THE SUPPORT SERVICES HISTORICAL SERIES - VOLUME 111: MANAGEMENT AND SUPPORT

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP93-00791R000100030001-7
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 105
• Document Creation Date: December 14, 2016
• Document Release Date: January 28, 2003
• Sequence Number: 1
• Publication Date: August 1, 1971
• Content Type: REPORT

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CIA Internal Use Only
Access Controlled by DDS
The Support Services
Historical Series
THE OFFICE OF TRAINING, 1 JULY 1951 - 1 JANUARY 1966
VOLUME III: MANAGEMENT AND SUPPORT
SECRET
OTR - 7
August 1971
Copy 2 of 3
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WARNING
This document contains information affecting the national
defense of the United States, within the meaning of Title
18, sections 793 and 794, of the US Code, as amended.
Its transmission or revelation of its contents to or re-
ceipt by an unauthorized person is prohibited by law.
GROUP I
Excluded from automatic
downgrading and declassification
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CIA Internal Use Only
Access Controlled by the Directorate for Support
THE SUPPORT SERVICES HISTORICAL SERIES
1
THE OFFICE OF TR,AIl,IING
1 JULY 1951 - 1 JANUARY 1966
VOLUME IIT: MANAGEMENT AND SUPPORT
by
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August 1971
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gh T. Cunni g am
Director of Tr ining
l{ISTORI:CAL STAFF
CENTRAL INTELLIGENCE AGENCY
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It is impossible to pull from the fabric of Agency training all of the
threads of management and support activities and examine them as enti-
ties in themselves. They have interest and significance only as they
are related to the total training mission and only as they contribute to
the fulfillment of that mission -- the provision of training programs that
meet the needs of the Agency. Because of this close interrelationship,
some aspects of management and support are best described within the
context of individual training programs. Some aspects can be identified
as management and support activities in their early stages but as they
develop become elements of training programs and must be described
as such. There are a few, however, that can be singled out as prima-
rily management and support -- affecting training programs but not
becoming parts of them.
This paper, therefore, omits discussion of some management and
support activities so that they may be fully covered in later papers; it
identifies some management and support activities and defers full
description; and it discusses in some detail those activities that can be
identified as primarily management and support. First of all, the sta-
tus of OTR within the Agency on 1 July of 1956 is described; then organ-
izational development, key personnel appointments, and managerial
methods and procedures are traced to 1 January of 1966; and finally,
the major activities of the OTR staffs during that period are recorded.
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Contents
Page
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
I. Status of OTR, 1 July 1956 . . . . . . . . . . . . . . . . 1
A. Summary of Development . . . . . . . . . . . . . . . 1
B. Missions and Responsibilities, 1 July 1956 . . . . . . 1
II. Organizational Development . . . . . . . . . . . . . . . . 5
III. Key Personnel Appointments . . . . . . . . . . . . . . . . 10
IV. Managerial Methods and Procedures . . . . . . . . . . . . 20
A. Rotational Assignment . . . . . . . . . . . . . . . . 20
B. The Career Service Board . . . . . . . . . . . . . . . 22
C. The Training Selection Board . . . . . . . . . . . . . 27
1. Background . . . . . . . . . . . . . . . . . . . . . 27
2. Action . . . . . . . . . . . . . . . . . . . . . . . 30
V. The Plans and Policy Staff . . . . . . . . . . . . . . . . . 36
A. Function . . . . . . . . . . . . . . . . . . . . . . . . 36
B. Preparation of Reports . . . . . . . . . . . . . . . . . 36
1. Routine Information Reports . . . . . . . . . . . 37
2. Periodic Reports . . . . . . . . . . . . . . . . . 38
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3. Special-Purpose Reports . . . . . . . . . . . . . . . 39
C. Liaison . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
D. Coordination of OTR Activities . . . . . . . . . . . . . . 42
VI. The Support Staff . . . . . . . . . . . . . . . . . . . . . . . 44
A. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . 44
B. Project
C. Project
. . . . . . . . . . . . . . . 45
. . . . . . . . . . . . . . . . . . . . 47
1. The DDI Series . . . . . . . . . . . . . . . . . . . . 47
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2. Academy Anonymous . . . . . . . . . . . . . . . . . 49
3. Other Productions . . . . . . . . . . . . . . . . . . . 51
D. Organizational Changes . . . . . . . . . . . . . . . . . . 52
1. Library Services . . . . . . . . . . . . . . . . . . . 52
2. The Registrar Function . . . . . . . . . . . . . . . . 54
............... 55
E. Major Activities . . . . . . . . . . . . . . . . . . . . . . 57
VII. The Assessment and Evaluation Staff. . . . . . . ... . . . . . 61
A. Introduction . . . . . . . . . . . . . . . . . . . . . . . . 61
B. Organizational Development . . . . . . . . . . . . . . . . 63
