APPROVAL OF THE MIDCAREER COURSE OPTION

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP87-00956R000100130009-5
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 55
• Document Creation Date: December 22, 2016
• Document Release Date: October 19, 2010
• Sequence Number: 9
• Publication Date: April 30, 1985
• Content Type: MEMO

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'ROUTING AND RECORD SHEET
SUBJECT: (Optional) ---
Agenda--Agency Training Steering Committee Meeting, 11 September 1985
FROM:
1
EaENsaoN
tP4o.
U/UTL
1026 CofC
n
6 September 1985
TO: (Ollkor designation, room number, and
buildin
)
DATE
OFFICER'S
COMMENTS (Number eoch comment to show from whom
g
INITIALS
to whom. Draw a line ocross column after each comment.)
?
RECEIVED
FORWARDED
Mr. McDonald, ADDA
7D24, HQS.
1-7:
2.
OTE participants are:
3. Mr. Kerr, ADDI
D/OTE
7E44, HQS.
Assistant Director of
4.
Training for Curriculum
Chief/Professional
s. ADDO
Development Branch/Intelligence
7E26, HQS.
Training Division
6.
Chief/Management/
Administrative Training Division
7' Mr. Hirsch, ADDS&T
Chief/Career
Trainee Division
6E56, HQS.
9.
SECRU,
10.
12.
13.
14.
15.
FORM 610 1 SDI ONS S
1-79
25X1
25X1
25X1
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25X1
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MEMORANDUM FOR: Members, Agency Training Steering Committee
Director of Training and Education
SUBJECT: Approval of the Midcareer Course Option
1. This memorandum recommends that you approve the
restructuring of the Midcareer Course in accordance with the
changes described in paragraph three.
2. BACKGROUND Beginning last March, a review of the
Midcareer Course o jectives, length, timing, and population
was begun in response to Office of Training and Education
(OTE) and Directorate concerns as to the role of Mideareer in
the development of mid-level officers. OTE developed and
circulated a paper outlining three options (see attachment) to
Directorate Senior Training Officers who reviewed it with
Office and Division managers and fed back responses to OTE.
Based on this information, OTE presented a survey summary on
Midcareer Course options to the Senior Training Officers at a
meeting on 5 June. The consensus at this level was that three
Directorates and the DCI area supported Option B - a four-week
Midcareer Course with an optional one-week trip with one
Directorate favoring Option C - a three-week course with the
optional trip.
3. Based on this review, OTE recommends the following
changes to the Midcareer Course:
a. Reduce the length of the course from a required
five weeks with no domestic trip to four weeks with an
optional fifth week which would include a domestic trip to
a national security site and/or a major corporation which
would be used to explore systematic issues confronting any
large organization, including CIA. The addition of a
domestic trip would substantially strengthen course
examination of implications of CIA's relationship with the
national security structure. A visit to a corporation
would heighten participant awareness of the dynamics that
drive large organizations and tie into current course
coverage on improving organizational effectiveness.
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SUBJECT: Approval of the Mi dca ree r Course Option
b. Reduce the number of participants from 31 to 26
(a reduction of one participant per Directorate per
running). This would result in a quota of six for each
Directorate per course with two representatives from the
DCI area: This reduction would facilitate greater student
participation in group exercises and allow for more in-
depth discussion of key organizational issues as they are
manifested in the various offices.
c. Increase the course focus on issues of current
organizational concern, on the interactive nature of
Directorate involvement in the intelligence process, and
on the shift in perspective required by mid-level officers
from a narrow office focus to the broader Agency issues.
By specifically addressing midcareer shifts, the course
further emphasizes the importance of networking among
one's peers as an important part of effective job
performance, and as a way of broadening one's perspective
of the Agency.
4. 1 recommend your approval of this option.
Attachment: a/s
2
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CONFIDENTIAL
DR R
30 April 1985
OTE 85-6716
MEMORANDUM FOR: Deputy Director for Administration
Deputy Director for Intelligence
Deputy Director for Operations
Deputy Director for Science and Technology
Director of Training and Education
SUBJECT: Midcareer Course Options
1. This memorandum requests review of three options
pertaining to changes in the Midcareer Course (MCC) and requests
that your directorate select the option which will best serve
your directorate's needs. Option A proposes a five-week course
and includes a domestic field trip. Option B proposes a four-
week course and includes a domestic field trip. Option C
proposes a three-week course without a domestic field trip.
BACKGROUND
2. The MCC was started in 1963 as a means for developing
high-potential Agency mid-level professional officers. Whether
the course has served usefully as a developmental tool is to
question. One survey conducted in 1983 f nd that of the [77 25X1
incumbent executives (SIS-03 and above), 7 were MCC graduates. 25X1
Another survey conducted in September of 1984 showed that less
than half of all SIS officers had attended the MCC. The MCC had
its greatest developmental impact during the 1960s and early
1970s when most Agency components perceived the course as a key
training program. One requirement during the early years
obligated sponsoring components to submit a developmental plan
for participants identifying assignments for the five years
following the MCC. This requirement clearly resulted in high-
potential candidates being selected for the MCC.
A
F AFT
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SUBJECT: Midcareer Course Options
3. The Office of Training and Education (OTE) has been
concerned for nearly a decade about whether the MCC is still
viewed and utilized across the Agency as a viable developmental
training program. This perception is based upon the fact that
the criteria for admission to the MCC has, at times, been
flagrantly violated by the components. Invariably, there are
students who are clearly not high-potential officers or who are,
by their own admission, planning to retire within a year or so of
completion of the course. Moreover, one directorate has
acknowledged that it cannot guarantee that its participants are
Category I or II.
4+. In March 1985, after several attempts to restructure and
refocus the course on what OTE perceived to be the Agency need,
the MCC was placed under curriculum review. The review was
prompted by three concerns. First, OTE finds it difficult, if
not impossible, to plan and structure any course in an environ-
ment where there seems to be confusion on the part of the Agency
audience as to the purpose of the course. Is the course to be
used as a developmental tool, or is the course to be used to
convey information about the Agency, i.e., an orientation course?
Second, the DO requested that the course be significantly reduced
in length. They have noted that the majority of officers meeting
the MCC criteria described in paragraph six are overseas at this
stage in their careers. The small pool of high-potential DO
officers available cannot be spared for a five-week program
perceived as dominated by a procession of organizational heads
addressing organizational structure and function. Third, a
program, like the MCC, which attempts to meet the broad needs of
officers across the Agency should necessarily pause to take stock
of its content and objectives.
DISCUSSION
5. What is the Purpose of the MCC? The.MCC, throughout its
history, has been designed essentially to provide mid-level
Agency officers with the opportunity to broaden their horizons as
intelligence officers. Through the examination of activities,
issues, and concerns, participants are encouraged to develop a
one-Agency rather than a directorate or component perspective.
The course has been predicated on the assumption that
participants are sent because their sponsoring component sees
them as being in transition from assignments involving a narrow
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CONFIDENTIAL
SUBJECT: Midcareer Course Options
component focus to more senior positions requiring a more
comprehensive understanding of Agency problems and issues.
