FINDINGS OF THE MANAGEMENT TASK FORCE

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-06369A000100190002-6
• Release Decision: RIPPUB
• Original Classification: C
• Document Page Count: 65
• Document Creation Date: November 16, 2016
• Document Release Date: January 3, 2000
• Sequence Number: 2
• Publication Date: April 17, 1973
• Content Type: MF

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17 April 1973
DD/? 73-23//
MEMORANDUM FOR: Deputy Director for Operations
VIA: Chief, Operational Services
SUBJECT: Findings of the Management Task Force
1. The Director of Training-, acting on Mr. William E.
Colby's expressed interest in a "branch chief's course,"
established a Management Task Force in January 1973.
Chaired by OTR, the Task Force comprised representatives
from the four Directorates. As the DO representative,
the undersigned was asked to look into unique management
training needs of the Operations Directorate as well as
those seen to be common throughout the Agency.
2. The Terms of reference granted the Task Force
essentially called for a polling of opinion among middle
managers. This was done with full recognition of the
fact that the resulting opinions of middle managers should
be considered only as one factor in the decision process
on management training for the future. An assumption
that the average middle manager knows best what types
and amounts of management training he should have is
considered dubious.
3. Enclosed herewith is the Report of the Task Force
to the Director of Training, with supporting detail from
the four Directorates. In essence, the Task Force found
receptivity among Agency managers to a more programmed
development of rising managerial potential and recommends a
segmented format of training: A core course would familiar-
ize students with the major managerial approaches, emphasiz-
ing Management by Objectives, and would provide an awareness
of available management training--internal and external--
which the rising middle managers should have in mind for
themselves and their assignees. To this core course would
be added short seminars on topics of managerial concern
as needed, intra-directorate and interdirectorate, The
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Task Force notes that the success of the proposed management
training program depends in large part on the active partici-
pation of Agency leadership in both articulating managerial
philosophy and in assigning the right students to the
training.
4. Highlights from the DO survey follow:
a. The DO can do a better job of identifying and
developing managerial capabilities within its ranks; it
must do so if it is to meet its operational responsibilities
ahead. (Although beyond the parameters of this survey,
considerable emphasis was given by DO middle and senior
managers to management training under tutelage in the normal
course of job assignments.)
b. There is no discernible consensus among DO
middle and senior managers as to content of desired Agency
management training.
c. Knowledge of extant Agency training opportunities
in supervision and management is remarkably thin among DO
managers who not only might have profited themselves from
such training but are in the command positions from which
to guide the training of rising middle managers.
d. There is a wide area of managerial concept
and technique common to all Agency Directorates, allowing
for profitable participation by DO officers along with
colleagues from other Directorates in Agency-wide
management training.
e. There is a parochial area of DO management
training that might well be met by institution of a
counterpart course for chiefs and deputy chiefs of DO
branches similar in many respects to the Chiefs of
Station Seminar.
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5. The undersigned would be. pleased to discuss any
aspect of the Task Force role and. contribution, as
desired.
Operations Directorate Member
Management Task Force
Enclosure:
Findings of the Management Task Force with attachments
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13 April 1973
MEMORANDUM FOR: Director of Training
SUBJECT : Report of the Management Task Force
1. The Management Task Force, formed 15 January at the
request of the Director of Training and staffed through the cooperation
of the 4 Deputy Directors, has competed its task. It has surveyed
the opinions of middle managers on their training needs and in
paragraph 4 presents its recommendations.
2. The Task Force proceeded on the following bases:
a. Officers at the GS 13-].5 level who are supervisors of
supervisors would be the main focus of the survey. Supergrades
would be included but only as necessary to complete the survey
of a Directorate. The level of the job, not the grade, determines
who is a middle manager.
b. A single "course" was not a necessary outcome of the
survey.
3. The Task Force surveyed opinion by questionnaire and by
personal interview. A total. of 320 questionnaires were sent out and
250, or 75%, were returned. Sixty-three interviews were conducted.
The data obtained yields the following:
a. The middle manager.as polled. in the survey averages
48 years, GS 14- 15+, and 20 years of service in.the Agency.
The exception is in the Directorate for Science and Technology
where middle managers have fewer years of age and of service.
A significant portion of the sample is looking toward retirement
in the 1970's.
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b. Each Directorate has distinct functions, and middle
managers have career identification with these functions.
They are partial managers--operators, analysts, scientific
specialists, and support specialists who have some managerial
responsibilities.
c. Nevertheless, the Task Force found more uniformity
of attitudes toward training than anticipated. Middle managers
have a positive view of the value of training. They tend to
believe, however, that many of the learnable elements, of
management are not necessarily directly teachable. They feel
that the effectiveness of training is heavily dependent upon the
managerial environment, including early identification of
officers with managerial potential. They don't believe that
simply throwing a training course at a management problem
will make that problem go away.
d. The respondents generally desire some training,
particularly if they are given more responsible positions,
and believe their successors need more training than they
do. Some expressed regret that they had not had more
opportunity for training. Many see virtue in small seminars
and in forums for discussion of problems common within
Directorates and for improving peer relationships across
Directorates. In any case, courses should be intense and
practical.
a. That the Office of Training establish a training program
for middle managers.
(1) The program should be designed to familiarize
the students with the various approaches to management,
such as human relations, management science, and
functional management. There should be emphasis on
Management by Objective.
(2) The program should examine practices currently
employed in the Agency and explore ways to improve
these practices. Agency executives should be called upon
to explain what they expect of middle managers.
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(3) Where possible, case studies used in the program
should be based on Agency problems rather than business
and industrial experience. Each Directorate should be
requested to contribute useful case studies and speakers
willing to speak from their own experiences.
(4) In view of the varied needs of Directorates and
of individual managers, consideration should be given to
a format segmented in time. The main course or core
segment should be designed to meet the common needs of
new middle managers. Seminars, forums, and briefing
sessions could. be added as needed to the program to meet
the special needs of other middle managers and, graduates
of the core segment. Subjects addressed could include
mental health, alcoholism, drug addiction, and the new---.-"
The purpose of the segmented format is to
provide as much flexibility as possible in terms of time
and type of student attendance.
(5) A time period in the core segment should be used
to familiarize the middle manager with management training
available within and without the Agency. According to the
survey, he does not always know what training is available.
(6) The attached Directorate reports give details on
the varied training needs of middle managers. For instance,
respondents to the questionnaire tended to want the manage-
ment science approach for themselves and the human
relations approach for their successors. All managers
have an interest in career development and in learning more
about computer applications, but opinion is divided on
budgeting and records management.
b. That the Office of Training work out with the Directorates
a procedure for selecting students for this training program.
(1) The selection procedure should insure that the
individual middle manager receives management training
at the appropriate time(s) in his career. The respondents
to the questionnaire indicate that the most appropriate time
is when the individual is about to assume or has just assumed
middle management responsibility.