C. Support of Training . . . . . . . . . . . . . . . . . . . . . 65
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D. Non-OTR Services . . . . . . . . . . . . . 67
VIII. The Registrar Staff . . . . . . . . . . . . . . . 70
A. Background . . . . . . . . . . . . . . . . . . 70
1. The Function Before March of 1957 . . . . 70
2. Consolidation of Functions . . . . . . . . 74
B. Organization and Activities . . . . . . . . . 77
IX. Development of Training Methods . . . . . . . . . 84
A. Introduction . . . . . . . . . . . . . . . . . 84
B. The Educational Specialists . . . . . . . . . 84
C. The Education Committee . . . . . . . . . . . 87
D. Programmed Learning . . . . . . . . . . . . . 90
X. Summary and Conclusions . . . . . . . . . . . . . 92
Organizational Charts of the Office of Training
1
1
Frontispiece Showing organization during Fiscal Year
1956
Figure 1. Showing establishment of School of
International Communism and other
changes (15 June 1956) . . . . . . . . . . 6
Figure 2. Showing establishment of Language Training
School (18 January 1965) and other changes
during 1965 . . . . . . . . . . . . . . . . 8
Figure 3. Showing establishment of
(8 April 1960) . . . . . . . . . . . . . . 56
Figure 4. Showing establishment of Registrar Staff
(9 May 1958) . . . . . . . . . . . . . . . 76
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Appendix
Page
A. Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
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OFFICE OF TRAINING ORGANIZATION CHART AS IT APPEARED
IN THE REPORT OF OTR ACTIVITIES, FISCAL YEAR 1956
JUNIOR OFFICER
TRAINEE PROGRAM
I DEPUTY_D I RECTOR ( SUPPORT)
DIRECTOR OF TRAINING
-1 ASSESS.& EVAL. STAFF
RESEARCH
BRANCH
ASSESS-
~STI
MENT SERVICES
BRANCNaBRA NCH
TRAINING
EVALUATION
BRANCH
FIELD 11 COVERT
TRAINING 11 TRAINING
OVERSEAS
TRAINING
INTELLIGENCE SCHOOL
. - E
BASIC
TRAINING
VISUAL AIDS
ORIENT
ATI ON S
BRIEFINGS?
INTELL-
IGENCE
TRAINING
MANAGE-
MENT
RAINING
ADMIN.
TRAINING
CLERICAL
TRAINING
SLAVIC
DEPARTMENT
GERMAN I C
DEPARTMENT
PLANS AND
POLICY STAFF
SUPPORT STAFF
FILM BRANCH I ADMINISTRATION
(INCLUDING (I ~ICBRA c
AUDIO MS) PY)
ORIENTAL
DEPARTMENT
ROMANCE
DEPARTMEN
SCHOOL OF
INTERNATIONAL'
COMMUNISM
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THE OFFICE OF TRAINING, 1 JULY 1951 - 1 JANUARY 1966
Volume III: Management and Support
1 July 1956 - 1 January 1966
I. Status of OTR, 1 July 1956
A. Summary of Development
When OTR was established in 1951, it was technically an
Office; but it bore no organizational resemblance to other Agency
Offices, and it was not a component of any of the three Directorates.
It had a Director who reported to the Office of the Director of Central
Intelligence, but just what he was authorized to direct was not definitely
known. It had a mission, but its mission appeared to be one that
already belonged to other Agency components -- part of it to personnel
management and part of it to the Clandestine Services (CS). OTR-5
and OTR-6 have traced the dissolution of these clouds of uncertainty.
By July 1956, the questions had been answered. OTR was, indeed, an
The Office of Training, 1 July 1951 - 1 January 1966, Volume I,
Definition and Consolidation, 1 July 1951 - 4 December 1953 (OTR-5);
and Volume II, Growth and Development, 4 December 1953 - 1 July
1956 (OTR-6).
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Office and a component of the Support Directorate; the DTR was, indeed,
the director of all Agency training; OTR did, indeed, have a clearly
defined mission and the responsibilities and authorities that went with it.
In the beginning, the internal organizational structure of OTR
was a make-shift expedient dictated by the circumstances of the time.
Changes in organization had to come slowly, awaiting the changes in
circumstances that permitted them. Naturally, there was an element
of trial-and-error in the reorganizations; OTR was a new kind of com-
ponent in the Agency, and there was no body of experience to provide
guidance. Throughout the period, from July 1951 to June 1956, then,
the organizational structure was in a process of evolution. By July
1956, the process was complete; and OTR had established the internal
structure that -- with minor changes -- was to work effectively for the
next decade. *
B. Missions and Responsibilities, 1 July 1956
The ambiguities that had surrounded some of OTR's missions,
responsibilities, and authorities for five years no longer existed by
* See Frontispiece.
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July 1956. Perhaps the clarification is best illustrated by the state-
ment that appears in OTR's report of activities for fiscal year 1956:
1/*
The Director of Training is responsible for the coordina-
tion, technical supervision, review, and support of all Agency
training activities, foreign and domestic. His responsibility
with regard to the training of other than staff employees, staff
and contract agents, and representatives of foreign intelli-
gence services, except as specifically provided for, will be
only for such cases or programs of this type as are referred
to him by the Deputy Director concerned. Specific responsi-
bilities are to:
1. Ascertain Agency training requirements and develop,
review, and coordinate plans, policies, standards, and
programs designed to meet such requirements.
