical Reasoning?
50 A 30-minute Current and World Affairs Test.
6. A 20-einute power Test of Verbal Intelligence?
7. A 30-45 minute Vocational Interest Inventory,
for the purpose of determining which voca-
tional interests are strongest for Agency
placement.
84 A 2-hour subject matter test covering physical,
biological and social sciences ? This examina-
tion would include the standard subjects. A
complete section would be devoted to testing
fundamentals of good report writing such as
English usage, spelling, punctuation and
capitalization, and reading comprehension.
96 A 45-minute TemperamenteFersonality Inventory,
for the purpose of screening out possible
psychopathics and extreme neurotics
10. A 30.45 minute Written Interview Questionnaire,
which is a projective psychological technique
designed to reveal attitudes, interests,
and motivations related to CIA activities.
25X1A Teets No. 3 to inclusive, would be scored by
and the statiati
bS sent to Orrice oX Training ? In addition,
25X1A rould furnish a profi
65ti 4Oo 70ti and 9 for each applicant? Teat No. 2
and 10 would be sent to the Office of Training for
re die and interpretation, although for test No. 2
scoring keys would ultimately be developed to simplify
interpretation for some of the variables important
in the Biographic Questionnaire?
The tests and questionnaires enumerated as
elements in the test battery are at present available
either in CIA or from publishing homes and universities
which sell psychological tests. For the first year
We shall have to draw from these sources but as the
program continues year after year, it will be highly
desirable for reasons both of securit and effective-
ness to have and the
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25X1A
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CR
Psychological Staff of the Office of Training devise
tests and questionnaires specifically designed for CIA
needs. In certain tests, only revisions and some
additional standardization and validation are needed,
since considerable CIA work has already been put
into them; for example, Nos. 2, 4, 5 and 6, and 10.
However, it is desirable to develop completely new
forms for Nos. 3, 7, and. possibly 9. No. 8 will
require a certain amount of research, but not too
much time should be required to put out a new CIA
form since the s preeminent
in this field.
Not only is it desirable to have these tests and
questionnaires developed specifically for CIA, but
also we should have alternateaequivalent forma for each
test and questionnaire for use in localities where
it appears that the items and questions in the test
have become too weillaknown. Such alternateaequivalent
forms are especially desirable since in some places
three testing sessions may be held during one year,
which will make it possible for some of the early
applicants to pass on clues and information to suba
sequent applicants. In such places the alternate
equivalent form would be substituted for the original.
Both the original andathe alternate-equivalent forms
would be revised each year. Some of the tests would
not need very much revision, such as Logical Reasoning,
Mental Speed and Verbal Intelligence, but others such
as Current and world Affairs would hgve to be brought
tip to date, Priority would be given to the revision
of those tests in which items become stale or in which
oribbing is easy. .
It is not contemplated that
25X1A will fled any great difficulty In setting up
an orderly and efficient schedule of teeting programs
throughout the country three times each year. Per'
haps during the first year there will be a slight
mount of confusion, but during the following years
the testing programs should prove of no great difa
ficulty, especially if there is someone in the Office
of Training designated to coordinate
25X1Att ctivities. Their big job will, be
ciMEMIlpyrevae, standardize, and validate tests,
questionnaires and techniques related to the objective
testing program. They will need to expend considerable
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effort in this direction during the first twoyeare.
After this, they will have to devote substantial
numbers of research hours each year to keeping the
tsetse questionnaires and techniques up to date by
incorporating research findings in the battery. If
the job is properly done, more or lets as outlined,
CIA will have a more comprehensive and objective
battery of tests than is being used by the Foreign
Service or any of the military services, In terns
of economy, it would mean that the Assessment Team
would not waste their more expensive mem..hours in
assessing those who are unqualified for CIA,
B, Assessment 101,:Am..t.FinSalection
During World War II the British developed, through
the War Office Selection Boards, a new type of scien-
tific personnel selection known as assessment, In
the War Office Selection Boards the person being
assessed was asked to carry out a variety of practice/
problems in real-life situations? He was observed
and tested by military officers, psychologists,
psychiatrists and the commanding officer of the
Selection-Assessment School? Prior to the estab-
lishment of the British Selection-Assessment School,
five out of ten persons failed successfully to
complete training schools in Scotland, even though
these prospective intelligence officers had been
presumably wellescreened by their recruiters.
After the establishment of the Selection-Assesement
School, through which students were required to go
before entering training, only one student out of
ten failed to complete the course successfully.
I.Purpose and Principles
It is planned to use a modified and limited
set-up in the Office of Training to assess
applicants for important psychological qualities
which cannot be tapped by means of paper-and-
pencil objective-type teats. The testing program
will be used to measure the applicant os mental
and intellectual fitness for research; the *asses
-
meet will reveal his psychological fitness for
executive and operational posts, The assessment
procedures will attempt to measure characteris-
tics of the applicant such as
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a. His ability to devise solutions to difficult
practical problems; e0g0, "dhat measures should
be taken to nullity communism and increase the
acceptance of democracy by peoples throughout
the world?"
b. His ability to take the lead, the initiatives
in situations where no leader is designated?
co His ability to carry out his leadership
responsibilities when he is ass 1ned the task
of being a leader in a specific situation;
his ability to persuade and inspire otherso
d. His degree of frustration tolerance; his
ability to work under stress and tension?
e. His effectiveness and capacity to work as a
cooperative member of a team; his sense of
discipline.
fo His insight into his motivationsand those
of others; his acceptance of criticism and
his degree of objectivity in analyzing his
mistakes,
go His attitudes toward military and civilian
personnel in this country; and his attitude
toward natives of other countries?
ho His attitudes toward important problems of
national security?
io His ability to think and speak on his feet?
jo His energy? drive, seal and motivation for
CIA work?
His ability to organize his thoughts on paper?
Can he write clear, concise, well-organized
reports?
These and many other characteristics, which
will be observed in the assessment process, are
important in the training and placement of a
person in this Agency?
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II. ProcedUres
The Assessment Team will study the
25X1A results on the applicants prior to
their assessment, including the statistics and test
profiles, the Biographic Questionnaire and the
dritten Interview Questionnaire. The psychologist
on the Assessment Team will study and analyse all
the findings on the applicant and before the appli-
cant's arrival will lay out as far as practicable an
assessment program for him, to take into account hie
special interests, attitudes, motivations and work
skills. The applicants will be assessed in groups
of four to six0 over a period of two days. The two
day assessment program will be generally as follows;
a. ,First Day
1. Group briefi on the nature of the
two- program.
2. Individual re_liaiatarr,..view with
the psychologist.
3. Orou Discussion; The applicants, sitting
n orma around a table choose a topic
of current interest and discuss it.
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6. Lunch-Interview: Applicants have lunch with
trrigraGro-rgst. Each psychologist watches
his two men most carefully to observe how
they handle themselves and others in a
routine social situation.
7. To ic Talks The applicants are given fifteen ?
nu 'es o prepare and ten minutes to give
a speech on an assigned topica
8. Stress Interview: The applicant is subjected
WrarraWaning interview by a psychologist
in the presence of some other members of the
Assessment Team.
b. Second Daz
???=01111r
25X1A
3. One of two hours, allotted for the giving
of tests which are specifically needed in
any case, e.g., language aptitudes and
proficiency, psychological autobiography0
h. litIntaPmdAlEjling:1: The applicants
Inch together any official members
of the staff present. Upon their return to
the assessment office, they are asked to
write personality sketches and evaluations
of each other,
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50 Filahol.70.att2,L_calji*view: The appli-
iaWkiiiia-fial-aiiii-tetWo-hours with the
psychologist who, during this session, gives
the applicant a chance to .explain facto
abeut his personality, life history, work
habits and attitudes which have not yet.
been clarified. During this session the
psychologist "identifies" with the Applicant
so that the applicant leaves with a healthy
attitude toward his two-day experiences.