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(2) If this procedure is successful, the program can
avoid the fate of the now defunct Advanced Management
(Planning) course. This course was cancelled because
too few could attend, not because too few wanted to
attend. According to the questionnaire, there is still
a demand for this course? The program should also
avoid the opposite fate--surviving as a place to park
the marginal and those between assignments.
5. To the extent that the prog;ramn gains the active support of
Agency executives in the selection of students and the articulation
of managerial philosophy, it can be successful in contributing to the
improvement of Agency management as a whole.
Attachments:
Individual. Directorate Reports (4)
Questionnaire for Middle Managers (1)
Distribution:
0+2-Adse
1 - C/SUS
1 - DC/SUS/MT
4 - Task Force Members
1 - Chrono
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QUESTIONHAInE FOR MIDDLE MANAGERS
The Executive Director-Comptroller has asked the Office of Training
to conduct a management training program for middle managers r,'-5 the Agency.
As a first step in developing such a program the Office of Training with
the cooperation of the Deputy Directors has formed a Task Force composed
of one representative from each of the four Directorates and under the
chairmanship of an OTR officer. The mission of the Task Force is to
idenify the training needs of middle managers and to make recommendations
to the Director of Training.
The Task Force is now soliciting your opinion on the subject of
management training for you and your successors.
Return questionnaire by 26 February :1973? Management Task Force
202 Chamber of Commerce Bldg,
Management Task Force representatives
hairman.)
25X1A
202 Chamber of Commerce Bldg.
x2243
A e
EOD
How many employees in your unit?
Now many supervisors report to you?
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I. From the list of managerial responsibilities below, select those areas in
which you need training and those in which your successor will need training.
Indicate the extent of the training required by checks in the two columns on
the right. If the list is not complete as far as your job is concerned,
please add as required.
RESPONSIBILITIES YOUR TRAINING NEEDS SUCCESSOR'S' TRAINING NEEDS.
Planning Much Some Little Much Some Little
Setting objective
Pr ogramm:ing
Budgeting
Records management
Other
Ornanizing
Encouraging innovation
Coordinating
Allocating resources
Other
Staffing
Selecting personnel
Career tzanagement
Evaluating performance
Other
Directing
Delegating of authority
Motivating
Communicating
Leadership
Conference management
Scheduling of work
Other
Controa.lin
Developing performance standards _
Measuring results (productivity)
Counseling
Disciplining
Contract management
Other
Analysis
Computer application
Operations research
Forecasting technique
Other
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II. To the extent that "experience is the best teacher," how can the Agency
insure that potential middle managers ge:t the right experience? For
example, do you favor rotational assignments for on-the-job managerial
experience? Managerial 'internships'?
III. What specific training or managerial experience would you like to have
as you look ahead to increased managerial responsibilities?
Additional comments regarding training may be placed on reverse side.
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1 IV, What is your opinion of existing internal and external training programs and
how they relate to your current managerial responsibilities? From among
the following, courses, rate those which you have attended or with which
you are familiar. To what extent are they (1) of Direct Managerial Benefit,
or (2) of Indirect Managerial Benefit only, e.g., general orientation,
familiarization, personal development?
Check (X)
courses
(1) DIRECT MANN, GERIAL
BENEFIT
(2) I fl)IRECT MAL7AGERIAL
BENEFIT
attended
Much
Some
Little
Much
Some
Little
Internal Courses
Managerial Grid (SNS (Grid))
M
S
L
M
S
L
Fundamentals of
Supervision/Management
(Management course)
M
S
L
M
S
L
Advanced Management
Planning (A19P) (SKIS (P))
M
S
L
M
S
L
Management Science
for Intelligence
External Programs
Senior Service Schools
(Indicate which school)
Program for Management
Development (1:arvard)
Career Education Awards
Program (Formerly NIPA)
M
S
L
M
S
L
Executive Seminar Center
Programs (CSC)
1.1
S
L
M
S
L
Foreign Affairs
Executive Seminar
M
S
L
M
S
L
M
S
L
M
S
L
Additional comments regarding existing courses may be placed on reverse side.
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Management Training for the Operations Directorate
The Directorate of Operations can do a better job of
identifying and developing managerial capabilities within
its ranks; it must do so if it is to meet its operational
responsibilities ahead.
This is the overall view arising out of a survey of
middle and senior management within the Directorate as
part of an Agency-wide effort coordinated by the Office of
Training in early 1973. The survey encompassed written
responses from 83 middle managers and interviews with
10 senior managers within the Directorate. (A more detailed
statement of the survey mission and its findings is found
in the enclosure to this paper.) These middle and senior
managers of the DO generally assert that the operationally-
skilled and oriented manager will continue to be the model
within the Directorate, but that the managerial dimension
must be given more emphasis. The DO can no longer afford
the conduct of major business by officers who are 90% opera-
tor and 10% manager. On the other hand, managerial capability
alone cannot suffice in DO work; it is an extra dimension
that must be measured in every officer early in the career
and nurtured in its growth wherever feasible. Management
concepts such as leadership and communications on the one
hand and organization of work and resources on the other find
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some applicability even in handling agent case work. It is
thus possible for the case officer to display managerial
potential early in the career. It is likewise possible
for supervisors and managers to identify this potential and
begin to avid and test its development from early career stages.
The fitness report is the primary vehicle for identifying
managerial talent, as well as operational capability, and
it must be given fuller usage in this regard. More wide-
spread training should be given to supervisors in the. prepara-
tion of fitness reports, and more supervisors should be
held accountable in their own fitness reports for shortcomings
in the identification and handling of managerial potential.
Managerial potential should be nurtured through both
structured training and assignment opportunities under
management tutelage, the latter being far more significant
than the former but also benefitting considerably from the
former. More assignments to deputy positions should be made
in the light of managerial training opportunities inherent
in the deputy position. Management skills and techniques
can be learned from such assignments either in the field or
at Headquarters but the factors of size and complexity that
tend to differentiate managerial problems and perspectives
from those of first-line supervision are to be found more
at Headquarters.
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The Operations Directorate does not have, and cannot
afford to create, separate classes of managers and
operators. Managerial decisions within the directorate must
be grounded in operational Judgements that can come only
from operational experience. The development of an officer
from an operator to an operational supervisor and thence to
an operational manager is as much a matter of perspective
as of technique. The latter can be taught but the former
is acquired from experience whereby the officer's focus on
the "how" gradually shifts to the "why" of goal-setting and
evaluation. This is the mark of the extra-dimensional
officer required for middle and senior management of the DO.