2. Develop and direct, within Office of Training installa-
tions, training programs related to the skills and tech-
niques required to carry out the specialized operational
activities for which the Agency is responsible.
3. Produce training publications of instructionally useful
materials which convey and interpret the intelligence,
operational, administrative, and support doctrine of
the Agency, and formulate dissemination policy govern-
ing the distribution of such training publications.
4. Provide for Agency participation. in training programs
at appropriate external training facilities, both U. S.
Government and private, in the United States and over-
seas.
* For serially numbered source references, see Appendix A.
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5. Be responsible for technical supervision of training
activities at overseas training bases.
6. Provide psychological services to the Agency for oper-
ational and other purposes.
7. Direct a comprehensive program for the selection,
professional training, and career preparation of Junior
Officer Trainees in cooperation with appropriate com-
ponents of the Agency.
It was within the frame of reference established by this state-
ment -- supported, of course, by regulations and directives -- that
OTR functioned throughout the 1956-66 period.
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II. Organizational Development
The reorganization of June 1956, as recorded in OTR-6, * com-
bined the Basic Training School and the Intelligence Training School to
form the Intelligence School and established the School of International
Communism. It also changed the name of the Operations Training
School to the Operations School and the name of the Language, Area,
and External Training School to the Language and Area School. ** 2/
The deletion of "External" in the latter change reflected the transfer of
the external training responsibility to the Registrar Branch of the Sup-
port Staff. This transfer led to the establishment of the Registrar Staff
in May 1958, a staff that reported directly to the DTR. 3/
In April of 1960, another significant organizational change was
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for the training programs, and there were the inevitable clashes that
See footnote, p. 1.
** See Figure 1, p. 6.
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Figure 1
ORGANIZATION OF THE OFFICE OF TRAINING
15 June 1956
ASSESSMENT
AND EVALUATION
STAFF
JUNIOR OFFICER
TRAINING
PROGRAM
SCHOOL OF
INTERNATIONAL
COMMUNISM
INTELLIGENCE
SCHOOL
PLANS AND
POLICY
STAFF
LANGUAGE
AND AREA
SCHOOL
ORGANIZATION OF THE OFFICE OF TRAINING AS OF 15 JUNE 1956,
SHOWING THE ESTABLISHMENT OF THE SCHOOL OF INTERNATIONAL
COMMUNISM, THE MERGER OF THE BASIC TRAINING SCHOOL AND
THE INTELLIGENCE TRAINING SCHOOL AS THE INTELLIGENCE
SCHOOL, THE CHANGE IN NAME FROM LANGUAGE, AREA AND EXTER-
NAL TRAINING SCHOOL TO LANGUAGE AND AREA SCHOOL, AND
THE CHANGE IN NAME FROM OPERATIONS TRAINING SCHOOL TO
OPERATIONS SCHOOL; BY OTR NOTICE NO. 20-56, 15 JUNE 1956.
SUPPORT
STAFF
OPERATIONS
SCHOOL
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come with division of authority. The problem was solved when
command of all activities and reporting only to the Director of Train-
ing. 4/
From April 1960 to the end of 1965, there was only one organiza-
tional change of any consequence. That came in January 1965, when
area training programs were dropped, the Language and Area School
was abolished, and the Language Training School was established.' 5/
The rationale for this action and the circumstances surrounding it will
be discussed in a later volume. ** Basically, the action was taken as a
result of Agency pressures to reduce costs.
There were a number of minor organizational changes within the
schools and staffs during the 1956-66 period, and there were transfers
of some training programs from one school to another; these changes
will be discussed within the context of the individual schools and staffs
m See Figure 2, p. 8.
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Figure 2
ORGANIZATION OF THE OFFICE OF TRAINING
1 January 1966
JUNIOR OFFICER
TRAINING
PROGRAM
ORGANIZATION OF THE OFFICE OF TRAINING AS OF 1 JANUARY 1966,
SHOWING THE REMOVAL OF THE ASSESSMENT AND EVALUATION
STAFF (TRANSFERRED TO THE DDS MEDICAL STAFF ON 14 NOVEM-
BER 1962 BY HEADQUARTERS NOTICE II AND THE ESTAB-
LISHMENT OF THE LANGUAGE TRAINING SCHOOL (ON 18 JANUARY
1965 BY OTR NOTICE NO. 1-65 DATED 12 JANUARY 1965) REPLACING
THE LANGUAGE AND AREA SCHOOL.
REGISTRAR
STAFF
SCHOOL OF
INTERNATIONAL
COMMUNISM
INTELLIGENCE
SCHOOL
PLANS AND
POLICY
STAFF
SUPPORT
STAFF
OPERATIONS
SCHOOL
LANGUAGE
TRAINING
SCHOOL
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concerned. The major-component organizational structure, however,
remained stable during the period -- with only those few changes men-
tioned above.