The rest of the day is spent by the applicant in talk-
ing with staff members of the Offices of Training and Per-
sonnel, or with meMbers of other Offices who have definite
interests in the applicant's skills and potential. During
this time tdminiatrative matters and medical examinations
can be taken care of.
It should be emphasized that the assessment program
is highly flexible so that psychologists can devote more
individual attention to the important or difficult cesium.
In those oases where it does not appear likely that the
applicant will qualify as a professional trainee, he
will be referred during the second day to Personnel for
possible placement elsewhere in the Agency. If this
cannot be arranged during the second day, it will be done
during the third day, if the applicant is able to stay
Oire
In some instances the Assessment Team will have
to carry out its program away from Washington to suit
the convenience of applicants, but as much as possible
the assessments should be done in dashingtono
Within forty-eight hours after completion of the
assessment program a coordinated, staff assessment
report on the applicant will be sent to the Director
of Training to aid him in (a) making the final decision
on the applicant's selection, and (b) working out a
training program to develop the applicant's potential
most effectively. This assessment report will also
be used later by- the chief instructors and the evalua-
tion psychologist to plan further trainina for the
trainee.
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APPENDIX D
ARRANGEMENTS 4ITH ARMED FORCES FOR TRAINING OF PROFESSIONAL
This Appendix will be written when negotiations
with the Department of Defense are successfully
completed
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APPENDECE
LANGUAGE PROGRAM FOR TRAINEES_ ,
(Because of the current needs of the Agency, the language
presently taught is Russian'. The same methods can be used
for other languages.) '
Am Organization
Number of students in each -----
Length of course 12 weeks
20 hours per week;
8 A.M. 12 Noon
Monday through Friday
B. Program of instruction
(1) Descriptive grammar and theory---r.
2 hours weekly
(24 hours)
(2)
Group drill ...phonology, spoken language,
reading
8 hours weekly
(96 hours)
(3)
Individual laboratory drill for spoken ,
and written
10 hours
weekly
(120 hours)
C . 21:022922
(1) Foundation for proficiency in use of spoken and
written language.
(2) Basic knowledge of phonology!, structures and grammar?
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(3) Active non-cognate vocabulary for everyday life
situations approximately hop words'.
(4) Passive recognition knowledge of cognate vocabulary -
newspaper level, 700 words.
(5) Essential verbs and declension forms.
a Stjectivell
At the end of this period, the average student should
be able to use the spoken language with reasonable fluency,
and with oral accuracy so that he can be readily understood.
His oral skill will be limited to everyday life situations,
with a spontaneous active vocabulary of some 400 words. His
auditory recognition skill should be much broader, covering
possibly 750 words.
L. Follow-Up
After this foundation course, selected students should
be directed to continue their language training at the rate
of five weekly hours of laboratory drill in the CIA Language
School Laboratory to increase their skill in the use of the
spoken and written language, One additional hour per week
should be provided for remedial and corrective linguistic
analysis. If this in-service internal training program is
continued at the rate indicated for about 18 months, the
student should have a good active command of the language.
Through consultation with the several offices, in
training can be focused on the acquisition of
specialized terminology in various technical fields.
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APPENDIX F
THE BASIC TRAINING PROGRAM OF THE CIA INTELLIGENCE SCHOOL
Discussion
The Basic training of this school is designed to give
the trainee the knowledge and skills basic to Intel'
ligence. The 'Program will remain flexible, so that
it may be tailored to suit the needs of eaCh new
group. The early courses cannot turn.out finished In,-
telligence Officers, but the graduates will enter
their jobs better prepared than heretofore,
nm 212/13i,"..1
The program will consist of:
Necessary lectures on orientation, mission
and security?
Structure of U. S. Government and CIA's role
therein,
Missions of Intelligence Advisory Committee
Agencies.
Organization of CIA,
Lectures OA the World Situation, Foreign
Policy, the Soviet Government, History, etc,
(6) Methods employed in intelligence?
The tentative twelve week program will be interspersed
with problems and training films, and selections for
readings in foreign languages,
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APPENDIX G
EVALUATION OF PROFESUONAL TRAINEES DURING TRAINING
Each trainee will be subjected to a running evalua-
tion during Basic Training in order to systematize, verify
and extend the knowledge of his aptitudes obtained by
testing and assessment prior to his employment (Appendix
C)0 and to determine his potential so that he may best
be trained and placed. Within six months after a trainee
has been placed, his supervisor will be asked to evaluate
him.
Evaluation During_allax
The Evaluation Psychologist, the Chief Instructor,
and the Instructors will periodically rate each student
in terms of performance in courses, personality, and
ranking in comparison with other students, in order
to determine his outstanding strengths and deaknesseso
The following rating system will be used:
littLIE! StantgattAl!tqw Percentile
Enaliff!
Superior :
Excellent :
Satisfactory:
Mediocre a
An extremely outstanding performance
98-100
An outstanding performance, definite-
ly above average
85-97
Requirements met without distinction
5044
Minimum requirements barely met
l6-49
Poor A deficient performanceo. Definitely
below average 3'45
Failure s An extremely deficient performance 072
Notes The derivation of the ratings from the normal distri-
bution curve does not imply that the students would be marked
"on the curve" -- which is an arbitrary statistical inter-
pretation of human variability,' The students will be rated
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i4 terms of their ability to hold career jobs in the Agency?
Li some classes it is conceivable that all students will
qualify. It would be spurious, therefore, to fail some
of them merely to conform to the iniquitous practice of
marking on the curve.
Students rated low will be carefully studied to determine
whether they can be improved, or should be dismissed.
A final evaluation will be sent to.the Director of
Training, and will be used as one of the bases for initial
placement?
B. Evaluation after Initial Placement
Supervisors of trainees will be asked to evaluate
them from four to six months after initial placement
The evaluations will be studied by the staffs of the
Office of Training and Personnel, and by the Assistant
Director, as a check on selection, training and
placement? Trainees who present a problem at this
stage will be carefully studied, to determine whether
they should be placed in another position, or dismissed.
If a trainee undergoes an important change of
position in his first two years in the Agency, a
similar evaluation will be made from four to six
months after the change?
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APPENDIX H
NUMBER OF TRAINING SLOTS TO BE ADDED TO T 0 OF
To be used to facilitate initial placement of
professional trainees, and rotation of career corps
personnel?
Office irlas
For_ 25X1A
DCI 1
DDA 5 1
mes3. 2
TRG 2
OGD 6
OIC 1
OCI
ONE 2
ORR 9
061 3 1
Tot? overt- 3E -3-
Total- 38
Drip
1
00
6
4
1
050
15
2
21
OPO
8
27
Tota].
1j
Total, 85
Grand Total-
It is suggested that one training slot be established
on the staff of the National Security Council, and one on
the Psychological Strategy Board, which our Office of
Personnel services.
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APPENDIX I
IDENTIFICATION OF CAREER CORPS: CAREER MANAGEMENT PROGRAM
In this study of career or management development there
is carried forward the conception of a limited and elite group
implied in General Smithle letter to The Honorable John MCCloy,
17 March 19510 Its procedures and techniques are directed to
the identification of the Career Corps. The ticket of admission
to the group is demonstrated ability on the job, The following
are proposed:
14 The formation of a Board of Examination and Review
at the Director-Deputy Director level of the Agency
and Boards of Review at the Office level. (Section A)
2, Annual appraisal of employees by their supervisors
and/or associates (Section B) to take place against
developing job-performance requirements (Section C),
30 Restriction to non-clerical personnel in the GS 9-13
level inclusive, 1000, the most likely career group,
The rationale for this position is set forth in
Section D.