Management training can help develop officer potential
for management, but it cannot create it. The product of
management training is limited by both the caliber of the
training and the caliber of those taking it. The directorate
is the loser when decisions on management course enrollment
are left to the enrollees or are made on the basis of availa-
bility rather than on needs of the service. Only by getting
the right people into management training can the DO realize
the desired managerial gain from the training investment.
External training can be useful for broadening of
perspective and regenerating career drives, but managerial
training for the DO should be internal for the most part.
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Outside experts can profitably be included within such
training but the context should be that of CIA -- preferably
DO -- management concerns. The officer student will usually
get the most benefit from training which he recognizes as
job-related. Closely akin to this is the need for management
training to be given to officers 'Nho can look ahead to about
ten more years in their career. (Most of the group questioned
in this survey would not meet this criterion.) In many cases
it would most appropriately come immediately following a
field assignment and prior to assumption of responsibilities
at Headquarters -- or at least prior to becoming "indispensible"
in the new job. Some consideration should be given to in-
stituting a counterpart to the for officers 25X1A
moving into Headquarters branch chief and deputy chief posi-
tions. Courses should probably be no more than two weeks
in length, that period being about the maximum affordable
time away from Headquarters roles.,
As to substance for management training, both the middle
managers and the senior managers responded with a diversity
of view in the best tradition of a directorate that has
long put store by diversity as a strength. The very term
"management" means different things to different DO officers)
many using it in its behavioral sense of leadership and
communication while many others use it in the impersonal
sense of organization of resources and the technology that
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can assist in such organization. Some use "management"
to subsume "leadership" while others view "management"
as a tool. of "leadership." From this wide variation of
meaning flows a similar difference of view as to the
nature of the "management problem" within the DO and,
hence, a wide difference in recommended emphasis in
management training. Parenthetically, it should be noted
that any difference of view that might have been expected
between the DO operations officer and his colleague from
TSD or ISD in regard to management training was not
borne out in the survey.
Conclusions arising from this survey of DO opinion
on management training are as follows:
a. Interest in management training is fairly
widespread in the DO, although,
b. There is no discernible consensus as to
content of desired Agency management training.
c. Knowledge of extant Agency training oppor-
tunities in supervision and management is remarkably
thin among DO managers who not only might have
profited themselves from such training but are in
the command positions from which to guide the train-
ing of rising managers.
d. There is a wide area of managerial concept
and technique common to all Agency Directorates,
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allowing for profitable participation by DO officers
along with colleagues from other Directorates in
Agency-wide management training.
e. There is a parochial area of DO management
training that might well be met by institution of a
counterpart course for chief's and deputy chiefs of
DO branches similar in many respects to the Chiefs
of Station Seminar.
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QUESTIONIAIPE FOP, MIDDLE MANAGERS
The Executive Director-Comptroller has asked the Office of Training
to conduct a management training program for middle managers tit the Agency.
As a first step in developing such a program the Office of Training with
the cooperation of the Deputy Directors has formed a Task Force composed
of one representative from each of the four Directorates and under the
chairmanship of an OTR officer. The mission of the Task Force is to
idenify the training needs of middle managers and to make recommendations
to the Director of Training.
The Task Force is now soliciting your opinion on the subject of
management training for you and your successors.
Return questionnaire by 26 February 1973? Management Task Force
202 Chamber of Commerce Bldg.
25X1A
Management Task Force representatives
airman)
202 Chamber of Commerce Bldg.
x2243
Name
A e
EOD
how many employees in your unit?
How many supervisors report to you?
L_
L_
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Survey Profile
A total of 103 questionnaires were sent to Directorate
of Operations officers understood to be holding positions
of middle management in early 1973. "Middle management"
was arbitrarily defined for this purpose as constituting
officers of GS-13 through GS-15 who were supervisors of
supervisors. Most of the 103 fell. into this category, but
a few did not, and others chose to disqualify themselves
based on impending retirement or other considerations.
Ninety of the 103 questionnaires were returned, of which 83
could be used for study. These 83 were composed of 56 from
operating divisions (45) and staffs (11), and 27 from TSD (21)
and ISD (6).
Information requested of the respondent on the first
page yields the following profiles of middle managers in
the DO: Within the operating divisions and staffs, the
middle manager is about 47 (40 to 57) years of age, has
been with the Agency 21 (11 to 26;1 years, is GS-14 or GS-15
(only 1 GS-13 responded), and is part of an organizational
unit of about 20 (1 to 150) in which he supervises 3 - 4
supervisors. Within TSD-ISD, the middle manager is only
one year younger than his operational colleague,-namely
46 (39 to 58), and has the same service of 21 years (1 to
24 years), but he is part of a larger unit of about 36
(1 to 356) in which he supervises 5 supervisors.
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I. From the list of managerial responsibilities below, select those areas in
which you need training and those in which your successor will need training.
Indicate the extent of the training required by checks in the two columns on
the right. If the list is not complete as far as your job is concerned,
please add as required.
RESPONSIBILITIES YOUR TRAINING NEEDS SUCCESSOR'S'TRAINING NEEDS.
Plarn-l Much Some Little Much Some Little
Setting objective
Programming
Budgeting
Records management
Other
Organizing
Encouraging innovation
Coordinating
Allocating resources
Other
Sta f f in,,:,,
Selecting personnel
Career management
Evaluating performance
Directin,
Delegating of authority
Motivating
Cominun is at in g
Leadership
Conference management
Scheduling of work
Other
Control.linZ
Developing performance standards
Measuring results (productivity)
Counseling
Disciplining
Contract management
Analysis
Computer application
Operations research
Forecasting technique
Other
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QUESTION I
This question offered more opportunity for statistical
analysis than the other three but there are serious
weaknesses in this data base for support of more than
tentative conclusions and related recommendations. For
example, the column heading "Successor's Training Needs"
was misunderstood by a number of respondents who simply
passed it by on the basis of not knowing who their succes-
sor might be. Likewise, there was an apparent difference
of interpretation as to whether "Little" meant "none" or
"a little bit." Also, we must assume that in any survey
of this sort there are always extraneous factors influencing
the responses such as self-imagery, the avoidance of
admissions against interest, and patterned responses in
test-taking. Unfortunately, the lack of vertical alignment
of some answers also makes questionable the actual response
to the question in some instances.
With these caveats in mind, certain observations can,
however, be made from the data in hand. First, as might
be expected, the middle managers of the Directorate of
Operations (DO) recommend a good deal more training for
those replacing them than they would desire for themselves
at this point. There was no way to break down the responses
into those new on the job and those who had been in place
for some time, a factor that would certainly influence
some of the responses. Nor was it feasible to break this
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down by age, grade, length of service, or level of position
held. It was feasible, however, to divide the DO responses
into two groups for comparison purposes, namely, those
from TSD and ISD on the one hand, and those from the
operating components and staffs of the DO on the other hand.