Participants may or may not be moving into management roles. The
course has consistently targeted on developing the participants
as intelligence officers, not as managers. One key element to
the course is the close relationships which are built among and
between students in an environment where officers can be open and
free about their concerns. Invariably, participants develop
relationships which are helpful to them throughout the remainder
of their careers. The conduct of the Agency's mission is
strengthened through this networking within the formalized
structure. The course has also served as an important means for
passing along the history and culture of the Agency. Senior
officers who represent excellent role models for mid-level
officers are able to convey their values and beliefs.
6. For Whom is the MCC Designed? OTE is very clear on the
kinds of students the MCC most appropriately serves. The course
is designed for GS-12 to GS-14 mid-level officers who have
between five and fifteen years of experience and who are
perceived by their career services to have high potential, i.e.,
who are Category I or II. These Agency officers should be in a
stage of transition, moving from highly specialized work into
positions which require a broader perspective of the Agency. It
is imperative that all directorates be represented in roughly
equal numbers in order to provide for maximum exchange of
information between participants.
7. Problems with the MCC where OTE Needs Assistance. There
are several problems associated with the MCC which require
assistance from senior Agency management. These include:
o A commitment from senior Agency management to
developing mid-level officers;
o Identification of the role of training and the
MCC in the development of mid-level officers;
o Some consistency from the directorates
concerning the development of mid-level
officers;
o Specifying and defining the kinds of skills,
knowledge, and abilities required for mid-level
officers;
U- FT_
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SUBJECT: Midcareer Course Options
o Commitment that the MCC espouse a one-Agency
principle (a key element of the MCC).
8. It is obvious that OTE requires this advice and commit-
ment if the MCC is to serve as a viable developmental tool.
Agency management must commit itself to mid-level development and
define the role of the MCC in that process. At a minimum, OTE
requires a commitment from the directorates to use the MCC in a
manner which follows the defined purpose and to enroll students
who meet the criteria. If the directorates will affirm that the
purpose of the MCC is as defined in paragraph five and observe
the criteria for enrollment, defined in paragraph six, then OTE
is in a position to correct the problems for which it is
responsible.
9. What OTE Can Do. There are problems with the MCC
which OTE can undertake to correct. These include:
o Articulating to Agency managers the purpose and
intent of the MCC and to hold fast to the
criteria for admittance;
o Correcting the perception that there are too
many Agency office and division heads speaking
to organizational structure;
o Structuring the course in such a way that
participants take away a clear understanding of
the key issues which are of concern to the
Agency;
o More actively engaging the participants by
tapping the resources the participants bring to
the class and more effectively integrating the
information gleaned from formal presentations;
o Reducing the number of MCC participants to a
size that facilitates participation and
interaction. Current class size is 32;
o Correcting the perception that the course is
too lengthy and narrowly focused.
10. Solutions to the Problems for which OTE is Responsible.
Some of the problems surfaced are real and others are imagined.
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SUBJECT: Midcareer Course Options
OTE is prepared to solve these problems for which the office is
responsible provided senior Agency management endorses the
defined purpose of the course and enrolls students who meet the
criteria. OTE will:
o Undertake to make the consumer aware of the
intent, purpose, and content of the MCC;
o Strictly enforce the criteria for enrollment in
the MCC;
o Reduce the number of participants in each MCC
from 32 to 26 (six from each directorate and two
from the DCI area), but increase the number of
runnings if necessary;
o Take a more assertive role in identifying the
focus of each presentation and insist that
office and division heads speak to the
identified issues. OTE has long recognized that
there are too many Agency office and division
heads speaking to organizational functions. OTE
has recently reduced the number of talking heads
from 32% to 19%. Options B and C propose
significantly reducing the number of such
speakers;
o Design the MCC in such a manner that partici-
pants gain a clearer understanding of the key
issues and trends driving the Agency today and
likely to determine its future direction and
evolution. All three proposed options seek to
crystalize these themes;
o Continue to use methods which will increase
participation and interaction. In the past
three runnings, the MCC' has required -
participants to work on problems dealing with a
number of significant issues which drive Agency
activities, such as arms control, automation,
technology transfer, narcotics, etc., and
present the results. These additions, when
combined with participants' individual
presentations and a series of interactive
exercises, have already increased participation;
FT.
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SUBJECT: Midcareer Course Options
o Reduce the length of the MCC if so decided. "The MCC
is too long" is a frequent comment heard from Agency
managers. However, the perception is generally not
shared by participants.
11. The following options are designed to alleviate the
problems with the course design, content, and conduct.
OPTION A
12. Option A proposes a five-week MCC. This option also
proposes the reintroduction of a domestic field trip of about
three days' Atinn. Three weeks of the MCC would be conducted
t of town.
13. OTE proposes the following seven objectives for Option
A and the techniques whereby the objectives will be accomplished:
o OBJECTIVE ONE : Improve Agency effectiveness through
understanding the dynamics of complex organizations
which cause all organizations, including CIA, to
experience difficulties;
This objective will be accomplished by a
series of interactive exercises and simulations
which are designed to demonstrate that CIA is a
complex organization and experiences many of the
same problems of all large organizations. For
example, the failure of the directorates to
effectively communicate and cooperate is similar
to the phenomenon in industrial corporations
where the sales division fails to cooperate and
understand the problems of the production
division. This framework, based on organiza-
tional theory, also serves throughout the course
as the basis for exploring many of the problems
facing the CIA, for integrating the course
content, and for finding ways of improving
organizational effectiveness.
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SUBJECT: Midcareer Course Options
o OBJECTIVE TWO: Develop an appreciation of the Agency
as one Agency;
This objective will be met through readings
and discussions with senior Agency officials.
Individual presentations by participants will
provide another dimension on this perspective.
o OBJECTIVE THREE: Develop a comprehensive appreciation
of the un queness of the Agency's mission and the role
of each component in its fulfillment;
Under Option A, the participant will have
three cuts at understanding how the Agency
perceives and fulfills its mission--senior
management at the DCI and DD level, the office or
division chief level, and the working level of
the participant. OTE will undertake to ensure
that these speakers avoid addressing organi-
zational structure and will insist they focus on
their role in meeting the Agency mission. This
objective will also be met through a series of
exercises and assignments which will enable the
participants to apply the information presented
throughout the course.
o OBJECTIVE FOUR: Comprehend the nature of the
increasing responsibilities participants should
experience at this transition point in their careers;
By raising the participants' understanding
of the problems facing the Agency, most begin to
develop a sense of responsibility not only for
their own job or component, but also for the
Agency as a whole. Although no specific segment
is assigned to this objective, OTE's experience
has been that this feeling of responsibility
develops by the end of the course. The process
is subtle but occurs through the association with
Agency officials who candidly share their
perceptions about the Agency. This issue is
further addressed through classroom discussions
and is reinforced through informal discussions.
It is imperative, therefore, that the MCC be
conducted three weeks out of town where this
interaction can freely occur.
a7L,FT
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y i u .. .
SUBJECT: Midcareer Course Options
o OBJECTIVE FIVE: Understand the key international and
foreign policy issues which drive the CIA and the
Intelligence Community;
Specific segments of the course will address
this objective directly. For example, the
current schedule includes sessions on the Iran-
Iraq war and Nicaragua.
o OBJECTIVE SIX: Better understand how the Agency is
affected by other actors in the National Security
structure and by the domestic environment;
This objective centers on creating an
understanding by participants that the Agency
functions in a larger context. Senior officials
who have responsibilities in these areas will
address the Agency's relations with the
President, the Congress, the National Security
community, the Media, and the Courts.
o OBJECTIVE SEVEN: Gain a practical understanding of
the importance of informal mechanisms for the
accomplishment of one's work;
The MCC provides a natural setting for the
achievement of this objective. Participants
develop lasting contacts throughout the Agency
which facilitate their ability to accomplish
their tasks through an informal network. These
relations are sustained throughout the rest of
their careers and are a most important aspect of
the MCC. The more lengthy the course, the more
such relations are cemented.