4. Emphasis away from ELLtit_..m. (the Civil Service concept)
and directed toward-ifia7the employee can do and what
may be done to lEprove and psmia him or her for
higher level service.
The first step objective is to train and ground super-
visors in appraisal technique; the second step objective
is to identify pools or inventory of "Potential" (see
Section E for discussion of possible application of
the duPont Company //skimmer chart!' technique); with
the final objective, a job-rotation program (Section
CO2) for identified potential as and when the tight
manpower condition can be relieved,
Given the manpower shortage of today? it is felt that this
Agency can ill afford either inadvertently, or more important
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through lack of training9 to overlook the "potential" now on
board, In addition the program should benefit morale, aid
recruitment, and sharpen-up the application of training facili-
ties (Section F).
This study has grown out of the consideration of some ten or
twelve comparable industrial plans, those of Air Force and Navy;
and a review of certain "status and efficiency" and other re-
ports in being or contemplated in the: Agency (Section G).
It is recommended that the program be administered by a
Career Development Staff, and that a man, experienced in this
field, be brought in and supported by an adequate staff.
The tie-in of this program to the Professional Trainee
Program and to Personnel IBM card system is set forth in
Sections H and I.
A. Board(s) of Examination and Review and of Review
A first requirement for success of the program is active
top echelon support. This requires that the Front Office and
the Assistant Directors on whose Offices the program impinges
understand the objectives of the program and give it their
backing.
With this backing forthcoming, it is proposed that a Board
af Examination and Review be formed at the Director-Deputy
Arector level of the Agency. This top-level Committee would
it annually. The function of the Board is set forth in Section
iv Bo 3 of the Discussion,
Below this Board each Office will have its Board of Review?
Its Chairman could be the Deputy Assistant Director; The Train-
Ing Liaison Officer of each Office could be Secretary. These
boards will sit as need arises.
The function of these boards, working with the Career Develop-
ment Staff is:
? 1. Develop broad requirements for effective performance
at those levels of administrative, professional and
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technical competence contemplated in the proposed
program. The objective: a more complete under-
standing of the fundamentals which make for superior
performance in each category and at each level of
effort.
2. Measure the individual against the job requirements
of the level in which he operates and at the next
higher level.
3. In cooperation with the Office of Training, acting
through the Training Liaison Officer, develop ini
proved training procedures and applications.
4. In cooperation with the Offices of. Training and Per-
sonnel? to plan logical Divisional, Intra..Office and
Inter-Office rotational circuits and promotions.
It is believed that the effect of the proposed board structure
would be to stimulate recognition and development of ability.
B. ARE11221
10AppraisalLEK222121.42an
The proposed procedure and technique of periodic
appraisal of an employee by his supervisor is deemed
primarily a managerial tool to be line administered.
It follows, then, that the method should be:
a. Geared to and reflect the peculiar problems
of the Agency and its individual Offices;
and
b. Decentralised0 i.e., the supervisor limited
to an appraisal of those he knows or has
contact with personally.
2. Appraisal Techniques
The purpose of varying appraisal techniques is identical:
to force the supervisor to think in an orderly fashion
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about the people under him, to the end that the
appraisals may be meaningful?
In technical jargon the appraisal must be valid
Joe?, an accurate measure of the abilities it is
supposed to measure, and reliable, i0008 measure
the same ability consistently ? Actually appraisals
are likely to be inaccurate, stereotyped and exhibit
"halo effect", /beet, a favorable appraisal stemming
from personal predilection rather than from objective
analysis?
In an effort to reach objectivity two techniques are
currently developing, the Appley technique and the
"forced choice" technique?
The Appley technique is employed in the Detroit Edison
Plan. Here, some four supervisors who know the W.V.
vidual and his work sit as a panel, with a representative
of management development staff sitting4n as coach
and Moderator?
In the forced choice technique the supervisor is forced
to choose between twn or more statements as most or
least descriptive of the individual. Rating as to
determinate traits or characteristics is then derived
by statistically weighting the responses to the many
alternates? The end product is, theoretically, an
accurate and valid appraisal in which "halo effect"
and other aberrations are eliminated?
This technique, unfortunately, has the disadvantage
common to all codes (it employs a code in the form
of a statistical weighting), i.e., it loses its
effectiveness when the code is broken? In practice
this happens ? Supervisors sooner or later become
aware of "pay-off" alternates and are guided accordingly?
For these reasons the forced choice technique is reo.
jected here, as is the panel or Appley technique,
largely because it would appear that the staff work
required woulci be prohibitive?
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3. Appraisal Form
Theultimate appraisal or evaluation form to be used
in the Offices will be worked out by the Chief of the
Career Development Staff supported by competent
technical help and in cooperation with the Offices,
working through the Training Liaison Officer, who as
suggested above, would be a member Of the Board of
Review of the Office in question.
There is attached herewith, however, a proposed form.
The thinking behind it is based on the thesis tar'
validity, reliability, and lack of "halo effect" can
best be achieved by tying the appraisal closely to
specific job requirements both at primary and advanced
levels of competence; a practice which has found ex*
pression at primary levels in practice in the covert
offices (Form 51-530 Status and Efficiency Reports).
The form itself is the beet exposition of the general
technique proposed. The form is to be regarded as a
prototype of general method; it is to be expected
that the form, in its detail, will be modified and
refined in practice.
The form has been geared to current Navy procedures
of rating the individual, not as excellent, average,
etc., but as adjudged in the first 10%, next 20%,
middle 40% etc., compared "with all others of the
same" grade and job family "whose professional abili-
ties are known to you personally." It is felt that
this technique again contributes to the objectivity
of the appraisal.
Another feature of the proposed form is that rating
the individual (in the middle 40% etc..) acts as a
coordinate point on a scale. It is believed that
this technique has certain advantages:
a. The employee's performance and potentiality shoe
up vi...L.kual as a profile.
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(Appendix I)
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b. A current appraisal can be compared with a prior
appraisal by tracing the prior profile and super.
imposing it on the current profile.
As the profile is placed on a scale which is virtually
1% to 100%, it is possible that an aggregate of scale
points can be arrived at. This aggregate of points
might be used as a "bonus" factor which might make
possible the application of the skimmer technique
(See Section E.)
(Note: The question might properly be raised: Why has not one
of the more orthodox Executive Development appraisal forms been
adopted. The reasons are twce_(a) the more objective the job
criteria the sounder the appraisal; and (b) it is felt that the
usual forms lack validity in life!, Joe," they portray the myth
of the successful man as conceived by men of success.)
4. Appraisal of Employees,
It is proposed that the appraisal of any employee be
based on the joint opinion of at least two men who know
the man and his work. Where this proves impractical,
it is suggested that the individual be asked to appraise
himself on the identical blank form. The supervisor
may then compare the appraisal with his own, Any
variants would be adjusted in a subsequent discussion
with the employee (see 5 below).
The single appraisers 1.0.0 the immediate supervisor
(as proposed in the Francis report) is not believed
to be in the interests of Agency morale. Regardless
of the fairness and objectivity of the supervisors
the employee derives far more confidence if more than
one individual sits in judgment on him.
5. Discussion oulLNEEnEltalaulavan
The appraisal should be discussed with the employee.
Thus the individual is given a chance to express his
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interest in advancement and to give his opinion of
his in training needs. In this discussions however,
no proid.ee should be made to any individual or
participant in the program.