Presumably, any difference of view within the DO would
show up in this comparison between operators (artists?)
and technicians.
Any difference to be found between these groups did
not appear in the amounts of training needed by the
respondents as compared with their successors. In fact,
the following table shows an identical increase when the
sum of each (Much-Some-Little) column was divided by the
number of respondents (56 in Operations, 27 in TSD-ISD)
and rounded off to the nearest whole number:
Operations
TSD-ISD
Successor needs
5
9
3
5
10
3
Own needs
2
6
7
2
7
7
Difference
+3
+3
-4
+3
+3
-4
Looking at the responses in more qualitative terms,
.the following table gives the selection frequency ranking
(1 to 5, with 1 being highest) for the four groups, these
top five selections covering 12 of the 24 responsibilities
provided the respondents for consideration of training
needs:
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ITIAL
Co Dc- i
 CONFIDENTIAL
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RESPONSIBILITY
Computer application
Budgeting
Programming
Career management
Measuring results
(productivity)
Evaluating performance
Motivating
Selecting personnel
Leadership
Conference management
Allocating resources
Communicating
Cperations TSD-ISD
OWN SUCCESSOR OWN SUCCESSOR
1 2
2 5
The only responsibility calling for training of respondent
and successor alike in both the Operations and TSD-ISD
groups was career management (although one must wonder how
much tongue-in-cheek might have crept into the responses
on this mother-love topic). However, a significant over-
lap extends into the areas of computer application and
budgeting. Interestingly enough, the similarity of high
rating on these two for the respondents themselves is
found in a much lower rating given them for successors.
Again, there is a tendency within both the Operations and
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 CONFIDENTIAL
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the TSD?-ISD groups to emphasize more of the human relations
aspects of management in training recommended for their
successors while focusing on the more organizational and
technical aspects of management for themselves. This is
not a marked tendency in the responses and should not weigh
heavily in any recommendations, but it did emerge from
both sets of responses.
In summary, the responses to this question clearly
underscored the obvious, i.e. that officers about to
assume a new position probably need more training than the
incumbents now need -- or feel they need. They also
indicate that attitudes toward management training are
not significantly conditioned by the DO Officer's career
concentration in the operational as contrasted with the
technical and supportive aspects of DO work. They offer
only very tentative guidelines, at best, as to what types
of training should be provided to middle managers of the
Agency.
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II. To the extent that "experience is the best teacher," how can the Agency
insure that potential middle managers get the right experience? For
e.ca. tple, do you favor rotational assignments for on-the-job managerial
experience? Managerial 'internships??
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 CONFIDENTIAL
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QUESTION II
This was designed as a control question to insure that
the respondents gave proper attention to the main thrust
of the questionnaire. It achieved this purpose reasonably
well -- or wasn't required for the purpose -- in view of
the thought and care that generally went into the responses.
However, the narrative license given the respondents
yielded a product that does not lend itself to statistical analysis
but does offer useful insights of a more general nature.
The responses from Directorate of Operations (DO) officers
were highly colored by ambiguities of "rotational assignments."
Many understood this to mean the normal DO career movement
between field and Headquarters while others looked upon
it more in terms of varying one's experience in different
operational settings. Some viewed the pros and cons of
movement within the division where home-based, or between
that division and other area divisions, but few responded
in terms of rotational assignments outside the DO. The
most significant generalization arising out of the responses
on rotational assignments is an emphasis on increasing
responsibility with each assignment during the career.
Several notable failures were mentioned in personal exper-
ience with rotational assignments.
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Probably the most general concern that was stated or
implied in answers to this question by DO officers was
that DO operational units must continue to be managed
by operationally-experienced personnel. The goal is to
couple this experience with managerial talent. A
significant number emphasized the need to identify that
managerial talent early in the career so that effective
planning could enter into assignments and career develop-
ment. Several suggested that this identification should
include testing of managerial aptitude at career outset;
others would. have the DO rely more on performance evalua-
tion of early assignments for identification of aptitude
and skills. Implied in many of these observations, and
explicit in some, was the belief that "managers are
born, not made." Only by so identifying managerial
potential, can the DO consciously plan to develop it
through training and job assignments.
A vein of strong feeling runs through the DO responses
that some formal training should be coupled with managerial
experience and on-the-job-training (OJT) in the development
of DO middle managers. Some respondents focus in this
regard on a general broadening of perspective, others on
particular skills or techniques of management, while some
advocate the Advanced Operations Course as the best
preparation for increased managerial responsibility within
the DO. In any case, there are few purists who would
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adhere so closely to the "experience is the best teacher"
view that they would eschew all formal training in prepara-
tion for management. On the other hand only one respondent
suggested that formal training be prerequisite to manager-
ial assignments.
"Managerial internships" were even less understood by
DO respondents than were "rotational assignments." This
assignment concept was ignored or overlooked by many
respondents, with a significant number of others indicating
skepticism if not outright opposition. Two key problems
were seen by most critics. First, the work experience for
the intern, presumably there for a short period to learn
more than he is to contribute, would have a contrived and
unreal character in which the intern would be shielded
from the pressures and ramifications of decision-making.
Secondly, the critics expressed concern over the morale
and productivity of an operational unit clearly used as
a managerial training experience in the career advancement
of an Agency elitist.
Those officers who responded more positively to the
managerial internship concept were for the most part those
who saw it as, in effect, already being practiced by DO
assignments to deputy positions within
and Headquarters Five officers
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commented on the need to delegate authority and responsi-
bility to these potential middle managers in order to make
their experience truly profitable. In this regard, two
officers recommended that senior officers be rated on
their ability to delegate supervisory responsibilities,
while four officers reiterated the importance of adequate
evaluation in selecting and retaining those who should
manage.
Three officers commented on the value of experience gain-
ed through service on personnel evaluation panels of the
DO, stating or implying that this service was one of the
better managerial exposures one could obtain for career
development in the DO. A like number commented on the
value of other special assignments, short tours, and
service on task forces in exposing officers to practical
managerial experience. There were a few suggestions that
more positions of the executive officer type be created
whereby more officers might be given opportunity to
study first-hand the operational and organizational
leadership of capable managers. Two respondents-extended
their remarks to urge that assignments to managerial
positions be made more frequently from the deputy position,
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that is, promoting the deputy to the chief's position
after he has had sufficient time to learn the position
and develop certain managerial practices and techniques.
The general proposal for tutelage and understudy,
whether through rotational assignments or otherwise,
was supported with several different statements of
rationale. One-eighth of those responding from the
Operational Components commented specifically on the
exposure to managerial styles and techniques, while one-
seventh commented on the Agency's opportunity to test
the officer under different managers and circumstances.