14. Field Trip. Option A and Option B propose that a
three-day domestic field trip be reintroduced.int.o the MCC. The
field trip was deleted from the course over a decade ago for
budgetary reasons. The absence of the trip has been a chronic
source of dissatisfaction expressed by both participants and
senior speakers. The participants perceive the trip as restoring
prestige to the course. Invariably, participant evaluations
recommend a domestic field trip. These feelings and comments
must be addressed.
r-T
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SUBJECT: Midcareer Course Options
15. OTE proposes that the MCC visit selected national
security sites such as SAC or NORAD. This trip will heighten
awareness of the national security structure and the Agency's
mission to provide timely intelligence. In addition, the MCC
will visit companies such as IBM or 3-M which have been labeled
"excellent." This trip will further understanding of the
behavior of large organizations and why these companies are
perceived as excellent. Participants will be able to draw their
own conclusions about the applicability of corporate experiences
in fostering excellence within CIA. The field trip adds
dimension and relevancy to all the objectives proposed. Specific
facilities will be identified in consultation with the
directorates.
16.
These
costs will necessarily have to be funded through each
directorate. A decision, therefore, to include a field trip
includes a commitment to provide funding.
OPTION B
17. Option B pro oses a four-week MCC which includes the
domestic field trip. 25X1 -:11
In reducing the MCC by one week, only the
following objectives will be affected:
o Eliminate entirely the fifth objective . . . "Better
understand the key international and foreign policy
issues which drive the CIA and the Intelligence
Community;"
(It is OTE's perception that the key issues
can be identified but not fully explored or
discussed in the shorter course.)
o Reword the third objective to read . . . "Develop an
appreciation for the uniqueness of the Agency's
mission and role of selected components in its
fulf illment; "
(This change involves removing most of the
office and division presentations. Reliance will
D FT.
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SUBJECT: Midcareer Course Options
be placed upon senior Agency speakers, partici-
pants' individual presentations, selected
exercises, and readings to meet this more limited
objective.)
o Reword the sixth objective to read . . . "Better
understand how the Agency is affected by the domestic
environment;"
(OTE believes that it is important that mid-
level careerists have an understanding of how the
Courts, the Media, Congress, and the executive
branch impact upon the functioning of the CIA.
Although the National Security structure will
receive some coverage, several organizations will
be eliminated or significantly reduced.)
o The remaining objectives can be accomplished in this
time frame. However, more exercises and assignments
will be introduced. These teaching techniques require
more participant interaction and involvement. Hence,
OTE requires that the number of participants be
reduced from 26 to 21 under Option B.
OPTION C
18. Option C proposes a three-week MCC. This course would
as well. by doing this, QTh believes could adequately
accomplish the objectives of Option B minus the benefits of the
field trips. You should be aware that this option requires that
the course be conducted almost entirely in a classroom setting.
19. OTE has considered a wide range of alternatives, but
has concluded that the options presented best meet the defined
purpose of the MCC. The options provide for an active learning
Dlr. A ~CJET
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environment, an information base to meet the diverse needs of
participants with differing backgrounds and experience, and
optimal opportunities to develop mid-level officers. Your
comments and observations are invited. If, however, there is
wide disagreement over the issues raised in this memorandum, OTE
requests that an inter-directorate task force be established.
This task force will be charged with defining the purpose and
objectives of the MCC as an instrument for leadership development
within CIA.
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SUBJECT: Midcareer Course Options
The Directorate of selects:
Option A
Option B
Option C
Establish a Task Force
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CONFIDENTIAL
PROGRESS REPORT ON REVISED CAREER TRAINEE PROGRAM
In July 1984, the Agency Executive Committee discussed the
Career Trainee Development program and approved certain
recommendations to make this program an appropriate entry
mechanism for professional employees bound for all directorates
of the Agency. The recommendations approved the following
actions in the training area:
A. Restructure the up-front eight-week Career Trainee
Development Course, specifically adding segments
dealing with threats to the security of the
United States, the one-Agency concept and the
uniqueness of CIA.
B. Phase in a mini Special Operations Training
Course (SOTC) at the end of 1984. Arrange a full
SOTC for all non-DO CTs beginning in 1986.
C. Implement a two-week Ops Fam for all non-DO CTS.
D. Provide all DO CTs with at least a four week
interim in another directorate.
E. Develop DA $ DS$T-specific training for their own
CTs.
This paper constitutes a progress report of actions taken
to comply with the ExCom's direction. A full evaluation of the
program is scheduled for next year.
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In conducting this review we have surveyed CTs who are
participating in the revised program and have talked with Agency
managers familiar with the Cr program and supervisors of CTs on
interim assignments. We also have reviewed end of course
reports and Cr critiques of the program. See Attachment A for a
detailed description of this review. Comments pertaining to
each of the ExCom's training directives appear below.
A. Career Trainee Development Course (CTDC)
By and large, the eight-week CTDC as restructured in
October 1984 appears to be on track. Redundancies with
operational training material presented later in the Field
Operations Familiarization Course (FOFC) are being eliminated
which will bring coverage of the Operations Directorate more in
line with that afforded the other directorates. We also suspect
that the course could be shortened without adverse effect and we
will pursue this. More integrative exercises will be added to
illustrate how the directorates work together on common
problems. The net will probably be a seven--vice eight--week
course.
B. Reports $ Records Courses
We have given all CTs training in DO reports and records as
necessary preparation for their interims in the Operations
Directorate. We have recently reviewed this requirement, and
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UUIVfIUtNTIAL
believe that it is still very useful. However, we are reviewing
course objectives--bringing them in line with the intent of the
training--and will revise the curriculum as necessary. Shorter
courses should result.
C. "Mini" Special Operations Familiarization Course
(SOFAM) and SOTC
This three week version of the 10 week Special Operations
Training Course will be discontinued after the December 1985
running. All CTs will thereafter take the 10 week course. The
SOFAM was well received by the CTs.
We have had a serious problem getting staffed to do 4
60-man SOTCs in 1986. However, at this writing we have enough
support lined up from CPN to make good on this commitment.
We have decided to fill empty slots in the September 1985
SOTC by getting volunteers from the July class1
Most CTs have
enthusiastically supported the idea of the full 10-week SOTC.
As promised in the ExCom paper, SOTC will be evaluated
carefully as to its effectiveness and usefulness for all CTs
after two runnings.
D. Two-Week Ops Fam (Field Operations Familiarization
Course)
This course has been run twice. It needs work. The
objectives will be rewritten to clarify the reasons why the
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training is important to non-DO officers; redundancies with
operational material in CTDC will be eliminated. This has been
the major problem.