This discussion and interplay between supervisor and
subordinate helps bring out the individualos z2pil
qualities and his training needs, and thus enaais a
supervisor to discharge his primary responsibility,
i.e., that of developirK people entrusted to his
care. As expaence tends to confirm the observation
that employee supervise as they have been supervised,
this procedure should ultimately benefit the whole
organization,
Practically it is just at this point that the whole
appraisal process can be slanted away from a rating
concept and directed toward determining what MT-
individual
can do and what training can do to improve the
Individual and prepare him for laras_sle...Amveo
6. Time Elements in Appraisal
Appraisal will take place annually.
C. -Job Performance Criteria and Rotational Circuits
l. Job Families
A primary requirement for success of the proposed
program is to:
a, Establish at the primary (junior) level broad
job families that exhibit comparable performance
criteria.
b. Develop specific criteria for effective performance
in each broad family at the primary level and at
suCceeding levels of competence and responsibility
within the Agency.
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The objective here is a basic understanding of the real
qualities that make for superior performance. Civil"'
Service job descriptions are written primarily to
justify certain GS levels, and are not always helpful,
It is believed that a hopeful start has been made toward
these requirements in the job families and job requireo
ments which find expression in the proposed appraisal
form (Section B), It is anticipated that the Boards
of Review (Section A) working with the Career Develop.
ment Staff will be instrumental in farther developing
and refining these criteria. This growth will take
place through:
a. Further study of the education, experience and
knowledge requirements in job families and for
comparable jobs.
b. A statement from each member of a supervisory
group of the requirements to perform his job
effectively; and of what he requires in performance
from other supervisors reporting to him.
Answers to such studies, edited and sifted by the Boards
of Review might well contribute to a more objective
understanding of job performance criteria,
It is, of course, far easier to call for meaningful
criteria than to produce them, particularly as one pro?
ceeds up the scale of competence. Yet appraisal in
the absolute or in vacuo results in a lack of objectivity
and induces a fuzzy frame of reference in the appraiser,
The development of specific and adequate criteria, then,
is vitally important to the success of this program.
2. Rotational Circuits
The defining of job families, as proposed above and in
the suggested appraisal form (Section B), is a first
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step in determining logical rotation circuits. Thus
it appears illogical, at junior or mien senior 19,1?180
to rotate to anAralitical-reseepl job an individual
appraised as basically an 2peratioaa type,v, It is
only at higher echelons of competence and responsibility
that such rotation becomes feasible and fruitful. The
device suggested in the appraisal form, in which rating
on the basis of additive qualilieations required for
higher levels of competence, will, it is hoped, prove
a useful tool in determining fruitful rotations0
Much further study will be required in this field. Such
study and the identification and fixing of sound job
rotation circuits is a function of the Boards of Review.,
the Career Development Staff, and the Office of Training.
D. Amlication
1. Discussion of Application in Depth
This program should be restricted to the GS 9-13 level
of non.aclerical personnel, Again the thinking behind
this proposal is that of restriction to a career group
in line with General Smith% conception.
The rationale for the selection of the GS-9 level, as
the lower limit in this program, follows?
As one goes down the employee pyramid in a program of
this kind, a law of diminishing return sets in. Mere
and more appraisals are required but the chances of
uncovering "potential" are not proportionately iw
proved. What one is really doing is spending current
funds (as a measure of effort) for a hoped-for future
return. By restricting the program to the proposed
group, the Agency is assured maximtue return on effort
expended?
Many a program of this kind has been smothered to death
by its own weight. The proposed application cuts down
weight. Method in this technique is only refined by
trial-anderror. The. approach herein proposed means
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that method can be refined at a relatively low cost.
If and when feasible and desired the program can
always be extended up or down the pyramid,
2. ........_JtjLi..LIIL._._z.....TimeEl:erweachinGrades
An analysis of the time elements involved in average
personnel progression or rise within the Agency shoe
the following: (These statistics are an educated guess
by Personnel and must be substantiated by further
analysis.)
To Rise From Average Time Assume
GS-5 to 7 6 to 8 mos. 0.8 yrs.
Gs.7 to 9 12 to 18 mos. 1.2 yrs.
05-5 to 9 2.0 yrs.
The GS-9 level embraces Journeyman Intelligence Officers,
Research Analysts and other comparable professional
personnel. All operative supervisors and administrative
officers are above this level. While maw trainees
for professional jobs are brought into the Agency at GS.50
the rise to GS-7 is rapid; some 6 or 8 months on an average.
This program is built around two theses (a) that the
price of admission into the Career Development Program
should be on-the-job survival ability, and (b) that
the program is directed toward the really able. The
period of 1,2 years for the GS-7 inductee and 2 years
for the GS-5 inductee appears a reasonable time element
for any individual of career potential to reach the
pick-up point, i.e., a-9, (it is proposed that the
Professional Trainee will enter the organization and,
after initial training, be forced to demonstrate by
on-the-job performance an ability to survive and ad-
vance for a two-year period). Theoretically, therefore
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the proposed "in depth" application of this program
is ethica11y justifiable.
3. Number of Employees Involved
Based on Personnel figures (somewhat tentative at
this time) it is estimated that there are approximately
25X9 employe in the GS 9L3level* There are
25X9 approximately is excluded
from all these figures )0 kience tne uareer Development
Program contemplates embracing approximately 30% of
Agency personnel. As a check point, based on comparable
personnel, industrial companies tend to cover some
20% of their employees in comparable programs*
E. "Skimmer Chart" Theory
The duPont Company "skimmer chart" technique is really an
adaptation of the age-in-grade idea of the services slanted
toward a constructive purpose rather than toward a negative
one (elimination).
In the duPont techniques all employees who receive an annual.
compensation (including bonus)73 excess of a predetermined
amount are for each age arrayed in a descending order of compen-
sation. These arrays permit the identification of a compensation
point at each age that selects or "skims" a specified percentage
of the arrayed employees; say 30% of those arrayed at age 309 etc.
Specified percentages are decreased as age increaseso
There results a scatter diagram of "selection points" from
which is derived a "Selection Line" by visUal or mathematical
processes. This is a total company line (it is based on all
employees above a predetermined level). The company selection
line is used on the departmental. charts. This makes it possible
to judge departmental experience against the background of total
company experience*
In this technique all individuals above the selection line
are "potential" for higher responsibilities and advanceMento They
are the dePont Company Is career 'corps*
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Nome Possible Adaptation to CIA
A characteristic of industry is (1) a rapidly rising
salary scale (2) little tendency for salaries to cluster at a
given dollar level, and (3) salary scale which is made to rise
even more rapidly by corporate bonus syrtems. Government
employment is just the opposite. The salary scale is greatly
compressed; there are clusters qt each GS level; and the age
groupings appear much less defined.
Gtven these difficulties, the primary question is whether
the technique exhibits validity when applied to CIA personnel.
To test this, a pilot plant ran was made on 873 names,
GS 9 through GS 14. Any individual was deemed "potential" and
marked for examination on the following basis: at GS 9 if
26 year old or under; at GS 11 if 28 years or under; at GS 12
if 31 years and under; at GS 13 if 33 years and under; at GS 14
if 37 years and under. This resulted in 115 names (had
application of the duPont Companyas decreasing skimmer per-
centage been made there would have been 198 names).
These names were then shown to a senior executive with
broad experience and contacts in the Agency. This officers
review indicated that this age-grade technique was a valid
identification of potentiality.
The primary obstacle to adapting the duPont technique in
its entirety (i.e., skimming a designated top percentage at
each age level to produce a Selection Line) lies in the cluster?
of personnel at each GS level. Possibly this difficulty could
be met by the introduction of a "bonus factor"' stemming from
the proposed year-end appraisal. The effect would be to break
up the personnel clusters and make possible the skimmer technique.