Only a slightly smaller number observed generally on the
broadening of background through change of assignment,
while two officers stressed the stimulation of change;
one pointedly recommended movement between positions in
order to avoid going stale. One :respondent recommended
broader usage of directed assignments, presumably meaning
field assignments, while another :respondent observed
that management problems within DO work are to be found
principally at Headquarters, not in the field.
In summary, this question was :Loosely structured for
a purpose but evoked rather broad concern for identifying
managerial talent and providing that talent with opportun-
ities for stimulation, growth and development, including
formal training.
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III. What specific training or managerial experience would you lice to have
as you look ahead to increased rzanagerial. responsibwlities?
Additional comments regarding training may be placed on reverse side.
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 CONFIDE TI, ;1
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QUESTION III
This question was intended to appeal to those
ambitious officers who might not feel any great need for
training in their current positions but who might look
more favorably on training in their further career
development. Ten of the sample (83) took themselves
out of this category by direct reference to retirement
planning (7), by commenting on the "twilight" portion of
their career (2), or by reflecting philosophically on the
career (1). To the extent that these ten officers com-
mented on managerial training in answer to this question,
they emphasized a need for managerial training to be
given earlier rather than later in one's career.
The responses of the 73 officers who, presumably, are
still looking ahead in their careers included a total of
138 references to various kinds of training (124) and
experience (14). Five of the 14 comments on experience
simply indicated a readiness and desire to be assigned as
in one
case). The other nine comments on experience mentioned
rotational tours, promotion panels, ad hoc committees on
such matters as policy or personnel, and assignments
offering general opportunities for increased responsibility.
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The 124 comments bearing on the more structured type
of training included 26 explicit references to OTR
courses as follows: Managerial Grid - 7; Fundamentals
of Supervision and Management - 5 Mid-Career - 4;
Advanced Management (Planning) - 9':; Senior Seminar - 4;
25X1A and the
- 2. Sixteen officers stated a
desire for what might be classed as prestige training
opportunities, e.g. the senior service schools, the State
Department Senior Seminar and the Federal Executive
Institute. Ten respondents explicitly desire external
training in management.
Twenty-four of the 73 respondents, or one-third of
the sample, expressed a desire for advanced or senior manage-
ment training, otherwise unspecified. Thirty-two specific
mentions were made of managerial areas in which training
is desired. Fourteen of these clearly fall into the
behavioral category (e.g. handling people, personnel
evaluation, sensitivity train_tn); 18 were more in the
organizational and technical categories (e.g. planning,
programming, budgetting, decision-making, systems analysis,
forecasting, measuring results, computer applications),
although such items as "effective use of resources" would
spill over into the behavioral as well. None of the organ-
izational and technical areas was noted with a frequency
worthy of highlighting.
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In summary, the responses to this question indicate
general favor among DO middle managers for management
training in connection with their own career advance-
ment.
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D N T I
 C-O-N-F- I-D-E-N-T-I-A-L
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IV. What is your opinion of existing internal and external training programs and
how they relate to your current managerial responsibilities? From among
the following courses, rate those which you have attended or with which
you are familiar. To what extent are they (1) of Direct Managerial Benefit,
or (2) of Indirect Managerial Benefit only, e.g., general orientation,
familiarization, personal development?
Check (X)
courses
(1) DIRECT MANAGERIAL
BENEFIT
(2) INDIRECT MAJAGERIAL
BENEFIT
attended
Much
Some
Little
Much
Some
Little
Internal Courses
Managerial Grid (SiIS (Grid))
M
S
Fundamentals of
Supervision/Management
(Management course)
Advanced Management
Planning (AA1P) (SiIS (P))
M
S
Management Science
for Intelligence
External Programs
Senior Service Schools
(Indicate which school)
Program for Management
Development (Harvard)
M
S
L
M
S
L
Career Education Awards
Program (Formerly NIPA)
M
S
L
M
S
L
Executive Seminar Center
Programs (CSC)
U
S
L
M
S
L
Foreign Affairs
Executive Seminar
M
S
L
M
S
L
M
S
L
M
S
L
Additional comments regarding existing courses may be placed on reverse side.
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QUESTION IV
This question was designed to obtain an evaluation of
management training opportunities, internal and external,
as developed out of first-hand knowledge or from the
experience of others. Recognizing that many of these
opportunities transcend any normal definition of manage-
ment training in many cases, the respondents were asked
to denote indirect as well as direct managerial benefit
derivable from the training experience.
The responses on external training opportunities were
so scattered and fragmentary as to provide no satisfactory
basis for analysis. Strangely enough, the reactions to
the prestige training opportunities, while weighted
toward managerial benefit, viewed the direct managerial
benefits as either MUCH or LITTLE; the indirect managerial
benefits were largely concentrated in the SOME column.
The significance of this is difficult to assess.
Only four of the courses, all internal offerings,
were noted with sufficient frequency for analysis: Mana-
gerial Grid, Fundamentals of Supervision and Management,
Advanced Management (Planning), and the Mid-Career Course.
A fifth, Management Science for Intelligence, was seen to be
of SOME direct benefit by 3, and of SOME indirect benefit
by 4 but these numbers probably reflect more the lack of
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knowledge about this course among; middle managers than
the benefits to be gained from it.
The Managerial Grid and the Mid-Career courses
obtained the most response among the four -- 52 officers
on the former and 56 officers on the latter. The other
two courses, i.e. Fundamentals of Supervision and
Management (FSM) and Advanced Management (Planning) (AMP),
had responses from 25 and 28 respectively -- approximately
half that of the Grid and Mid-Career. However, of those
responding on the FSM and AMP, approximately 2/3 in each
case gave first-hand reactions as a result of having taken
the courses whereas only half of -the respondents had
taken the Grid and the Mid-Career.
The framework of the question gave the respondent
opportunity to indicate managerial benefit ranging from
much direct to little indirect, including combinations of
direct and indirect. If we assume that training should
ideally be directly applicable to the participant's
work situation, it is satisfying to note that almost all
respondents noted some degree of direct managerial
benefit from the Grid, FSM and AMP. These three courses
are designed as managerial training in a somewhat narrower
sense of management than applicable to the Mid-Career
where 79% still found direct managerial benefit.
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A similar pattern emerges from the responses on the
four courses when we look at the degree of direct benefit
obtained. Recognizing that MUCH and SOME are both
positive degrees while LITTLE might have been interpreted
as either very little or none, we find that 88% of the
respondents found MUCH-SOME direct managerial benefit
in the Grid, 90% found MUCH-SOME in the FSM, 71% found
MUCH-SOME in the AMP, and 64% found MUCH-SOME in the
Mid-Career. Indirect managerial benefit is subject to
widely different interpretations but very few officers
chose this category for exclusive response on any of the
four courses. A clear to heavy majority of those noting
indirect managerial benefits from the Grid, FSM and AMP
noted that degree as SOME. The Mid.-Career pattern of in-
direct benefit shows 48% of the respondents using MUCH
and 43% using SOME, that is, a spread over the two
positive areas rather than the concentration in SOME seen
for the other three courses.