E. Interim Assignments in Non-Sponsoring Office
Career trainees and interim supervisors both agree that
these interims are useful learning experiences. CTs as a
general rule do not approach interims in non-sponsoring offices
with a parochial frame of mind but rather with the view of
gaining understanding of another part of the Agency. To date we
have not found a good place for this interim in the cycles of
regular track DO case officer CTs from the January and July
classes. As a temporary measure, we have added such an interim
at the end of the cycle in the four weeks immediately following
the FTC. The CTs and their interim supervisors agree that this
placement is not the best and that four weeks is a little
short. Several solutions exist including: (a) bringing the
January and July regular track case officer CTs in eight weeks
early to give them a non-DO interim prior to joining their
class; (b) extending the program by three weeks to allow an
eight-week interim at the end of the cycle. (We will probably
gain a week by cutting the CTDC). We recommend option a.
F. DA $ DST Specific Training
Both the DA $ DST have developed directorate specific
training for their own CTs, a four week course for the DA, and
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in the case of the DS$T, a five week course. Both courses have
run once and appear to be meeting their objectives. Minor
adjustments of a "fine-tuning" nature will be made.
G. Program Administration
At the July 1984 ExCom meeting, the directorates estimated
that we will need to recruit and train the following numbers of
CTs for FY-85 - FY-87:
FY 1985
DI
DO
DS $T
DA
(Actuals)
Under present circumstances, we can accommodate) CTs in
FY 1986, which means we have ^ more slots to distribute to the
Directorates, if they are wanted.
We need your revalidation of the ExCom Cr numbers, and some
guidance on FY 1988.
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ATTAGIMENT A: PRELIMINARY SURVEY OF CT PROGRAM
This paper presents the results of a preliminary review of
the Career Training Program conducted by OTE during August 1985.
I. Methodology of Review
In conducting this review we have tried to reach as broad
a sample as possible among the career trainees who are
participating in the revised program, i.e., those in the October
1984, January 1985 and April 1985 classes. We sent copies of a
questionnaire to
people and received responses from of
them. Because participants in the revised program have not yet
completed the entire program, they were unable to respond to
survey questions dealing with training occurring toward the end
of their cycle. In addition, very few CTs have taken the new DA
Course (ACT I) or the DST Career Trainee Course. Both courses
have been conducted only once. In those cases where statistical
analysis was meaningless because so many trainees did not
respond, we have relied on other forms of evaluations such as
telephone interviews with career trainees and their supervisors,
end of course reports and career trainee and supervisor
evaluations of their interim assignments. The survey form did
produce some interesting information about the Career Trainee
Development Course which will be discussed below.
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II. Career Trainee Development Course (CTDC)
A. The Current CTDC
All career trainees take the eight-week CTDC at the
beginning of their program cycle. The course was restructured
for the October 1984 running to incorporate changes suggested by
the ExCom. Specifically, a week on threats to the security of
the U. S. was added to the CTDC to show trainees why the CIA
exists, to show how threats give rise to collection
requirements, and to serve as an introductory fabric into which
the rest of the CTDC could be woven. Threats are defined
broadly, i.e. Marxism-Leninism, the Communist Party of the
Soviet Union, Communist fronts, Soviet military, terrorism,
insurgency, narcotics, technology transfer, and economic. The
flow of the course is as follows: threats to U. S. national
security, human source collection, imagery and signals
collection, production of finished intelligence and support.
The DST segment has been consolidated into a single block
of instruction and all DST offices contribute to the course. A
specific block on emerging technologies has been added. An
interactive exercise added to the S&T block of instruction
serves to pull together the instructional block.
In order to strengthen the DI segment of the course, the
following changes were made: the DDI or ADDI kicks off the
segment with an overview of the DI. A senior official describes
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the work of a regional office, and a second the work of a
functional office. There is significant writing practice
including the preparation of a NID article. In order to add
spice to the segment, case studies were added at the suggestion
of the DDI. The DDI also proposed that tours be added to show
the extent of the work done by the DI.
The only change that was recommended for the DA segment was
the addition of an interactive exercise. The exercise was added
to the October 1984 course. We believed that with this
restructuring, the CTDC would present a balanced view of the
major Agency directorates. We also added material to illustrate
the specialness of CIA, and beginning with the first talk in the
course--one by the DTE--this theme recurs throughout the next
eight weeks.
B. Evaluation
Evaluations of the revised October course were generally
favorable. Analysis of survey data on the CTDC uncovered no
real surprises. Two-thirds of those responding felt that the
course was useful preparation for their interim assignments.
Three-quarters of the respondents believed the CTDC was
successful in projecting the "one-Agency concept."
Interestingly, while the majority of students felt this was true
especially in the early weeks of the course, this attitude was
spoiled somewhat by "partisan" speakers and by those with whom
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they came into contact during their interim assignments. Many
CTs were prompted to comment that the theme of one Agency is
eroded by evidence of directorate rivalries, jealousies and
mistrust. In the words of one CT, "I wish that I would have
been exposed to the reality of the divisions in the Agency. My
concept of a harmonious Agency was jolted when I began working
at my interim assignments."
CTDC panels and case studies are generally more highly
rated than are lecture and seminar sessions and two thirds of
those responding feel that the course tends to the practical vs.
the theoretical. Operational exercises were rated more highly
than any other course activity. A sound majority felt that the
course was well administered but less than half found it highly
challenging. We also need to do better at projecting the
concept of the professional intelligence officer; more than half
of those responding obviously misunderstood or failed to grasp
the concept or felt it was not effectively dealt with. Half of
the respondents indicated that the course was too long; one
third thought the length was right and the rest felt it was too
short. Those indicating that the course is too long present a
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persuasive case and we believe that the efficacy of shortening
the course should be examined. Another theme which appeared
frequently in comments was that the course was oriented too
heavily around DO topics and presentations and was redundant
with material presented later in the Field Operations
Familiarization Course. We believe that this is a fair
criticism and we will take steps to reduce this block of
operation instruction to eliminate redundancies and bring it
more in line with other directorate portions of training in CTDC.
III. Reports and Records Courses
The Current Courses
All career trainees currently take a one-week Reporting
in the DO Course and a one week Operational Records Course as
part of their CT training. This is necessary training for
DO-bound CTs and also prepares them for their DO interims.
Since all directorates now have elected to send their CTs to
interim assignments in the Operations Directorate, we have
attempted to validate the essentiality of this training for
those CTs not sponsored by the DO. We talked to non-DO career
trainees who had had an interim in the Operations Directorate
and asked them how essential the reports and records training
was to their ability to become productive on their interim
assignments. Responses varied widely depending on the specifics
of their assignments and on whether their interims were on
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CONF!nFNTIAL
operational desks or in reports. Those doing name traces on
operational interims generally found the Records Course to be
important. In fact, prior records instruction is required by
in order to obtain access to the DO records system.
CT's on reports interims felt more strongly about their training
and believe they would have been less effective without it.
B. Evaluation
A recurring comment was that these courses were important
if for no other reason than for the sense of confidence they
give CTs starting an assignment in a new office. Many suggested
that both courses be shortened. We also asked the same question
of supervisors of CTs on operational and reports interims. All
of the reports officers said that they do their own training
anyway but that this OJT is much easier if the Cr is already
familiar with formats and terminology. This was essentially the
same response obtained from supervisors of CTs on operational
interims, i.e., prior training gives CTs a headstart because
they know the terminology and are generally familiar with the
filing system. Both groups suggested that the training could be
tightened up.