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III. Key Personnel Appointments
In two of the key positions in OTR, there was no personnel change
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I
positions, however, there were changes in personnel; and because the
people in the key positions often determined the nature and course of
events, they are identified at this point in the narrative.
Brief biographical sketches of key personnel in OTR as of January
1955 are given in OTR-6; the information given there is not repeated
here.
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continued as Chief of the Support Staff. * In all other key
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IV. Managerial Methods and Procedures
A. Rotational Assignment
The pattern of key personnel assignments during the 1956-66
period clearly reflects one of Mr. Baird's most important achieve-
ments as a manager of people. Although -- or, perhaps, because --
he himself had had no experience in clandestine operations, he was
firmly convinced that operations training could not remain viable with-
out the benefit of first-hand experience in operations. This conviction
led to the issuance of an OTR regulation in December 1956 that estab-
lished procedures within OTR for identifying positions that could be
filled by non-OTR officers and OTR officers who should be rotated to
non-OTR assignments. 7/ The policy statement in the regulation
defined the purpose as being "to improve the quality of training" by
bringing in operational experience.
The regulation made it clear that there were two ways of get-
ting the experience into training -- by bringing experienced operational
officers in, and by sending instructors into the field to acquire the
experience. Mr. Baird chose to combine these two methods, and grad-
ually he worked out an unofficial but effective. quid-pro-quo system
with the Clandestine Services. Mr. Baird would accept a qualified CS
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officer in an OTR position on a rotational assignment, usually for a
period of two years, and the DDP would accept an OTR officer for the
same period of time in an operational assignment.
The key-assignment pattern in OTR shows that the positions
of Chief of the Plans and Policy Staff and Chief of the Operations School,
particularly the latter, were often held by CS careerists; and although
a man-for-man exchange could not be demonstrated, for every CS
careerist in those positions there was an OTR careerist in an opera-
tional assignment. The same procedure worked below the key-person-
nel level also; CS officers were brought in at the instructor level, both
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tional field assignments in approximately the same numbers. It was in
this way that Mr. Baird prevented OTR from becoming parochial and
disengaged from the reality of clandestine operations.
In relation to the other Directorates of the Agency, particu-
larly the DDI, the rotational assignment system was less successful.
The DDI was reluctant to release people for training courses and
doubly reluctant to release people for rotational assignment as instruc-
tors in OTR and to accept OTR careerists in DDI positions. Some DDI
officers did, on their own initiative, take positions in OTR, but in
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almost every case the DDI insisted on a change to OTR career status.
There were a few exceptions, of course.
for example,
was accepted for a rotational tour of duty with the Office of National
e
Estimates and retained his OTR career status. went
to OTR from the DDI and retained his ORR career status -- until ORR
tried to recall him for another assignment before his rotational tour
had been completed. By the end of the 1956-66 period, some progress
had been made, however, and a few rotational exchanges had actually
taken place.
B. The Career Service Board
The early development of the OTR Career Service Board is
recorded in OTR-6. The Board had been established in 1952 as a
small group of senior OTR officers. In October 1954, the member-
ship was expanded to include all of the members of the DTR's senior
staff and the senior OTR personnel officer. This format continued
throughout Mr. Baird's tenure, and periodically -- sometimes once
each month and sometimes at two- or three-month intervals -- the
senior staff, after completing its business as a staff, would continue
* These exchanges are specified in later volumes.
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in session as the career board. The board had three major functions:
to approve rotational assignments, to approve promotion recommenda-
tions, and to discuss career preference outlines. The first of these
functions was actually a nominal one -- for the reasons discussed in
the preceding paragraphs. The other two, however, were of major
importance in helping the DTR with his personnel management responsi-
bilitie s.
In December of 1953, the promotion-panel system had been set
up in OTR. 8/ There were three panels: a professional promotion
panel, a clerical promotion panel, and a JOT promotion panel. The
separate panels considered the appropriate promotion recommendations
submitted by the school and staff chiefs and determined which of them
should be forwarded to the OTR Career Service Board for approval.
The Board then reconsidered them and, in most cases, approved the
recommendations. The Board action was not final, of course. The
Board could approve the recommendations, but only the DTR had the
authority to approve the actual promotions; and there were times when
the DTR, wearing the hat of the chairman of the board, permitted the
Board to approve recommendations and then abruptly donned his Direc-
tor of Training hat to negate the Board's action.
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In March 1959, the promotion-panel system was changed. 9/
The three separate panels were eliminated and a single panel, the OTR
Promotion Panel, was established. There were seven voting members
of the Panel, usually senior OTR officers just below the school-and-
staff-chief level, appointed by the DTR. There were also a secretary
and a recorder -- non-voting members supplied by the Personnel Staff.
The Panel considered recommendations for promotion of all OTR per-
sonnel up to the GS-11 level -- that is, up through promotions from
GS-10 to GS-11. All promotions to GS-12 and higher grades were
handled by the OTR Career Service Board.