A good summary of the reactions on this question is found
in the words of one of the respondents: "I think the
Agency has excellent courses in supervision and management,
e.g. Managerial Grid, Supervision, Mid-Career and-
Advanced Management Planning. Something was lost when
Advanced Management Planning was dropped. I suggest it
be reactivated with added emphasis on management analysis."
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(A postscript is necessary on this question, although
not related directly to the mission of the Task Force.
Those questioned were all middle managers with responsi-
bility for the training of their direct subordinates and
a larger number of personnel supervised by those subordin-
ates. Yet 31 of 83 (37%) gave no response on the Grid;
58 (69%) gave none on the FSM; 55 (66%) gave none on the
AMP; and 27 (33%) gave none on the Mid-Career. Twelve
of the 83 (14%) explicitly stated that their knowledge
of these courses was so limited or lacking entirely that
they could not respond to the question.)
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MANAGEMENT TASK FORCE REPORT: DDI SECTION
STATINTL
1. We polled a large cross section of DDI middle management
by means of a questionnaire and follow-up interviews. The question-
naire was sent to 59 officers--primarily dvision chiefs--a sample
that included most second echelon supervisors in the directorate.
The response was quite satisfactory; answers were received from
43 individuals (73% of the sample). In nearly every case, the answers
were complete and thoughtful. Information gleaned from follow-up
interviews was very much in line with the views expressed in the
questionnaires- -those interviewed had little to add to what had already
been said in one way or another in the questionnaires.
2. The average respondent is 49 years old and has been with
the Agency for nearly 20 years. He manages a unit of 45 - 50
employees with the help of four subordinate first-line supervisors.
His grade is GS-15. 15. Although the grade range for middle managers
was initially assumed to be GS- 13 through GS- 15, we soon recognized
that if we also held to our definition of middle management as "super-
visors of first-line supervisors, " any such limitation would give a
badly distorted picture of DDI opinion. OBGI, OCI, OER, and OSR
would have gone almost entirely unrepresented. We therefore ignored
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grade limitations and sent the questionnaire to 20 persons in grade 16
and above and to 39 in grade 15 and below.
3. The extent of formal management training already received
by individuals in the sample varies widely. According to their training
records, one in ten had had no management training, either within the
Agency or outside. On the other hand, nearly 85% have attended OTR
courses related to management, although some of these courses bear
only tangentially on specific problems of middle managers (e. g. , the
Grid, attended by one fifth of the sample, and the Midcareer Course,
attended by one third of the sample). About 60% have attended OTR
courses specifically designed as management training vehicles, such
as Advanced Management (Planning) and the Senior Management
Seminar. About 5% have not attended management-related courses
offered by the Agency, but have taken such courses elsewhere--
principally those given by the Civil Service Commission. (More than
a third of those polled have taken CSC management courses, generally
in addition to Agency courses).
The Middle Managers' View of Training
4. DDI middle managers are receptive to management training,
and most can point to general areas in which they (or, more often,
their successors) could use instruction. Their support is qualified,
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however, by the feeling that formal training should be viewed in the
larger context of improving Agency management as a whole. Selecting
the right people for managerial positions at all levels, giving them
experience in varied assignments, and monitoring their performance
to ensure that those unable to lead effectively are returned to non-
supervisory positions are all part of the same problem. Formal
training has a role to play, but much can be done informally within
offices and directorates to improve the tone of Agency management.
!i. In an effort to determine specific training needs, we
included in our questionnaire a list of 24 topics, asking that the
respondent indicate for each topic whether he--and his successor
when he leaves--needed "much," "some, " or "little" training. We
had grouped the topics into six broad management functions: Planning,
organizing, staffing, directing, controlling, and analysis. Most of
the answers disregarded these groupings, however, and weighed each
of the two dozen items on its own merits. In so doing, they may have
attached unintended meanings to a few items. Nevertheless, when the
24 items are ranked in order of preference some patterns are apparent.
6. Not surprisingly, middle managers think their hypothetical
successors need much more training than they themselves. Moreover,
there is a reasonably clear pattern in the ranking of subjects to which
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they think their successors should be exposed. Heading the list are
items that could be broadly classed as human relations topics:
motivating, communicating, career management, leadership, selecting
personnel, counseling, and delegating authority. A lower priority
is assigned to items that relate more to the techniques of management
than to interpersonnel relationships. These include, in descending
order of importance, allocating resources, programming, developing
performance standards, coordination, measuring results, forecasting
-techniques, and scheduling work. Consigned to the bottom of the list
are budgeting, operations research, records management, and contract
management.
7. When the respondents turn to evaluating their own needs, the
pattern is less clear. Communicating appears very near the top of
the list, but in general the managers seem to be saying that they need
far less coverage of human relations topics, particularly career
management, selecting personnel, leadership, and delegating authority.
They tended to put "management science" topics nearer the top of the
list--though in no subject did they feel they needed as much training as
their successor. Budgeting, contract management, and records
management again appear at the bottom of the list, joined in this case
by coordination.
ONT.`t
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8. Computer application receives high.priority in both lists.
It is in fourth place in the successors' list, surrounded by human
relations topics and well ahead of those dealing with "management
science. " It ranks first in the middle managers' own priority list.
9. In another portion of the questionnaire we asked for sug-
gestions as to how to improve the preparation of managers other
than by formal training. Although the responses were couched in
generalities, they reinforced our impression that efforts to improve
management should involve an integrated approach that includes careful
selection of personnel, the assignment of tasks designed to develop
and test leadership potential, the placement of personnel in jobs that
give them an opportunity to understudy and act for successful managers,
and rotational assignments- -all these experiences to be supplemented
by formal training.
10. Rotational assignments, (which were cited as an example
in the questionnaire itself) drew heaviest comment; nearly all respon-
dents had something to say on the subject. Only three were negative.
The rest were about evenly divided between those who favored an
increase in rotational assignments--both within and among directorates--
and those who favored rotation in principle, but with certain reser-
vations. Some thought rotation is a good idea "where practical'";
others stipulated that the period of ae signment should be long enough
5
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(a year or two) to give the individual a real stake in the job. Some,
particularly in technical fields, thought that rotation, while desirable,
should be limited to specific occupational specialities. About a fifth
of the answers mentioned "internships, " almost always in negative
terms. Those opposing internships thought they were artificial and
of too short duration to be meaningful.
11. A significant number of respondents--about one in five--
recommended some regular system of seminars or executive sessions
to stimulate a broader exchange of views among agency managers.
Some had in mind sessions in which middle managers could discuss
the Agency's objectives and philosophy with officials at the executive
level. Others wanted freewheeling talks with officers in other
components and directorates.