IV. "Mini" SOTC (Special Operations Familiarization Course)
(SOFAM) and (SOTC)
A. Current Program
The SOFAM, a three-week version of the 10-week Special
Operations Training Course (SOTC), was developed as an interim
measure for non-case officer career trainees until resources
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become available in January 1986 which will allow all CTs to
take the 10-week course (as desired by the ExCom). Two SOFAM's
have taken place; one more is planned. Additionally, since the
September 1985 SOTC was undersubscribed and the SOFAM which
follows oversubscribed, we opened SOTC to non-case officer
volunteers. This SOTC, therefore, will be the first full-length
running with a multi-directorate student body.
B. Evaluation
Less than one-third of the students responding to our
questionnaire had taken the SOFAM so not much useful data
emerged from our review of the survey form. It did appear,
however, that the SOFAM did nothing to further the one Agency
concept but was nevertheless successful in promoting teamwork.
We also reviewed the end-of-course reports and student critiques
of this training.
The SOFAM was added to the program of the first group in
December 1984 after they had begun their training so it was not
suprising to find that a number of these people were unclear
about its purpose and doubtful about its value to a non-DO CT.
This group was particularly unprepared for the rigors of field
exercises. The precourse briefing for the second running was
given by the SOTC staff rather than by the CTD staff and there
were no complaints about being unprepared, although, again many
students questioned the purpose of the course and felt that the
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field exercises were too rigorous. In the aggregate, however,
most students enjoyed the course and found it a useful
familiarization to paramilitary skills.
V. Two-Week Ops Fam (Field Operations Familiarization Course)
(FOFC)
The two week FOFC was designed at the request of the ExCom
to provide career trainees who are not destined for the
Operations Directorate with an appreciation of human source
collection operations by exposure to some of the clandestine
collection situations and activities which a DO case officer is
responsible for in an overseas station. The course uses
predominantly the practical exercise approach.
B. Evaluation
Only 25% of the CTs surveyed had taken the FOFC which has
run twice. Because the sample is so small, an analysis of the
survey results is not very informative. It appears that the
operational exercises are effective but that panels and seminars
could be improved. This is borne out in student critiques and
in the end-of-course reports.
FOFC suffers somewhat from its positioning in the CT
training cycle, after the CTs have taken the CTDC and have had
an interim in the Operations Directorate. This causes
complaints of repetition and redundancy. The FOFC and CTDC
staffs have already begun working to remove redundancies in the
courses. Areas that provide necessary review must be described
8
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CON FIGENTIAL'
as that and tightened up a bit.
Some students in FOFC have questioned their need for this
type of training. The reasons for this should be expressed in
the course objectives and reiterated by the staff at the
beginning of each running.
VI. Interim Assignments in Non-Sponsoring Office
A. Current Practice
The ExCom decided that all CTs should have at least a
four-week interim in a directorate other than the one to which
they ultimately will be assigned. Each directorate opted for a
different mix of interims but all wanted their CTs to have an
interim in the Operations Directorate.
B. Evaluation
Half of the CTs surveyed responded to questions about their
interims in the DO. These responses were overwhelmingly
positive as to the appropriateness and effectiveness of the
interim. Most felt that the interims were about the right
length. Seventy-five percent of those responding believe these
interims were challenging, provided a good training experience
and that their time was well spent. Essentially the same
reaction was obtained from CTs who have had a DI interim. They
uniformly found their interims effective, appropriate and
challenging. They considered the interim a good learning
experience and felt their time was well spent. Too few of the
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CTs surveyed have had interims in either the DA or the DST to
make any conclusions about their effectiveness.
Supervisors of CTs on interim assignments are generally
supportive of the program and believe that interims provide an
excellent learning situation for the Cr. They are impressed by
the quality of their work. Many managers indicated that their
main challenge in relation to CTs on interim assignments was to
find appropriate projects for the Crs that could be finished in
the time available. Length of interims was a problem surfaced
by both managers and CTs themselves with 7-12 weeks surfacing as
about the right length to enable the CT to make a useful
contribution to the host office.
Finding room early in the training cycle of DO regular
track case officer CTs in the January and July classes has been
a problem given the ExCom-imposed constraint of not lengthening
the program in order to add this interim. This problem does not
occur with CTs in these classes who are going to be Reports
officers or those in the extended interim program. As a
temporary measure, a four-week interim in a non-DO office was
added at the end of the program cycle after the DO case officer
CTs have completed the Field Tradecraft Course. This
positioning has not met with approval from either the CTs or
from their interim supervisors. In addition, both CTs and
supervisors believe that four-weeks is too short a period to
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allow the trainee to become productive or to make a useful
contribution. As one Cr put it, "More man hours were expended
showing me how to do things than the total I returned in
productive work." The CTs, nevertheless, generally look forward
to interim experiences in directorates other than their own and
feel that these interims give them useful exposure to another
part of the Agency. The following paragraphs express the
opinions of a DO-bound Cr about his regular length interim in
I found this interim to be most interesting and
educational both in terms of the subject
material I covered, and with the overall
process of producing finished intelligence.
Through this assignment I feel I gained a better
appreciation of the reporting needs of analysts,
how different sources of intelligence all con-
tribute to the final product, and of particular
relevance to my future assignments, the limitations
of, and need for DO reporting.
A personal observation: From my perspective, the
most valuable reason for DO Crs serving interims in
the DI and vice versa, is to help break down any
barriers and misunderstanding that exist between
CQif1ILLi"' , ii L
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the two directorates and help strengthen working
ties between the two. For this reason alone, I
believe such interims should be offered to as many
CTs as possible.
We will continue to schedule interims in non-sponsoring
directorates to career trainees and offer the following as
possible solutions to the scheduling problems in the cycle of
the DO regular track CTs in the January and July classes: (a)
bring the January $ July regular track case officer CTs in eight
weeks early to give them a non-DO interim prior to joining their
class; (b) extend the program by three weeks to allow an
eight-week interim at the end of the cycle.
VII. DA $ DST Specific Training
A. Current Programs
Both the DA and the DST have developed
directorate-specific training for their own CTs. The
Administrative Career Trainee Course (ACT) is four-weeks long
and ran from 25 March to 19 April 1985. The five-week DDSa~,T
Career Trainee Course ran from 1 July to 2 August 1985.
B. Evaluation
Each course has run once and had a limited number of CTs in
it making survey analysis of the
effectiveness of the courses meaningless. Course critiques of
the DA course indicate that it met its objectives. Future
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efforts will concentrate on "fine-tuning" office presentations
and developing dynamic management training workshops. Student
evaluations of the S$T course rated the overall course as 4.1 on
a 5 point scale, reflecting high achievement of course
objectives. Students made numerous suggestions which will be
considered in designing the next course. Again, most of the
changes involve "fine-tuning."
VIII. Program Administration
At the July 1984 ExCom meeting, the directorates estimated
that we will need to recruit and train the following numbers of
Crs for FY-85 - FY-87:
FY 1985
DI
DO
DST
DA
(Actuals)
Under present circumstances, we can accommodate
FY 1986, which means we have
more slots to distribute to the
Directorates, if they are wanted.
We need your revalidation of the ExCom Cr numbers, and some
guidance on FY 1988.