In December 1961, the "competitive ranking" procedure was
introduced as a basis for recommending promotions. 10/ Both the
Panel and the Board, within their grade-level responsibilities, ranked
all OTR employees in each grade. Schedules for these ranking meet-
ings were drawn up, and guidelines were established; each grade was
ranked each year. This ranking procedure did not eliminate individual
promotion recommendations, but -- in theory at least -- it did identify
those people who should be recommended for promotion. Actually, it
engendered a considerable amount of support-swapping, a time-
honored maneuver in the democratic process; one school or staff chief
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supported another's favorite candidate for high placement with the
understanding that the favor would be returned. In spite of that, how-
ever, the competitive-ranking procedure did provide a firmer basis for
recommending promotions and for evaluating the recommendations
after they were submitted.
The career preference outline was introduced by Mr. Baird
in October of 1954. Up to that time, the responsibility for providing
career guidance in OTR had been left to the school and staff chiefs,
and because it was neither systematized or regulated it was all too
often neglected. On 14 October 1954, an OTR regulation was issued,
establishing specific procedures for preparing and submitting "Individ-
ual Career Development Plans. " 11/ In June of 1956, the regulation
The competitive-ranking procedure was adopted by OTR from the ill-
famed "701 Exercise, " an Agency-wide project to effect the "separa-
tion of surplus personnel." This project was announced on 10 Febru-
ary 1961 by CIA REGULATION No. 0 It required each Agency
career service to identify all people in the career service who should
be considered "surplus" and should be "separated. " One of the
required procedures was the development of a "relative retention
list" in each career service, which meant that all people had to be
ranked according to their usefulness. Those at the bottom levels of
the list, then, were considered surplus and were to be separated.
In OTR the 701 exercise created agony, anger, and outright defiance
-- as it did in those other Agency career services that took the regu-
lation seriously. Most senior OTR officers felt that the only good
that came out of the exercise was the concept of competitive ranking.
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was reissued.in revised form. 12/ The career development plan was
changed to a "Career Preference Outline, " and the requirement was
applied to all OTR careerists -- the earlier regulation did not apply to
personnel at the school-and-staff-chief level or to personnel on rota-
tional assignment outside OTR.. The revision also restated the policy
involved, assigned responsibilities, defined procedures, and estab-
lished schedules for submission of the outlines to the promotion panels
and the career board.
For about a year thereafter, the panels and the Board held
special meetings for the consideration of career preference outlines.
Some of these meetings were very long ones, and many of the members
of the panels and the Board had no first-hand knowledge of the people
whose career plans were being discussed. In August 1959, Mr. Baird
decided to change the board procedure. A notice was issued stating
that for purposes of considering career preference outlines the Board
would consist only of the DTR, the DDTR, and A&E staff representa-
tive, the school or staff chief concerned, and the Board secretary. 13/
Under this system, the outlines submitted by all people in one school
or staff were discussed in a single meeting; one meeting was held each
month, January through November. 14/
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The purpose of the career preference outline was, of course,
to give each OTR careerist an opportunity to state precisely both his
short-term and long-term career goals and to suggest the training and
the assignments that would help him reach those goals. Approval of
the outline by the OTR career board was an indication that every effort
would be made to help the employee follow his career plan. In actual
practice, relatively few of the career plans were carried out; the pres-
sures to get the training jobs done made it difficult to release people
for planned training and reassignment, and shortages of manpower and
money increased the difficulty. In retrospect, it seems that the career-
preference-outline concept was basically sound but in the face of prac-
tical realities it didn't work very well. Eventually, most employees
began to consider it a generally useless exercise.
C. The Training Selection Board
1. Background
Before OTR was established in 1951, the selection of
Agency officers for external training had been done by the individual
components of the Agency. In July 1951, an External Training Divi-
sion was established in OTR, and thereafter efforts were made to sys-
tematize the. selection and processing of external trainees. In
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September 1951, as a consequence of Mr. Baird's proposal of an
Agency career development program, a CIA Career Service Planning
Committee was established. 15/ In June 1952, this committee recom-
mended that a CIA Career Service Board be established, and that was
done. 16/ One of the assigned responsibilities of this Board was to
select officers for external training at the senior-school level and
make recommendations to the DCI. OTR was assigned the job of pro-
cessing the appointments.
As recorded in OTR-5, the CIA Career Service Board
never really performed; the Agency components had not seriously
accepted Mr. Baird's career development concept, and the selection
of candidates for senior-level external training was a somewhat oner-
ous task that could be delegated. The Board continued to exist, how-
ever -- in name, at least* -- but it became a sort of ad hoc group the
sole mission of which was the selection of officers for external train-
ing. Mr. Baird, representing the DCI, was chairman of the group,
and the Directors of Personnel and Communications attended the meet-
ings as representatives of the DDS. The DDI and DDP representatives,
In the late 50's the name was changed to the CIA Career Council,
and by late 1962 it was called the Career Training Board. 17/
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however, were relatively junior administrative officers. The meetings
were held -- when called by the chairman -- in the DTR's conference
room. All of the paper work was done by OTR officers -
through the middle 50's and then by
Because procedures for nominating candidates were not
clearly defined -- any Agency component could nominate one or more
of its officers, or any Agency officer could nominate himself without
component endorsement -- the selection process itself was often con-
fused and sometimes capricious. The result was that frequently the
selections were not good ones; some of the selected people damaged
the Agency's image in the senior service schools, and some of the peo-
ple selected were those for whom their components had "no other suit-
able assignments."