Conclusions
12. DDI managers' assessments of their own and their successors'
needs indicate that a middle management training program should lean
heavily on the social interactive aspects of management and supervision.
DDI second echelon managers are primarily supervisors of people.
This is, of course, the aspect of managing that is hardest to teach, and
that in some senses it may be unteachable. Nevertheless, much could
be done through seminars, group study, and perhaps sessions with
6
pNLY
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competent and respected outside experts, to heighten the participant's
awareness of responsiveness to the psychological dimensions of his
management problem. At a minimum, it should serve as an introduction
to the sizable body of useful literature on the subject.
13. A program should acquaint participants with the various
schools of management, including an examination of the merits and
disadvantages of each. It should not try to turn out the complete
management expert. Officers whose work requires training in greater
depth should be encouraged to attend one of the several intensive
external management programs.
14. Computer application should be covered at non-technical
level to familiarize participants with the possibilities and limitations
of ADP. If this is not feasible, there should be some provision for
enrolling interested individuals in an appropriate computer course
elsewhere.
15. The criteria for attendence should be flexible enough to
permit the enrollment not only of middle managers and their deputies,
but also of first-line supervisors who seem likely to move up the
ladder to middle management positions. The age and length of service
of incumbent middle managers suggest that many will be retiring in the
next five to ten years. Moreover, given the fact that some have already
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had management training, the pool may not be large enough to sustain
a course for many runnings. On the other hand, we would expect to
find among first-line supervisors a substantial reservoir of talented
individuals who will be assuming greater responsibilities in the near
future. These are the officers who might be most receptive to the
program, and there is every advantage in preparing them for middle-
management roles before they arrive on the job.
16. The grade level GS- 13 through GS- 15 is appropriate,
assuming the flexibility on supervisory level recommended above.
Insisting that participants be second-echelon supervisors but not
supergrades would virtually rule out participation by several DDI
offices. For that matter, there will be cases where individual super-
grades should be invited--indeed urged--to attend.
8
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Survey of Management Training Needs -- DDS&T
OSI/PSED/CB
X7911
Introduction
This report presents findin.gson S&T middle-manager
training needs obtained through a survey conducted by
an Agency Task Force under the Office of Training. The
study began in late January and by 15 April an overall
Agency report is to be prepared. Principal guidance was
provided by the Task Force Chairman.
Other members of the Office of Training, the Board of
Visitors for Training and many others also advised the
Task Force.
Procedure
The middle-manager is defined as a manager of working-
level supervisors, i.e., the Division Chief and his Deputy.
In some offices, such as ORD and OSA, the Division Chief
is really a first-line supervisor, for he has no branches
reporting to him. Yet, these chiefs were included in this
study because of their rank. The study was extended to
include a representative sample Several
Office Directors were also interviewed but only to gain
their views on the training needs of their Division Chiefs.
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The average age
ivision Chief is about 48 years, the Deputy
Chief, about 42 and the about 36. The
25X1 C
average length of Agency service is 12, 11 and 7 years,
respectively.
The Questionnaire. The Task Force prepared a questionnaire
as a means for quickly surveying the entire Agency
The total DDS&T middle manager population includes
28 Division Chiefs and 17 Deputy Chiefs
Divisions have deputies.
population of middle-managers. It was designed to elicit
background information, interests and opinions relating to
management training; it was not designed to pin point Agency's
management problems, per se.
The DDS&T response to the questionnaire was about 64%,
or 39 of the 61 questionnaires sent out. The returns 25X1C
include 18 Division Chiefs, 10 Deputy Chiefs and 11
Chiefs.
Interviews. The questionnaire provided a basis for
selecting individuals for interview. The interviews
expanded somewhat the size of the sample and improved its
representativeness. Also gained was some appreciation for
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4
the attitudes of those who did not respond to the
questionnaire. Altogether, 19 interviews were conducted
which included 7 Division Chiefs, 5 Deputy Chiefs,
4 analysts, and 3 Office Directors.
Quality of Data. The questionnaire proved useful in
gathering the desired information; the reply percentage was
high and most respondents answered articulately and candidly,
though some of. the data proved ambiguous and difficult to
quantify. Care was taken to provide a reasonably
representative sample and to minimize biases that could
affect the results. The responses of the middle-managers
appear free from "halo effects;" that is, the inclination
to provide what they may believe to be the desired answer.
The interview data is consistent with the questionnaire data.
To aid in the analysis, a considerable amount of
background information, such as past training, was gathered
from other sources.
Findings
Broad Training Needs. Although the Division Chief
is very articulate and interested in training as an
important management function, he views his own formal
training needs in management as minimal. His Deputy, being
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younger and not as close to retirement, senses a somewhat
greater need for management training for himself. The
Chief and his Deputy believe that they have gained their
best training through on-the-job, experience, attained
through government agency and industrial assignments.
Some Chiefs have already had what they believe to be an
adequate amount of general traditional management course
work, yet he is likely to be interested in attending the
prestige management training programs given by universities
and the Government. He expects his successor to be
similarly prepared for the job and to have had broad manage-
ment training. He favors early identification and
development of managerial talent through progressive
rotation assignments and increasing opportunities for
responsibility. He is often doubtful that management
careers can be planned and recognizes that opportunities
for gaining experience are limited.
He favors internships, but only in so far as they
provide opportunity for assuming greater responsibility
and participation in decision making under specially
competent managers. Many internship experiences appear
to have been unsuccessful because of poor management.
A MI??IST:~ TIVE - IPIT;:?'NAL USE O!TLY
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The Division Chief relies heavily on the existing
natural selection process for good managers and not
on training. Indeed, he distrusts training as a way
of selecting or of "making" managers. The Chief tends
to stress common sense and technical competence over
management knowledge, though he appreciates the value of
the latter.
The S&T manager has a conservative view of the role
of general courses in management training. For him they
are likely to be too theoretical and impractical. The
genera:L courses should be given early in one's career
and at the beginning of management assignments, and
above all should not conflict greatly with the pursuit of
office work. When interviewed, he is not likely to admit
freely to his own personal management problems, but he
is willing to talk, in general, on problem areas where
training may apply. Generally, he feels that both Agency
and external management training have been of value to
him.
He is especially interested in obtaining better
orientation to Agency problems, to his role in the govern-
ment and to world affairs generally. Hence, his frequent
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expressions of interest in the executive seminar
courses of OT and in external training to broaden his
horizons. The executive management training programs
at Harvard, Brookings Institute, Civil Service Commission,
and other similar programs are highly regarded.
The Division Chief and Deputy Chief average between
1 and 2 management courses taken from the Office of
Training and between 1 and 2 external courses in
management. They are about equally trained in management.