CONFIDENTIA'
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SECRET
OTE # 85-3521
6SEP185
MEMORANDUM FOR: Associate Deputy Director for Administration
Associate Deputy Director for Intelligence
Associate Deputy Director for Operations
Associate Deputy Director for Science and
Technology
Director of Training and Education
SUBJECT: Proposed FY 1986 Training Program for
Secretarial and Administrative Personnel
1. This memorandum recommends approval of a revised
secretarial program for FY 1986.
2. In 1985 The Office of Training and Education (OTE)
established a secretarial training program designed to meet the
specific requirements of Agency secretaries and clerical
employees. An evaluation of this program was conducted during
the summer of 1985. At attachment A is a detailed statement of
the method and results of the evaluation.
a. Delete the following courses from the program:
--Re-entering the Work Force
--Working in D.C. for the Agency
--Personal Transitions
--Telephone Techniques
b. Add the following courses to the program:
--Intelligence Issues
--Professional Image Workshop
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SUBJECT: Proposed FY 1986 Training Program for Secretarial and
Administrative Personnel
c. Continue as designed or revise:
--Agency Orientation and Office Procedures (AOOP)
--Career Development Workshop
--Correspondence Workshop
--Effective Oral Presentation
--Electronic and Pouched Communication
--Employee Development Course
--Getting Your Ideas Across
--Geography Workshop
--Gregg Shorthand Refresher Course
--Management Skills for Secretaries
and Administrative Assistants (MSSAA)
--The Manager & Secretary/A Management Team
--Role of the Secretary in an Automated Office 25X1
--Stress Management Workshop
--Supervisory Skills for Secretaries (SSS) 25X1
--Time Management Workshop
--Typing for Speed and Accuracy
--Women in the Work Force (WIWF)
4. The total costs for implementing this program are
estimated Q which includes0 for staff development. See
attachment B for a detailed analysis of course costs.
Attachments:
As stated
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SUBJECT: Proposed FY 1986 Training Program for Secretarial
and Administrative Personnel
Distribution:
Orig $ 1 - Addressee
2 - ADDI
2 - ADDO
2 - ADDS$T
2 - DTE
1 - OTE Registry
1 - MATD Chrono
(5Sep85) 25X1
3
SECRET
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UNCLASSIFIED
ATTACHMENT A: EVALUATION OF SECRETARIAL TRAINING PROGRAM
1. Background: This attachment presents the results of
the evaluation of the training program for secretarial and
administrative personnel. The recommendations come from a
review of the current program conducted by the Administrative
Systems Branch (ASB), the DCI Secretarial/Clerical Advisory
Group (DCI MAG), and representatives of directorate secretarial
panels. The review was in response to an Inspector General
recommendation that the DTE, in cooperation with the DCI MAG
evaluate the new secretarial training program, and develop
recommendations for EXCOM consideration on the future of the
program, including funding.
2. Methodology: ASB staff members met with eight DCI MAG
representatives to facilitate a group evaluation and needs
assessment using a nominal group-decision technique. We used
the NGT process described in Andre L. Delberg's Group Techniques
for Program Planning. The technique consists of six steps:
(1) silent generation of ideas; (2) Round-Robin Recording of
Ideas; (3) Serial Discussion for Clarification; (4) Vote on item
importance; (5) Discussion of vote; and (5) Final vote. Before
the meeting we asked the MAG representatives to develop answers
for the following questions:
(a) What courses are currently meeting training
needs?
(b) What courses should be added to the program?
(c) What courses should be deleted from the program?
(d) What needs are not being met?
(e) Do you have any other comments or suggestions?
ASB also gave MAG representatives a copy of a questionnaire
to help them structure their thinking on the current program and
to rate the value of certain skills, abilities, and knowledges
for secretarial personnel regardless of whether they had taken a
specific course. We suggested that representatives talk to as
many secretarial and administrative personnel as time permitted
and distribute the questionnaire to collect information.
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UNCLASSIFIED
Besides the MAG meeting, ASB met with 30 members of
secretarial panels throughout the Agency. ASB divided the group
into subgroups of 10 members. These groups were asked them to
review the 1985 secretarial training package, rank the courses
in terms of their perceived value to secretaries, and make
recommendations on additions and deletions.
3. Results: The reviewers recommended that OTE delete
four courses, add two new offerings, and continue 17 courses.
The proposed changes are described below.
--Re-entering the Work Force
This course deals with the problem of adjustment to
the work environment later in life, especially after having
reared a family. Recommendation: Cover in Agency
Orientation and Office Procedures (AOOP), a course designed
for all new secretarial and administrative personnel.
--Working in D.C. for the Agency
This course is designed to help new employees
adjust to work in a large urban area and in an intelligence
organization. Recommendation: Cover topic in Agency
Orientation and Office Procedures (AOOP).
--Personal Transitions
This course focuses on techniques for coping with
major personal events such as divorce and death of a
relative. Recommendation: Cover subject in the Stress
Management Workshop.
--Telephone Techniques
This workshop teaches effective telephone
communication. Recommendation: Cover subject in Agency
Orientation and Office Procedures (AOOP).
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UNCLASSIFIED
--Intelligence Issues
This course will be designed to provide executive
secretaries an opportunity to acquire a broadened view and
understanding of the intelligence process. Our thinking at
the moment is to develop a course along the lines of the
Midcareer Course, although shorter and narrower in scope.
We expect that this offering will alleviate or eliminate
the increased pressure from secretaries to be accepted in
the Midcareer Course.
--Professional Image Workshop
This workshop will be designed for secretaries who
have been with the Agency for at least two years. It will
focus on proper attitudes, office etiquette and diplomacy,
human relations, and personal appearance.
CONTINUE AS DESIGNED OR REVISE
--Agency Orientation and Office Procedures (AOOP)
Designed for new secretarial and technical
personnel, this course covers the mission and organization
of the Agency, and Agency administrative systems and
procedures. The review confirmed our view that this is the
most important course that we offer to our secretarial and
technical personnel. Recommendation: That during FY 1986,
OTE working closely with the directorates, examine the
course content to assure it that contains current concerns
about security and that it accurately reflects
directorate-specific procedures. We also propose to
incorporate into the course some of the content of four
courses which the reviewers recommended to discontinue as
separate offerings.
--Career Development Workshop
This workshop is for employees who are thinking of
changing career track. Recommendation: Continue offering
this workshop as designed but include hints on how to
prepare for and participate in a job interview.
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--Changing Role of the Secretary in the Automated
Office
This course is designed to develop awareness of
needed skills in an automated office and to prepare
participants to cope with the dramatically changing
technology of the computer field. Recommendation: Change
course so that it deals more with the impact of computer
technology in the Agency. We propose that the course
include, for example, segments on computer security and
ergonomics.
--Correspondence Workshop
Designed for new employees, this course teaches the
procedures for the preparation of Agency memorandums and
correspondence. Recommendation: Examine the course to
assure that it reflects directorate formats and procedures.
--Electronic and Pouched Communications
This course is for clerical employees who prepare
correspondence for electronic transmission in support of
overseas installations. Recommendation: Continue in its
current design.
--Effective Oral Presentation
Designed for senior and executive level
secretaries, this course teaches effective briefing
techniques. Recommendation: Continue offering this course
in its current design.