Apparently this came to the attention of the DCI, for in
August of 1963 the Executive Director, then Mr. Lyman B. Kirkpatrick,
sent an action memorandum to the Director of Personnel through the
DDS stating that "This is to advise you that the DCI has indicated that
he wants the Agency to make a particular effort to insure that our
attendees at the Senior Service Schools and the Foreign Service
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Institute courses are the best representatives that the Agency can pro-
vide. " 18/ Obviously, something had to be done to improve the train-
ing selection system.
2. Action
By the fall of 1963, had been OTR Registrar for
five years and had been closely involved in the external training prob-
lem for almost ten years. In a weekly activity report to the DTR early
25X1 in October of 1963, Qsuggested that the ills of the training
selection system might be cured by the creation of a CIA training selec-
tion council, and he outlined the composition and function of such a
council. On 18 October, the DTR sent to the DDS, Col. White, the full
25X1
Isuggestion with a covering memorandum stressing
the points of greatest importance and recommending adoption of the
suggestion. 19/
Col. White's reply was dated 1 November 1963. The
first paragraph was this: "Your suggestion that the Agency establish
a training selection council appears to be in accord with the desire of
the Executive Director as expressed in Action Memorandum No. A-304,
a copy of which is attached. " In Col. White's handwriting at the bot-
tom of the memorandum is this notation: "Also please see Gen.
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I 25X1
Carter's memo attached." 20/ Between 18 October and 1 November,
obviously, Mr. Baird had done some channel- skipping. An experience-
founded conjecture would be that on or soon after 18 October, he hand-
carried to Mr. Kirkpatrick a copy of
suggestion and his own
covering memorandum addressed to the DDS. The action memorandum
referred to in Col. White's 1 November memorandum was dated 24
October, and it was addressed to the DDS. It did not mention Dr.
suggestion or the DTR's covering memorandum, but it included
the substance -- and much of the wording -- of both. 21/ It directed
the DDS to "take forthwith the necessary action to establish a perma-
nent CIA Training Selection Board. It defined the purpose and func-
tion of the Board, it stipulated that the DTR would be the chairman,
and it defined the membership as the Director of Personnel or his
deputy and representatives of the four Directorates and of the Comp-
troller's office. "Gen. Carter's memo" referred to by Col. White was
a memorandum from Gen. Marshall S. Carter, then the DDCI,
addressed to the Executive Director and saying that he, Gen. Carter,
was "in full accord with" Mr. Kirkpatrick's action memorandum. 22/
Apparently Mr. Kirkpatrick preferred "Board" to "Council. "
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It would appear that in this particular channel-skipping
venture, Mr. Baird violated one of his own basic rules about channel-
skipping -- when you do it you keep interested parties informed. The
second paragraph of Col. White's 1 November memorandum asks Mr.
Baird to go ahead with the drafting of a specific proposal and indicates
the important factors to be considered. In the third and final paragraph,
there is a thinly veiled reprimand: "I would like to review your pro-
posal before you submit it for any form of coordination or discuss it
with anyone else. . . "
Col. White's memorandum was referred to for 25X1
action, and work began at once on the drafting of a CIA notice announc-
ing the establishment of the CIA Training Selection Board. By 25
November, the draft had been completed, and on that date Mr. Baird
sent it to the DDS with a covering memorandum recommending approval
and publication. 23/ There followed a remarkably brief coordination
process, during which some changes were made in the language of the
draft, and the official notice was issued on 18 December. 24/
The notice stated that the Training Selection Board was
established as of 1 January 1964. The Director of Training was desig-
nated permanent chairman and the Director of Personnel or his deputy
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as a permanent member. The other members were to be one desig-
nated by the Executive Director-Comptroller and one designated by
each of the Deputy Directors. * There was also a provision authorizing
the chairman of the board,to invite representatives from the various
career services. The board was to be responsible for the selection of
candidates for assignment to the Senior Defense Colleges, the Senior
Seminar in Foreign Policy at the Department of State, and the Advanced
Management Program at Harvard University; standards and procedures
for selection were defined in general terms, and the notice stipulated
that the board would submit recommendations to the DDCI, who would
make final selections. The notice also specified that the heads of
career services were the only ones who could make nominations, and
that these would be submitted annually in response to a notification
issued by the chairman of the board.
Among other provisions contained in the notice was the
assignment to the Training Selection Board of the responsibility for
e
continuous review of the Midcareer Training Program. This program,
The DTR and the D/Pers served on the Board in dual capacities --
as permanent appointees representing the DCI and as Heads of the
OTR and O/Pers Career Services. Neither served as a representa-
tive of the DDS.