The most frequent Agency course has been the Management
Grid course and the Advanced or Senior Management Seminar
or some earlier Agency management courses. External
training most often includes attendance at one of the
management seminars provided by the Civil Service Commission
or the USDA graduate school. About 15 percent have
attended courses provided by the Brookings Institute or by
various college management programs. About the same
percent have attended the senior service schools such as
the Industrial College of the Armed Forces. The Division
Chiefs of some offices are professionally trained in
management, and some of these are functioning more as
management specialists than as middle-managers. A few
appear to have had no management training at all.
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Many individuals have had one or more special courses
in management, for example, R&D contracts and performance
appraisal. Much of the Chief's management training is old,
given 5 to 10 years ago or longer.
Individual Differences. Most believe that some form of
management training would be useful, provided it is tuned
to their own real problems. The specific needs of
Division Chiefs appear to vary widely, mainly because of
differences in experience and training and the differing
functions of their Divisions and Offices -- to say nothing
of the differences among Directorates.
The intelligence production offices such as OSI and
FMSAC are interested, though cautiously, in the management
sciences such as new analytical techniques and information
systems in management, systems approaches and forecasting
techniques. The technical offices such as ORD and OEL,
while also interested in some aspects of management science,
appear more interested in courses in advanced contract
management and special courses for the management of
engineers and technical projects. The OCS and'OSA have
special managerial and support functions, such as
computer programming which are reflected somewhat in
their management training needs. For example, some of
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1 .1
the Chiefs in OSA function more as management specialists
than as middle--managers. Some of these managers are
very well trained in their management functions.
The major common denominators to all of the
Directorate's training needs are the manager's interest in
defining objectives, improving office communications,
the behavioral aspects of management,standards and per-
formance evaluation, and career management. The special
problem of managing scientific and technical personnel is
probably the quintessential difference that distinguishes
the training needs of this Directorate.
Areas of Training Interest
The expressions of training interest when taken
collectively suggest the continued need for across-the-
board training in management, at least early in the
manager's career. A number of special areas seem of
particular interest to the manager, which he tends to
think may be best satisfied by short seminars. While
some short courses are already available in contracting,
performance appraisal and ADP, other specific topics may
require similar attention.
Planning and Decision Making. The manager senses a need
for better understanding of Agency processes for planning,
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decision making, budgeting and coordination and his role
in these processes. He is interested in the objectives
of the Agency and the process of setting them and in
how to manage accordingly. He wants to understand better
modern planning techniques, but skeptical of some, such as
the PERT system when applied to his own programs. He has
an interest in how to plan for and manage unusual or
crisis situations. Training probably can continue to
help in these areas either through the Advanced Management
Planning Course or through special courses.
Behavioral Sciences and Career Guidance Aspects of Management.
A keen interest exists in such topics as motivation, leader
ship, values, interpersonnel relationships, self-appraisal,
disciplining, employee guidance, drug abuse, youth culture
and other subjects in the management psychology field. These
interests were generally strong throughout. Very few
managers have had recent formal training in the behavioral
sciences, even as they may apply directly to management.
A definite training need exists in this area for the
Division Chief and the subject 'ends itself easily to
training.
Career management problems exist throughout the
Divisions, but the practicality of career planning programs
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is often questioned, because of the limited opportunities
for advancement to management positions. The importance
of self-reliant initiative in career development is
occasionally mentioned, others feel that more responsible
attention should be given to career planning by the
Offices, perhaps through employee counseling, more
rotations and opportunities for assuming responsibility.
More understanding of employee needs and aspirations and
related Agency policies and practices seems to be needed
by managers. Training may have an important role in any
such management program.
Management Sciences. Interest in the management science
fields is strong. Among the subjects mentioned are systems
approaches to management, estimating and forecasting
techniques, problem solving and decision making. Operations
research, however, has acquired a bad name. Some Chiefs
expressed doubt that a useful short course could be
devised in management science by the Agency. This kind
of training is possibly more suitable when given externally
at universities under highly competent instructors. Yet,
some of the experience gained by some Offices in
technological forecasting,in estimating and planning
techniques may be a basis for short internal seminars.
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A significant number of managers are interested
in ways of introducing new ideas, new techniques or
technology into their operations. Indeed, the missions
of one or two offices (e.g., ORI)) are partly addressed
to this problem. The introduction of new information
systems, new analytical tools, and forecasting techniques
are of high interest to some managers. The subject is
probably one that does not lend itself easily to training,
though a growing body of research on managing for
innovation exists in industry. The Agency, itself, has
some experience in this upon which to draw. Perhaps
more of our managers should be experts in how to
introduce new technology into Agency operations.
Other Specific Interests. A number of managers stressed
the problem of setting standards and evaluating performance,
the need for advanced training in contract supervision
stressing industrial practices in managing government
contracts, the need for more opportunities for self-appraisal
such as the Grid program, and the need for more orientation
to the management problems of the Agency and throughout
the intelligence community. Other managers stressed the
importance of improving communication skills at all levels.
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Training Methods. Some managers have strong preferences
for the manner in which training: is conducted. The need
for intensive demanding courses is sometimes stressed.
Tutorial approaches, case studies, research projects,
team work and exercises requiring much give - and - take,
are frequently suggested. Formal lectures on theory,
while considered useful, should be balanced with individual
participation. Emphasis is placed on real practical
problems.
Some feel that management-classes should have a
variety of students from all of the Directorates and from
other agencies, as is already the case for some courses.
Others feel that classes, depending upon the subject
matter, should be homogeneous, sharing common problems
and clearances. Little interest is shown in courses
extending beyond 3 to 4 weeks, except for attendance
at the prestige schools such as Harvard and the National
Service schools.
Recommendations
An advanced general course in management should
again be made available for all managers preferably
early in their development or at the beginning of new
assignments. For this purpose, the Advanced Management
U E ONLY
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Course (AMP) should be reinstated and modified in the
light of current Agency problems. The Grid course
should be continued'and attendance by all managers
encouraged.
.Introduce a program of special management seminars
designed to meet the specific needs of the Chiefs and
the various offices. These seminars should concentrate
on such subjects as Agency objectives and planning and
the decision making process in the Agency, especially
as it relates to the Offices. The behavioral sciences
and career guidance aspects of management are important
problem areas of this Agency where training is strongly
recommended. Managing innovations and other areas of
management science are believed to be important enough
for the Agency to encourage more external training.
Continue the broad orientation courses such as the
world affairs and intelligence seminars for all chiefs.
Attention should be given to improving methods of
instruction so as to stress participation in practical
Agency problems and to make greater work demands upon
the manager students.
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ROUTING AND RECORD SHEET
TO: (Officer designation, room number, and
building)
15.
COMMENTS (Number each comment to show from whom
to whom. Draw a line across column after each comment.)
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INTERNAL
mu nai
Il UNCLASSIFIED