An adaptation of the skimmer chart technique to this Agency
would give the Director of Central Intelligence, his Deputies
and the Assistant Directors a most useful administrative tool.
It is recommended that further study be given to this technique
and that, following the proposed year-end appraisals, an attempt
be made by the introduction of a valid "bonus factor" or by
other means, to adapt the technique to CIA career identification.
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Fo 2s21212.11LPF.2.
Three and possibly four methods are envisaged here by
which to identify potential in CIA: (1) by tests and assessment,
(2) by competitive examinations, (3) by eopraisal, and (4)
by skimmer technique? In many of its phases the program begine
with a sharpening-up, extension and more conscious application
of things (size-up and thought of potential) which have been
done in the past. These benefits should flow:
10 Ability on board is leas likely to be overlooked or
fail to reach its "potential"? and waste of talent
will be reduced. Incompetence will be exposed.
2. Agency morale should be improved, possibly also recruit-
ment. Men 'and women will know that if they can demonstrate
ability on the job, they will be watched for promotion?
Heyond these benefits is the important one of trainin 0 Out
of consideration of job requirements for broad leve La of competence,
there can be obtained a clear picture of what training can be
expected to accomplish. If the training requirements of the
Offices can be pin-pointed, with tailored programs made possible
for the individual or small groups who have similar needs, the
ground-work is laid for the greatest usefulness of the Training
Office?
However, a note of caution must be sounded. One must not
lose sight of the fact that each of the techniques herein pro-
posed is fallible and that all represent an art that JR fluid
and inexact at best. For this reason, reliance has been placed
on several methods, since, while one alone might fail, it is
unlikely all methods would failc
It is to be expected that this program utll encounter many
difficulties. They all do and thus they experience a high
mortality? These difficulties and this possibility will not be
absent in this Agency. Success, if won, will only stem from a
high measure of high level support, together with extremely
adequate and competent staff work?
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G. Rev-low of Management Development Plans in Industry and Elsewhere
The Agency has not been unmindful of development procedures.
There was high-level consideration of the problem some years ago.
Introduction was opposed on the grounds of the lack of an IBM
system (since corrected), and in addition it was thought that
the manpower deficiency militated against application.
Agency experience in the past has been studied, and the
plans of some ten or twelve industrial companies, and of one
consulting engineering firm for its professional staff; the
Officers Fitness Report of the Navy, and the report of Officer
Effectiveness of the Air Force have been examined.
H. Tie-In to Professional Trainee Program
The Professional Trainee Program is, in effect, a high-level
*potential" recruitment program, coupled with a basic educational
or training effort to ground the individual in intelligence and
area. It is proposed that at the end of an initial course, the
participant be assigned to one of the Offices.
It has been the general experience of industry that college
recruits are accepted by the line organization if there is faith
in mangeOr's ability to weed out poorer recrdEs. Under the
contemplated plan, trainees would be forced to demonstrate a
survival value and an ability to rise, in the usual manner and
on the job, in order to be picked up at GS 9 level in the pro.-
posed Career Development Program. This would appear to meet
effectively aey criticism of "favoritism" in the Professional
Trainee Program.
I. Tie-In to IBM Control
The various "potentialities" of administrative, professional
and/or scientific personnel identified in the Career Development
Program; pertinent data relating to significant education; area
experience, the epployee age and "age.performance" index, etc.,
can be easily carried on Personnel's IBM records. In conjunction
with the Offices, other pertinent data could be developed in as
much detail as desired. Staff would work this out with the Boards
of Review.
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APPENDIX.'
EVALUATION OF OUTSTANDING CANDIDATES FOR THE CAREER CORPS
Each year the Director of Personnel will have his Staff
compile a list of CIA employees who have worked for the Agency
for at least two years, and who should be considered as candi-
dates for the Career Corps. His compilation would be made
from appraisals submitted by supervisors, from applications
submitted by employees who have not been recommended by super-
visors, and from analysis of Skimmer charts.
The Director of Personnel would review the list, strike
out candidates Who could not possibly qualify, and then
schedule all of the remaining candidates for testing to deter.
mine which of them passed minimal test standards.
A. TESTING
A battery of objective tests would be given to candidates.
The battery would include testa and questionnaires on:
1. Mental speed and learning ability.
2. Logical reasoning, analysis of evidence, and open
mindedness.
3. Verbal intelligence.
4. Current and world affairs, including important his-
torical and economic facts and principles.
5. Vocational interests and work conditions inventories.
6. Temperament and personality.
7. Written interview questionnaire,
8, Language aptitude and proficiency.
go Knowledge of intelligence activities.
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This testing battery would be geared to the adult and
mature level characteristic of CIA employees. Test items
would be written which would have face validity for in-
telligence personnel, Allowances would be made on test
scored for age and degree of educations and the tests would
be constructed to meaeure experience, knowledge, and atti-
tudes learned on the job as a result of CIA employment.
In some cases the candidates would have taken a few
of the tests before. This would be true of employees who
had been hired as professional trainees. Tests previously
administered would not be repeated, but the candidates
would be given the more advanced tests which are specifically
applicable to CIA employees, such as the test dealing with
knowledge of intelligence activities.
The tests would be developed, administered, and scored
by the Psychological Staff of the Office of Training.
In order to receive serious consideration for career
positions candidates would have to obtain passing scores
on the battery of objective tests. The passing (i.e., critical)
scores would be determined by the Director of Personnelg
&misted on technical aspects of the problem by the Psy-
chological Staff of the Office of Training.
The Director of Personnel will schedule those candi-
dates who received passing test scores for assessment.
B. ASSESSMENT
The assessment, like the testing battery, would be
geared to CIA employees and standards. Situation testes
interviews, and planning problems would differ from those
outlined in Appendix C? which deals with assessment of
applicant trainees. Assessment procedures outlined in
Appendix C would, in parts be adopted but they would be
revised and adapted for Agency employees. Since so much
more is known about a CIA employee than an licanCEDIF
FUX-75)Wessment Team could work at a more ad,-
vanes ? eve an cou ? .. a more re ned "Onife?,---aseee?ment
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The Assessment Team would search for answers to such
questions as:
1. Is the employee best .suited for active field oper
ations? For a Washington Headquarters assignment?
For an administrative support role.? Is he one
of those few persons who can do All such jobs
equally well?
2. Is he a good organizer, executive, and leader?
30 Is he best in "lone wolf" operations* either in
the field as an operative, or in Washington as
a research beaver?.
4. Does he have promise as an intelligence analyst,
as an intelligence sythesizer, or as a report
writer?
5. Is he creative, imaginative, and such a constructive
thinker that he could be used as a planner?
In analyzing the employees capabilities the Assessment
Team would interpret its findings in terms of all available
evidence, such as:
1, Results of the objective test battery,
2. Training evaluation reports, if available,
3. Appraisal and efficiency reports by supervieors.
4, Records of accomplishment in CIA,
The Assessment Report would then summarize the findings
on the employee in terms of his interests, aptitudes, moti-
vations, social skills, job proficiencies, temperament,
attitudes, and personality. The Assessment Report would be
sent to the Director of Personnel with suggestions in respect
to the employees possible use as a generalist or specialist,
Cc, FINAL REVIEW
The Director of Personnel would then, schedule the moot
outstanding candidates for final evaluation, Possible
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generalists would be evaluated by the Board of Examination
aad Review, and possible specialists would be evaluated by
tae Board(s) of Review. In some instances the Board of Exp.
ainination and Review might reject a candidate as a generalist
but recommend his evaluation as a specialist by one of the
Boards of Review,
Since considerable time and thought would have been
devoted to the analysis of individual capabilities, the
results of such studies would prove fruitful even for
those employees who were not selected for career positions,
because the Office of Personnel would have valuable in..
formation which would permit placing the employee ,
position best fitting his talents, and he could be advised
mil how he should train and prepare himself for most rapid
advancement?