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which had been initiated in 1961, was established early in 1963 and
actually started in October 1963. Although it was set up as a staff
activity, it was actually an Intelligence School project and it is
described in a later volume.
The Training Selection Board functioned effectively from
the very beginning. The earlier elements of haphazardness had been
eliminated, and standards and procedures had been clearly defined.
OTR provided a permanent secretary for the Board, and the OTR Regis-
trar Staff processed all of the necessary paper work and gave continu-
ing support to Agency officers during their external training assign-
ments.
Within a year, however, it became apparent that the
"invitational membership" provision in the chairman's authority was
resulting in an imbalance -- a majority of the people who sat at meet-
ings of the Board represented the DDS career services. In November
1964, the Executive Director called the attention of the DDS to this sit-
uation and suggested that the membership section of the original notice
be revised. 25/ In June 1965, the revision was made when the content
I
25X1 of the notice,
was incorporated in a CIA regulation,
26/ The regulation contained this provision for membership:
25X
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The Director of Training is Chairman of the Board and repre-
sents the Executive Director-Comptroller. Permanent mem-
bers are the Director of Personnel, who represents the Deputy
Director for Support, and three representatives designated by
the Deputy Director for Science and Technology, the Deputy
Director for Plans, and the Deputy Director for Intelligence,
respectively. Each of these representatives shall be a mem-
ber of one of the Career Services under the jurisdiction of the
Deputy Director concerned.
In summary, it should be said that the Training Selection
Board was one Agency-wide training effort that really worked. With
the full support of the Executive Director and the DDCI behind it, the
Board was not considered a place to put a junior administrative officer
who could be spared from other duties. In addition, selection by the
Board became an outstanding honor for an Agency officer; the Directo-
rates and the career services within them were most eager to have
their interests protected, and top-level officers were quite willing to
sit as members of the Board. Mr. Baird and
in planning
25X1
and developing the Training Selection Board, solved a nettlesome prob-
lem in a most effective way, and they deserve recognition for it.
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V. The Plans and Policy Staff
t
More than any of the other OTR staffs, the Plans and Policy
Staff (PPS) served as the working administrative arm of the DTR.
Although the missions and functions of the staff were specified in an
official statement, the actual function of the staff was not determined
or limited by the statement. As Mr. Baird said, in reference to the
statement, "Government gobbledegook. The PP Staff did what I told
them to do." 27/ Perhaps the best way, then, to describe the activities
of the PPS during the 1956-66 period is to identify the kinds of things
that the DTR "told them to do" and give some specific examples.
B. Preparation of Reports
A necessary part of OTR's business was the preparation and
submittal of the various kinds of reports required by the DDS or one of
the elements of the Office of the DCI. Some of these were routine
information reports, some were periodic reports required for budget-
ary planning or as parts of Agency reports to the administrative or
legislative arms of government, and some were special-purpose
reports required by a particular situation or project.
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1. Routine Information Reports
One of the routine, continuing tasks of the PPS was the
preparation of the DTR's weekly activities report to the DDS. As noted
in an earlier volume,' one of the DTR's management tools was the
requirement of weekly activity reports from the OTR schools and staffs.
In preparing these reports, the school and staff chiefs got component
reports from their faculties and branches and sent them on to the DTR
with a covering memorandum that filled any gaps left by the component
reports. All of these reports went to the DTR, and he would read
them all. =gym He checked every item that he thought should go to the
DDS, either for his own information or for mention at the DCI's staff
meetings, and the DTR then checked those items about which he wanted
more information.
From the DTR, the OTR weekly reports went to the PPS;
the staff would get the additional information requested and then pre-
pared the DTR's report to the DDS, including all of the items that Mr.
OTR-6, p. 42.
Throughout his tenure as DTR, Mr. Baird made a practice of arriv-
ing at his office at 0600 on most working days. Between 0600 and
the beginning of the business at 0830, he would read all of the paper
that had come to his desk the preceding day.
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Baird had checked. This was a routine job, but it was a most impor-
tant one; Mr. Baird considered it one of the most effective ways of
maintaining communications upward and, in addition, an excellent
method of keeping a record of OTR activities.