--Employee Development Course
This course helps participants develop awareness of
effective interpersonal communication and increase
productivity. Recommendation: Continue offering this
course in its current design'.
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--Getting Your Ideas Across
This course is for personnel who need to improve
basic small-group communication skills and to understand
the difference between assertive, non-assertive, and
aggressive communication. Recommendation: Continue
offering this course, making only small modifications so
that the exercises reflect realistic communication
situations.
--Geography Workshop
This course acquaints participants with major
geographical areas of the world where Agency officers are
serving. Topics include topographical features,
population, languages, and climate of those areas. The
reviewers endorsed this workshop but recommended that it be
offered as a "component-specific" workshop.
Recommendation: Continue offering the workshop as
component-specific.
--Gregg Shorthand Refresher Course
This course reviews shorthand theory and provides
practice to improve transcription from 50 to 80 words per
minute. Reviewers expressed reservations about the value
of shorthand in the current work environment but recognized
that until the policy on shorthand qualifications changes,
the course must be offered. Recommendation: Offer the
course at Headquarters. We propose also to identify
suitable self-study materials to make available through the
Self-Study Center.
--Management Skills for Secretaries and Administrative
Assistants MSSAA
This course was developed by the Center for
Creative Leadership in Greensboro, North Carolina, which
markets it under the title of, Support Your Boss/Prepare
Yourself. Designed to increase the effectiveness and job
satisfaction of administrative personnel, the course deals
with topics such as feedback, the management process, and
organizational politics. The reviewers strongly
recommended continuing this offering. Recommendation:
Continue course but certify trainers in order to take over
the program in FY 1986.
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UNCLASSIFIED
--The Manager and the Secretary as a Management Team
This course provides managers and their secretaries
the opportunity to examine expectations of each other and
determine how they can help each other work more
effectively. There is wide support for this course,
including from the Office of Personnel which in the 1984
PMCD Secretarial Study had three recommendations directly
related to the objective of this course. Enrollments in
the course, however, have been low. Recommendation:
Examine the design and content of the course to ensure that
it effectively responds to PMCD recommendations. Look for
ways to give effective publicity to the course to stir up
interest among the target audience.
--Stress Management Workshop
This workshop focuses on the causes of stress and
strategies for coping with it. Recommendation: Continue
offering workshop but expand to absorb Personal
Transitions, a workshop which will be discontinued as a
separate offering.
--Supervisory Skills for Secretaries
This course is designed for senior secretaries who
supervise less than three individuals. Recommendation:
Continue offering this course but exclude personnel who
have regular first-line supervisory duties for whom the
Management Development Course is more appropriate.
--Time Management Workshop
This workshop teaches office time management
techniques. Recommendation: Continue this offering in its
current design.
--Typing for Speed and Accuracy
This part-time course is designed to help
participants pass the Agency's typing test.
Recommendation: Continue offering this course in its
current design.
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--Women in the Work Force (WIWF)
Designed for senior secretaries, the course
objectives are similar to those of
Professional Woman's Course (PWC),
taught WIWF several times during FY 1985. This course,
the PWC, intends to make participants aware of the
obstacles to success that they face as a result of the way
they view and are viewed by the Agency. The course
challenges women to understand and overcome organizational
and personal barriers to achievement. Recommendation:
Continue offering as currently designed.
4. The review also contains several suggestions for
consideration by OTE or the Office of Personnel which will
require additional discussion before we recommend action. Some
of these ideas are the identification of a auditorium-type
lecture series; a financial planning workshop; the establishment
of an Agency Professional Secretaries International (PSI)
chapter; and the development of mechanisms to disseminate
training information and other relevant matters to secretaries.
STAT
STAT
STAT
Chiet, management Administrative
Training Division
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SECRET
OTE # 85-3521
MEMORANDUM FOR: Associate Deputy Director for Administration
Associate Deputy Director for Intelligence
Associate Deputy Director for Operations
Associate Deputy Director for Science and
Technology
Director ot raining and Education
SUBJECT: Proposed FY 1986 Training Program for
Secretarial and Administrative Personnel
secretarial program for FY 1986. I 25X1
2. In 1985 The Office of Training and Education (OTE)
established a secretarial training program designed to meet the
specific requirements of Agency secretaries and clerical
employees. An evaluation of this program was conducted during
the summer of 1985. At attachment A is a detailed statement of
the method and results of the evaluation.
a. Deletethe following courses from the program:
--Re-entering the Work Force
--Working in D.C. for the Agency
--Personal Transitions
--Telephone Techniques
b. Add the following courses to the program:
--Intelligence Issues
--Professional Image Workshop
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SUBJECT: Proposed-FY 1986 Training Program for Secretarial and
Administrative Personnel
c. Continue as designed or revise:
--Agency Orientation and Office Procedures (AOOP)
--Career Development Workshop
--Correspondence Workshop
--Effective Oral Presentation 25X1
--Electronic and Pouched Communication
--Employee Development Course
--Getting Your Ideas Across 25X1
--Geography Workshop
--Gregg Shorthand Refresher Course
--Management Skills for Secretaries 25X1
and Administrative Assistants (MSSAA)
--The Manager & Secretary/A Management Team
--Role of. the Secretary in an Automated Office
--Stress Management Workshop 25X1
--Supervisory Skills for Secretaries (SSS)
--Time Management Workshop
--Typing for Speed and Accuracy
--Women in the Work Force (WIWF)
4. The total costs for implementing this program are
estimated at which include sfor staff development. See
attachment B for a detailed analysis
Attachments:
As stated
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SECRET
SUBJECT: Proposed FY 1986 Training Program for Secretarial
and Administrative Personnel
OTE:MATD
(5Sep85)
Distribution:
Orig $ 1 - Addressee
2 - ADDI
2 - ADDO
2 - ADDS&T
2 - DTE
1 - OTE Registry
1 - MATD Chrono
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UNCLASSIFIED
ATTACHMENT A: EVALUATION OF SECRETARIAL TRAINING PROGRAM
1. Background: This attachment presents the results of
the evaluation of the training program for secretarial and
administrative personnel. The recommendations come from a
review of the current program conducted by the Administrative
Systems Branch (ASB), the DCI Secretarial/Clerical Advisory
Group (DCI MAG), and representatives of directorate secretarial
panels. The review was in response to an Inspector General
recommendation that the DTE, in cooperation with the DCI MAG
evaluate the new secretarial training program, and develop
recommendations for EXCOM consideration on the future of the
program, including funding.
2. Methodology: ASB staff members met with eight DCI MAG
representatives to facilitate a group evaluation and needs
assessment using a nominal group-decision technique. We used
the NGT process described in Andre L. Delberg's Group Techniques
for Program Planning. The technique consists of six steps:
(1) silent generation of ideas; (2) Round-Robin Recording of
Ideas; (3) Serial Discussion for Clarification; (4) Vote on item
importance; (5) Discussion of vote; and (5) Final vote. Before
the meeting we asked the MAG representatives to develop answers
for the following questions:
(a) What courses are currently meeting training
needs?
(b) What courses should be added to the program?
(c) What courses should be deleted from the program?
(d) What needs are not being met?
(e) Do you have any other comments or suggestions?