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APPENDIX K
ROTATION PLAN FOR CAREER TRAINING . SPECIALISTS
A4 DEFINITION
For the Career Training Programa epecialist is a person
so designated by a Board of Review (Section Vg Bg 3, and defined
in Section Vg 00 1)?
At sely point in his career a specialist may have his desig-
nation changed by the Board for Examination and Review to that
of generalist (defined in V9 C9 29 and Appendix N),
B, AIM OF ROTATION OF SPECIALISTS
A basic r uirement for e cialist trainin
_LTAIA_Prov? s and nets
office?
C? SCOPE OR ROTATION PLAN
Depending upon the mission and needs of the individual
office, a specialist may be rotated through training leading to
competence in any or all of four major fieldss
(1) Operational
(2)- Administrative
(3) Analytical - Research
(h) Technical
The lonerange emphasis will be placed on those fields that
are considered essential for the job the specialist is ultimately
expected to hold?
D. ITEIRAL,4Oleilig
There follows a typical rotation plan, in seven phases,
for specialists? Its purpose is primarily to indicate the scope
of training contemplated rather than to present a specific
pattern that a:particular individual meat follow? All phases
of the training will be tailored? with the Assistant Director's
approval, in each instancb to fit the person ?s needs and potential?
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Phase 1 q. 1 year
CIA IntoUience School (Apen
Refresher courses to include:
a. Extensive area study or functional study of
his area.
b. Preparation of an Intelligence Survey on
National Intelligence level?
Phase 2 m 2 years
Return to assigned office and continue work there.
Phase 3 -
Rotation Thro
1 year
a Related Office
fice of Current I flissumed if Office of
Operations,' Office of Special Operations or Office of
Policy Coordinations this may consist of a tour abroad
of one to two years)
Three months in
Support Group.
Three months in
same Group.
Three months in
nano Group.
the Sotriet Division of the
the Eastern Division of the
the Western Division of the
One month in Operations.
One month in Situation Room - study and
participate in briefing problems.
One month in liaison duties with those
sections of the other intelligence agencies
concerned with Office of Current Intelligence
activities?
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go This phase may be supplemented by from 3 to
6 months in a Service Intelligence School?
Phasel 2 years
Ra'a?M--113iedafliat
Return to assigned office and continue work there.
Phase..; 1 year
25X1C
b. Study collecting and reporting problems,
Suggested Alternates for this phase include
a tour of approximate1y one year at either
the Army War Colleges Naval War College or
Air War Coilegep
Phase 6 ,
.11,(2.1._alyx,Assidilt_fantgastedOntt
Return to assigned office and continue work there
one years followed by one year in a related office..
Phaee 342 months
ao Study threats to U0 So national security
? stemming from the particular area in which
he has. specialized.
2 years
bo Study means by which Intelligence may best
support U0 Sp national planning and policy
in foreign relations.
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co Work during this phase in company with poIlOy
and planning officers from key government
agencies?
do The specialist returns to his office for En
assignment of importance and responsibility
at the end of the cycle of training and
rotation?
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APPENDIX L
ADVANCED TRAINING CIA INTELLIGENCE SCHOOL
The advanced training will be in the nature of a
refresher course for experienced specialists The pro.,
gram will aim for twelve months duration? In this course
the student will:
Receive lectures from eminent and qualified
visitors?
Engage in extensive area reading and study?
Prepare an Intelligence Survey on a National
Intelligence level,
Engage in supplementary area studies at
suitable universities?
If poss1ble9 spend some time abroad?
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APPENDIX M
LANGUAGE TRAINING FOR SPECIALISTS
Language training will be made available for
specialists as the need arises. Much of this training
can and should take place outside the Agency, in exist.ing institutions. Some, however, will be provided by
the Office of Training within the Agency, and the use
of the CIA audiovisual laboratory equipment will enable
language proficiency to be maintained and improved
upon,
Arrangements. for such training are presently
being made.
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APPENDIX N
ROTATION PLAN FOR C TRAINING GENERALISTS
At, DEFINITION
For the Career Training program a generalist is an employee
who meats the standards defined in Vo Co 29 and VII9 and is so
designated by the Board for Examination and Review. (V9 B9 3)
S. AIM OF ROTATION OF GENERALISTS
The aim of roation of generalists is to arm them with a
broad, first-hand familiarity with the role of National
gence in the Government structure.
CO SCOPE OF ROTATION PLAN
The rotation plan for a generalist must be of the widest
scope, and not tied to the mission or needs of a particular
Agency office? It should lead to the broadest practical
competence in the first three of the following fields and an
appropriately restricted competence in the fourths
(1) Operational
(2) Administrative
(3) Analytical - Research
(4) Technical
D. TYPICAL ROTATION PLAN
There follows a typical rotation plan, in nine phaseso for
generalists? It is assumed that the generalist has completed all
or part of a rotation plan for specialists and has then completed
a year or two of duty in his regular office before selection to a
generalist? Ite purpose is primarily to indicate the scope of
training rather than present a specific pattern that a particular
person must follow. All phases of the training will be tailored
in each instance to fit the individualos needs and potential?
Phase 1 1 year
62
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SECRET
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Phase 2 -
Liagianent in the AgEnst
Return to an appropriate assignment in the
Agency
1 year
Phase 3 . 1 year
Rotation thr210 the Office of National Estimates
(orthe Office of Curren gence if re
assigned to 0/NE)
Phase 4
Luunment in th2A0,15E
Return to an appropriate assignment in the Agency
1 year
Phase 5 -
2 years
Attendance at National War College
Phase 6 .
12210E2111-141 the. AMU,
Return to an appropriate assignment in the Agency
1 year
Office of Executive Secret National Securit Council
Phase 7 -
2 years
Participate in National Security Council Senior
Staff meetings
Phase 8 -
Assignment in the Amu
Return to an appropriate assignment in the Agency
Phase 9 . 9 months
National Intelligence Univeraitr Level (endix
1 year
63
SECRET (Appendix N)
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Approved Fo?Release 2001/08/29 : CIA-RDP78-03574A000100050001-6
SECRE'T
Stuct, on a joint basis:
Intelligence doctrine
bp Intelligence thodology
c. New directions Intelligence mast take
Then return to the Agency's, for a high-level assignment ae
a generalist.
61:
SECRET
(Appendix N)
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SECRET
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APPENDIX 0
CAREER TRAINING INTELLIGENCE ADVISORY COMMITTEE EMPLOYEES
Introduction
The problems and conelusions here presented now apply
to career commissioned personnel of the three military
services, who are assigned to the Agency as part of their
normal active duty rotation. However, the assignment to
the Agency of career personnel of Statep'or any other
Department or Agency, would impose similar problems
requiring equally careful resolution.
B. ax21.s.imemil
As of 1 June 1951, the Agency had on board or ordered
25)(9 some active duty commissioned military personnel
25)(9 against an allowance of The Agency needs many more
of this category of personnel, and, it is understood, has
recently received authorization for an additional
25)(9 allowance of
Co Problem
The Agency bears a two-fold responsibility in job
assignments of these personnel:
(1) On the one hand they should be used where their
general and specialized skills will be of maximum
practicable benefit to the Agency.
(2) On the other hand their employment by the Agency
should further the career training of the indiv.
idual officer and should be appropriate in res.
ponsibility and functions to the rank and
experience of the officer.
If the Agency does not meet these responsibilities of
placement and training, the impact on the Services is
likely to result in their effort to fill a bare minimum
of CIA billets, and further a tendency to withhold from
assignment to CIA the superior officers the Agency needs.
SECRET (APpendix
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Approved Fo?Release 20REE9 : CIA-RDP78-0357-80000100050001-6
Informal spot check indicates that in some instances
the Agency has failed to meet these placement and
training responsibilities?
1).. Comment
The following, While representing merely tentative
conclusions, points the direction of the stucly currently
in process by the Office of Trainingt
(1) A top-level Agency policy is essential to guide
the placement and training of assigned active
-
duty military personnel. A high!plevel monitor.,
ing is required to insure that this policy is
implemented throughout the Agency.
(2) Appropriate Agency slots should be designated
to be filled by military only or optional
Ailitary-civiliano Active duty military per
sonnel should be assigned only in these slots
unless specific exception is authorized by the
Director of Personnel. These slots should at
all times total the same as the then current
CIA approved allowance of activeduty military
personnel.
E0
(3)
Each of, these slots should bear a job description
that clearly justifies the employment of an
active duty military officer and will form the
basis for qualifications requested when levy is
made on the military services for assignment
of personnel?
Recommendations
This appendix is included here because of its relevance
to the overall problem of career corps in CIA. It
describes9 however9 a distinct and separate problem that
may be resolved apart from the development of a Career
Corps Program for civilian Agency employees. Pertinent
recommendations will therefore be submitted separately?
,?? 66
SECRET (Appendix 0)
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Approved Forjtelease 2C*FRAT29 : CIA-RDP78-035740000100050001-6
APPENDIX P
IMPLEMENTATION OF UNIVERSITY AND INDUSTRIAL TRAINING
A very important part of the Agency08 career training
needs can be met only by universities and industrial
firms. The university contacts established for the
program of recruitment will be of great help in arranging
programs in the universities. It will be the policy of
the Agency to establish internal training courses only
when the specialized nature of the instruction, lack
of outside facilities, or security make it necessary.
A. There will be little difficulty in arranging for well
qualified persons to study under existing university
programs, provided that application is made before
the program is filled. The need for early application
is particularly great in the scientific fields, where
laboratory space rigidly limits the number of
students who can be accepted.
B. In certain fields, particularly those of scientific
intelligence and perhaps some area studies, tailored
programs must be arranged with outstanding institu
tions? or within the Agency, preferably the former.
The curriculum and emphasis must be arranged with our
needs in mind, and the length of the course, which
is an obstacle to the use of many existing programs,
must not exceed orm academic year. Special summer
sessions will meet many of our needs.
So that full use may be made of the institution's
facilities and personnel, and so that students will
receive fUll benefit from contacts and discussion,
the courses will be unclassified, and open to other
than Agency personnel. (The latter may be a source
for recruitment.) Classified instruction will be
carried out within the Agency0
dhenever new programs must be established, or
existing ones modified, the Agency will render
financial support through contracts.
- 67
SECRET (Appendix P)
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25X-1 C
SECRET
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Utilization of industrial facilities for study and
training will be particularly useful to the Office
of Scientific Intelligences, but may also serve the
purposes of the Off ii of Research and Reports,.
Negotiations with selected firms will be carried
out through the Office of Trainingo
.68.
SECRET (Appendix P)
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SECRET
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APPENDIX Q
CAREER BENEFITS AND SECURITY
5....=,..6277C.TX6ERST.M.MIZIM611.12:111111,...
A, This appendix summarizes career incentive benefits
that the Central Intelligence Agency may offer its
employees under general or specific provisions of
current legislationc,. Requirements for implementing
specific actions are indicated.
The Central Intelligence Agency may offer these
benefits:
I. Action
Apply to appropriate CIA personnel time and
one-half service credit against retirement for
all service under certain hardship or hazardous
conditions,
Comment
a, In effect) this permits retirement at the
age of 50 after 20 years of government
service with the same retirement pay that
would normally accrue after a full 30 years'
service. Alsce, for each year of service
beyond 20 years9 the employee would receive
an increased annuity.
b, To implement this action would require that
the Agency consummate an agreement with the
Civil Service Commission authorizing the
application to Agency employees) under
broadly defined cireunstances) legislation
currently applicable to certain personnel
of the Federal Bureau of Investigation and
the Treasury Department.
II. Action
Increase base salary for service involving
enusual hazard or hardship?
e. 69 -
SECRET (Appendix Q)
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FOIA'
SECRET
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Comment
To conform to current extra-pay policies of
the Department of Defenses these base salary
increases would fall into either of these two
categories:
ao Increase of 50% of base salary (to a maximum
of $200 per four-week pay period) while
engaged in duty similar to that of Armed
Services personnel who receive extra pay
(aviation, submarine, parachute jump, etc.)c
b, Increase not to exceed 50% of base salary
as warranted by unusual hardship or hazard in
certain other types of duty.
III. Action
Pay death gratuity of six monthso base pay
to dependents of CIA employees who die in line
of duty while serving abroad,
rv, Action
Pay, within-grade advances, and grade pro-
motions for persons who are "detained" involuntarily?
Comment
a. Confidential Funds Regulations authorize these
actions for persons paid from Confidential Funds?
bc, This authority should be extended to cover
employees paid from vouchered funds?
V. Action
Apply the benefits of U.S. Employees Compensa-
tion Act to dependents of employees engaged in
hazardous duties who are themselves exposed to hazard.
70 Q1
SECRET (Appendix C1)
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FOIAb5
Nue'
FOIAb5
SECT=
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VI, Action
Extend physical disability benefits2 conform-
ing to Veterangs Administration standards2 to
Agency employees forced to retire because of
physical disability suffered while Agency
employees and not the result of own misconduct
Note: A study by the Task Force2 now under consideration
by the Senior Review Committee2 entitled "Rights, Privileges
and Benefits of Covert Employees and Agents" has been
discussed generally with a member of the Task Force and
it is believed that the pertinent policies recommended in
the Task Force paper are consistent with the benefits
covered under this Appendix,
71
SECRET
(Appendix R)
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Approved Forupelease 2001ROF CIA-RDP78-03574,41000100050001-6
APPENDIX R
GRADUATE TRAINING - CIA INTELLIGENCE SCHOOL
This training is for the generalist Who may become
an Assistant Director or a Deputy, or for an existing
Assistant Director or Deputy?
The purpose of the program will be that of studying,
on a joint basis, intelligence doctrine, methodology and
new directions that intelligence work must take.
Specific intelligence problems may be studied
exhaustively in the Graduate School by selected graduates
of the National ofar College, members of the State Depart-
ment, other intelligence agencies, and the Central Intel-
ligence Agency.
... 72
SECRET
(Appendix R)
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P 1 I Appr6vetiffoliplead"2D01/0/29 : CIAIRDP7843574400010005000146
-? + , ?
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.77oo------------ApprovetFFer-Release-2001/081
4?,1?.grie d
Approved Foregelease 2001/08/29 : CIA-RDP78-035784000100050001-6
SECRET
To: SUPERVISORS
To eliminate lack of objectivity and whalo effect"
supervisors ars instructed to appraise the individual
under the following pre:War:0
FIRST . Identify the individual in one of the
following job families: OPERATIONAL; ANALITICAL.RESEARCHI
ADMINISTRATIVE g or TECHNICAL.
SECOND - Appraise the individual against the specific
job criteria of his basic family.