ASB also gave MAG representatives a copy of a questionnaire
to help them structure their thinking on the current program and
to rate the value of certain skills, abilities, and knowledges
for secretarial personnel regardless of whether they had taken a
specific course. We suggested that representatives talk to as
many secretarial and administrative personnel as time permitted
and distribute the questionnaire to collect information.
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Besides the MAG meeting, ASB met with 30 members of
secretarial panels throughout the Agency. ASB divided the group
into subgroups of 10 members. These groups were asked them to
review the 1985 secretarial training package, rank the courses
in terms of their perceived value to secretaries, and make
recommendations on additions and deletions.
3. Results: The reviewers recommended that OTE delete
four courses, add two new offerings, and continue 17 courses.
The proposed changes are described below.
--Re-entering the Work Force
This course deals with the problem of adjustment to
the work environment later in life, especially after having
reared a family. Recommendation: Cover in Agency
Orientation and Office Procedures (AOOP), a course designed
for all new secretarial and administrative personnel.
--Working in D.C. for the Agency
This course is designed to help new employees
adjust to work in a large urban area and in an intelligence
organization. Recommendation: Cover topic in Agency
Orientation and Office Procedures (AOOP).
--Personal Transitions
This course focuses on techniques for coping with
major personal events such as divorce and death of a
relative. Recommendation: Cover subject in the Stress
Management Workshop.
--Telephone Techniques
This workshop teaches effective telephone
communication. Recommendation: Cover subject in Agency
Orientation and Office Procedures (AOOP).-
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UNCLASSIFIED
--Intelligence Issues
This course will be designed to provide executive
secretaries an opportunity to acquire a broadened view and
understanding of the intelligence process. Our thinking at
the moment is to develop a course along the lines of the
Midcareer Course, although shorter and narrower in scope.
We expect that this offering will alleviate or eliminate
the increased pressure from secretaries to be accepted in
the Midcareer Course.
--Professional Image Workshop
This workshop will be designed for secretaries who
have been with the Agency for at least two years. It will
focus on proper attitudes, office etiquette and diplomacy,
human relations, and personal appearance.
CONTINUE AS DESIGNED OR REVISE
--Agency Orientation and Office Procedures (AOOP)
Designed for new secretarial and technical
personnel, this course covers the mission and organization
of the Agency, and Agency administrative systems and
procedures. The review confirmed our view that this is the
most important course that we offer to our secretarial and
technical personnel. Recommendation: That during FY 1986,
OTE working closely with the directorates, examine the
course content to assure it that contains current concerns
about security and that it accurately reflects
directorate-specific procedures. We also propose to
incorporate into the course some of the content of four
courses which the reviewers recommended to discontinue as
separate offerings.
--Career Development Workshop
This workshop is for employees who are thinking of
changing career track. Recommendation: Continue offering
this workshop as designed but include hints on how to
prepare for and participate in a job interview.
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--Changing Role of the Secretary in the Automated
Office
This course is designed to develop awareness of
needed skills in an automated office and to prepare
participants to cope with the dramatically changing
technology of the computer field. Recommendation: Change
course so that it deals more with the impact of computer
technology in the Agency. We propose that the course
include, for example, segments on computer security and
ergonomics.
--Correspondence Workshop
Designed for new employees, this course teaches the
procedures for the preparation of Agency memorandums and
correspondence. Recommendation: Examine the course to
assure that it reflects directorate formats and procedures.
--Electronic and Pouched Communications
This course is for clerical employees who prepare
correspondence for electronic transmission in support of
overseas installations. Recommendation: Continue in its
current design.
--Effective Oral Presentation
Designed for senior and executive level
secretaries, this course teaches effective briefing
techniques. Recommendation: Continue offering this course
in its current design.
--Employee Development Course
This course helps participants develop awareness of
effective interpersonal communication and increase
productivity. Recommendation: Continue offering this
course in its current design'.
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UNCLASSIFIED
--Getting Your Ideas Across
This course is for personnel who need to improve
basic small-group communication skills and to understand
the difference between assertive, non-assertive, and
aggressive communication. Recommendation: Continue
offering this course, making only small modifications so
that the exercises reflect realistic communication
situations.
--Geography Workshop
This course acquaints participants with major
geographical areas of the world where Agency officers are
serving. Topics include topographical features,
population, languages, and climate of those areas. The
reviewers endorsed this workshop but recommended that it be
offered as a "component-specific" workshop.
Recommendation: Continue offering the workshop as
component-specific.
--Gregg Shorthand Refresher Course
This course reviews shorthand theory and provides
practice to improve transcription from 50 to 80 words per
minute. Reviewers expressed reservations about the value
of shorthand in the current work environment but recognized
that until the policy on shorthand qualifications changes,
the course must be offered. Recommendation: Offer the
course at Headquarters. We propose also to identify
suitable self-study materials to make available through the
Self-Study Center.
--Mans ement Skills for Secretaries and Administrative
Assistants MSSAA
This course was developed by the Center for
Creative Leadership in Greensboro, North Carolina, which
markets it under the title of Support Your Boss/Prepare
Yourself. Designed to increase the effectiveness and job
satisfaction of administrative personnel, the course deals
with topics such as feedback, the management process, and
organizational politics. The reviewers strongly
recommended continuing this offering. Recommendation:
Continue course but certify trainers in order to take over
the program in FY 1986.
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UNCLASSiF'IEL)
--The Manager and the Secretary as a Management Team
This course provides managers and their secretaries
the opportunity to examine expectations of each other and
determine how they can help each other work more
effectively. There is wide support for this course,
including from the Office of Personnel which in the 1984
PMCD Secretarial Study had three recommendations directly
related to the objective of this course. Enrollments in
the course, however, have been low. Recommendation:
Examine the design and content of the course to ensure that
it effectively responds to PMCD recommendations. Look for
ways to give effective publicity to the course to stir up
interest among the target audience.
--Stress Management Workshop
This workshop focuses on the causes of stress and
strategies for coping with it. Recommendation: Continue
offering workshop but expand to absorb Personal
Transitions, a workshop which will be discontinued as a
separate offering.
--Supervisory Skills for Secretaries
This course is designed for senior secretaries who
supervise less than three individuals. Recommendation:
Continue offering this course but exclude personnel who
have regular first-line supervisory duties for whom the
Management Development Course is more appropriate.
--Time Management Workshop
This workshop teaches office time management
techniques. Recommendation: Continue this offering in its
current design.
--Typing for Speed and Accuracy
This part-time course is designed'to help
participants pass the Agency's typing test.
Recommendation: Continue offering this course in its
current design.
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UNCLASSIFIED
STAT
--Women in the Work Force (WIWF)
Designed for senior secretaries, the course
objectives are similar to those of the
Professional Woman's Course (PWC), and in fact
taught WIWF several times during FY 1985. This course, as
the PWC, intends to make participants aware of the
obstacles to success that they face as a result of the way
they view and are viewed by the Agency. The course
challenges women to understand and overcome organizational
and personal barriers to achievement. Recommendation:
Continue offering as currently designed.
4. The review also contains several suggestions for
consideration by OTE or the office of Personnel which will
require additional discussion before we recommend action. Some
of these ideas are the identification of a auditorium-type
lecture series; a financial planning workshop; the establishment
of an Agency Professional Secretaries International (PSI)
chapter; and the development of mechanisms to disseminate
training information and other relevant matters to secretaries.
Chiet, management rative
Training Division
STAT
STAT
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