THIRD . Appraise the individual against the ADDITIVE
criteria necessary at higher levels of competence aad
responsibility0
In identifying the individual in a job familys the
individualgs FUNCTION is the determinate factor 9 not his
Office or Division,'
Having identified the individual in a SINGLE job
family the individnalqa abilities or wpotentialityw for
greater breadth of service and higher responsibility are to
be appraised againot the ADDITIVE criteria.
SECRET
Approved For Release 2001/08/29 : CIA-RDP78-03578A000100050001-6
Approved Fo4leaEe/0,9170ETIA FC4AIRDP78-035714p00100050001-6
This job family is grounded in action; organizing it, planning
it, getting it done, As action is played with and against
people, these characteristics identify this type: an ability
to meet with, live with and get the most out of people; and to
create enthusiasms, pride in mission and sense of mattering
Area and subject are important but as handmaidens of action,
i.e., knowledge that dictates feasibility or reveals vulner.
ability. In the exceptionable individual there may be large
analytical and research abilities, but the prototype is the
extrovert and man-of.action,
For each factor observed circle the appropriate point to indicate how the officer
compares with all others of comparable duty whose professional abilities are known
to you personally. Do not limit this comparison only to others now under your
command. Do not hesitate to mark "Not observed" on any quality when appropriate,
G
205 40*
IMION111?01????101?0114.1,.....
rEIVIIMSZEPIESIMEEP- 411111111110111111116111111111Mailiring
larks:
L D I identify this employee as operational
0
W GETTING THE
JOB ECCT
PLANNING AND
ORGANIZING THE
JOB
ABILITY WITH
PEOPLE AND
TEAMPLAY
KNOWLEDGE OF
AREA OR SUBJECT
TACT AND
DISCRETION
REPORTORIAL ABILITY
VERBAL AND WRITTEN
SENSE OF RELATIVE
IMPORTANCE
NON.GULLIBILITY
EVASION AND DECEIT
ADJUSTMENT TO
TRYING HOURS AND
COND N
Approved For Release 2001/08/29 : CIA-RDP78-03578A000100050001-6
Note: Indicate rating by a coordinate point on lower line.
APpijoacf FTorilLse i081%8/2i :udAdAltai46050 ?060Y0001 -6
No individual comes by these qualifications easily or lightly?
Yet in whole or in parts they are required for higher echelon
work in this Agency. As only the exceptional individual could
hope to rate highly in this sections appraisal will be carefully
scrutinized for "halo effect"0
For each factor observed circle the appropriate point to indicate how the officer
compares with all others of 'comparable duty whose professional abilities are known
to you personally ? Do not limit thiecomparison-only to others now under your
commando Do not hesitate to mark "not observed" on any quality when appropriate
?
? 20$ OA '20% L
I .__ __
.
Check' here if appraisal
a latent ability or !
.
is intended to relate to
otential"
0
1 H
_____
W
INTELLIGENCE INSIGHT
AND MUM
1
N
ABILITY TO CREATE
THE HYPOTHESIS
--
DISCIPLINED MIND AND
ORDERLY THINKIM
ti
ABILITY TO SUSPEND
JUDGMENT
COOPERATES WITH
ASSOCIATES
li
S.ENSE OF PERIPHERAL
AND DIRECT TIE-INS
MOVES FREELY AND
EFFECTIVELY WITH
EQUALS AND SUPERIORS
L
o
._
ABILITY TO SUPERVISE
ABILITY TO HANDLE
AND INSPIRE
,
,
'
TO DEVELOP SUBORDIN-
ATES
III
TO PLAN AT POLICY
IM
A HIGH LEVEL
TENACITY
.
III-
SENSE OF PERSONAL
GOAL
-
II
II
ADAPTABILITY
PHYSICAL ENERGY
SELF DISCIPLINE
leammagesgme,Ap_uppm (i.
vammognaz...4
imill
_. _
- ._
Remarks:
?Orw?
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Approved Fer4elease 2001/08/29 : CIA-RDP78-035784000100050001-6
SMRET
Pages 19 29 and 4 of the proceeding
form (OPERATIONAL) would be combined
with each of the following three
forms to make up A complete appraieel
blank for these job familiess
ANALITICAL?RESEARCH9 ADMINISTRATIVE
and TECHNICAL?
SECRET
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Approved FoNlipelease 2001/08/29 : CIA-RDP78-035784Q00100050001-6
ANALYTICAL RESEARCH
This job family is grounded in study; readings scanning and
integration. Area and subject are of commanding importance
with action a second remove. There is required an absorbed
interest in new factual minutia and new relations between
facts; a "feel" for analysis (the examination of component
parts separately and in relation to the whole) and for
research (the revision of accepted conclusions in the light
of newly discovered facts). In the exceptional individual
there may be operational abilities, but the prototype is the
professional or specialist.
Remark:
-,IMMRThiW ?
C.I identify this employee analytical re ah
KNOWLEDGE OF AREA
OR SUBJECT
OBSERVATION SENSE
OF REIATIVE IM-
PORTANCE
RESISTANCE TO
TEDIUM
SENSE OF AVENUE
OF ATTACK
ANALYTICAL AND
RESEARCH ABILITY
READING COMPRE-
HENSION AND "GUTTING
A BOW
ABILITY TO DIGEST
AND REWRITE
SENSE OF BEARING
OF NEXT DESVS
SPECIALTY
MEErItio DEADLINES
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Approved For*R1ease 2001/08/29 : CIA-RDP78703578400100014-FIDENTIAL
ADMINISTRATIVE
This job family is grounded in good "housekeeping" i.e.,
knowledge and sane control of probeedures coupled with an
ability to keep an organization moving freely and smoothly.
Knowledge of intelligence techniques is helpful but the
requirement is for a generalized knowledge rather than for
a opecialized understanding. In the exceptional individual
thore may be a flair for generation of the idea, but the
prototype has a native resistance to (rather than thrill in)
the new idea coupled with a large facility in picking the
flcw and in saying, no.
Reports:
I identify this employee-administrativti
KN04LEDGE OF
PROCEDURES
PAINSTAKING
BUTTONS THINGS
UP
GETTING THE
JOB DONE
FORSEES AND MEETS
LINES OF OPPOSI,.
TION
PROPER INTEREST
IN ALL PHASES OF
GROUPS 4ORK
MEETS SUPPORT
DEMANDS
ABILITY dITH
PEOPLE AND
TEAMPLAY
ABILITY TO PICK
FLAdS AND SAY NO
Approved For Release PSZEILUT8tILA000,0005000,-6
Approved Formitelease 2001/08/29 : CIA-RDP78-035744400100050001-6
CONFIDENTIAL
TECHNICAL
This job family is grounded in technical knowledge of the
specialty and the broad field of the specialty0 Area and
language are handMaideneO The prototype is the technicians
the linguiets the engineer and the scientist?,
Remarks:
1.7 I identify this employee-technical
KNOWLEDGE OF
SPECIALTY
KNOWLEDGE OF
THE BROAD FIELD
GETTIN3 THE
JOB DONE
KNOWLEDGE OF
AREA
SENSE OF PERI.
PHERAL OPERATIONS
ADJUSTMENT TO
TRYING HCURS AND
CONDITIONS
ABILITY WITH
PEOPLE ANDH
TEAMF1AY
DISCRETION
Approved For Release 2001/OM Nnt:0145NACL100050001-6
TVIINKIHN
00 000
00
10000
70 000
40 000
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Approved For Release 2001/08/29 : CIIRDP78-03578A000100050001-6
? 00 000
_ . _ -
AGE VS. ?OVAL COMPINSAT/011
FOR THE YEER 1950
(Compensation Includes 'IP
Bonus Awarded for the Tsar)
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