2. Periodic Reports
Perhaps the best example of the reports required by the
Office of the DCI was OTR's contribution to the Agency's report to the
President's Board of Consultants on Foreign Intelligence Activities --
later the President's Foreign Intelligence Advisory Board. Until April
of 1964, this report was submitted semi-annually, and thereafter
annually. 28/ The request for OTR's contribution came from the Spe-
cial Planning Assistant to the DDS and was next referred to PPS for
action. The Chief of the PPS then sent to all OTR school and staff
chiefs a request for submittal of reports of "the outstanding accom-
plishments and measures taken to improve the quality of your activi-
ties" during the period to be covered. 29/ The responses from the
school and staff chiefs varied with their individual interpretations of
"outstanding accomplishments. " In March 1960, for example, the
Chief of the Operations School reported that he had "no item to submit
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which is of sufficient significance to warrant inclusion in subject
report." 30/ At the same time, the Chief of the JOTP submitted four
full pages of "outstanding accomplishments. " 31/
It was the job of the PPS to cull from the longer reports
of the school and staff chiefs those items worthy of inclusion in the OTR
report and go back to the more laconic reporters with suggestions of
items that they may have overlooked. The OTR report was then com-
piled, submitted to the DTR for approval and signature, and then sent
to the DDS. Needless to say, the OTR report was pared down for inclu-
sion in the DDS report to the Office of the DCI, where the DDS report
was pared down for inclusion in the Agency report. The fact that the
final Agency report might contain only a few lines about OTR activities
did not diminish in any way the importance of the job done by the PPS.
3. Special-Purpose Reports
Most of the special-purpose reports produced by the PPS
were the product of extensive staff work involving investigation,
research, compilation of data, and evaluation. They usually provided
the DTR with the information he needed as a basis for a major decision.
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The decision usually affected one of the OTR activities within a school
or staff, and the examples cited here are fully developed later within
the context of the school or staff concerned.
One example was the PPS work that led to the initiation of
the Language Development Program, a program that had a major effect
on the activities of the Language and Area School. Another was the
PPS report that led to the abandonment of the
training activity
in 1962. A third example was the PPS report that provided the data
leading to the DTR's 1965 decision to abolish the Language and Area
School and establish the Language Training School. These were but
three of many special-project activities through which the PPS provided
the administrative support that the DTR needed.
C. Liaison
In addition to its major job of compiling and coordinating
reports and doing the necessary background staff work involved, the
PPS functioned as the DTR's liaison service. It is difficult to pin-
point specific examples of this kind of work because most of it was
done as informal coordination or as an expediting activity. For exam-
ple, OTR's relationships with the DDP were concerned mostly with
course development and content -- the primary concern of the
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Operations School -- and the rotational exchange of instructors -- the
primary concern of the OTR personnel staff. The PPS, however, did
most of the ground work for both of these activities; preliminary
informal agreements were worked out by the PPS, and these formed
the basis for later official action.
The PPS carried on the same kind of basic liaison in matters
of budget and finance. Officially, OTR's budgetary activities were
handled by the budget and fiscal branch of the Support Staff, but the
PPS provided most of the guidance. Also, when OTR began to explore
the automation of the registrar's records and the computer processing
of some of the work of the A&E Staff, the PPS worked closely with the
Agency's computer services group. 32/
Other liaison services provided by the PPS included coordina-
tion of mutual-interest training activities with the Depar^of State and
the various Defense Department schools, contact with non-government
organizations that offered training programs and equipment, and the
coordination of issuances -- both OTR and Agency regulations and
notices.
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D. Coordination of OTR Activities
Still another kind of task assigned to the PPS by the DTR was
that of coordinating activities that involved many or all elements of
OTR. For example, early in February 1961 the Potomac River threat-
ened to reach flood stage, and several CIA buildings, including those
in the Potomac Park area where most of OTR was quartered, were in
danger. A flood alert was issued and the PPS was assigned the crash
mission of creating a flood plan to be activated should the flood actually
strike. On 21 February, the PPS reported to the DTR that "all com-
ponents of OTR have essentially completed their planning and initial
preparations as required by Alert A for the potential flooding of the
Potomac Park area. " 33/ The flood did not actually come; but if it had
come, OTR was prepared for it.
Another example of this kind of OTR coordination activity was
the development of plans for the relocation of all OTR elements in the
event of a national emergency that might endanger the Washington area.
Still another was the detailed planning of OTR's 1962 move into the
new Headquarters Building at Langley; although the move itself was
carried out by the OTR Support Staff, the PPS was responsible for the
planning of both the allocation of space in. the new quarters and the
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actual movement of equipment and materials. Ironically, perhaps, the
PPS had to do it all over again less than two years later, when OTR
was moved out of Headquarters to the Broyhill Building.
These, then, were the various and varied functions of PPS
during the 1956-66 period. It is difficult to assign a value to the serv-
ices performed; the staff did what Mr. Baird "told them to do, " and
more often than not their achievements were obscured by the later
development of the school or staff programs that their groundwork had
made possible.
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VI. The Support Staff
A. Introduction
The activities of the OTR Support Staff up to 1 July of 1956
have been covered in the preceding chapter. The development of two
special support projects,
has been covered 25X1
in part. The present discussion of the Support Staff will continue the
coverage of these two special projects and will describe and exemplify
other staff activities throughout the 1956-66 period.
As of 1 July 1956, the official statement of the functions of
the Support Staff was this:
This staff provides the administrative and support services
needed by the Office of Training. More specifically, it has
the following fields of responsibility:
1. Personnel, supply and transportation, budget
and fiscal matters, records management, stu-
dent registration, security, student briefing and
processing.
2. Library services, editing and reproduction,
audio and visual training aids.
3. Production of training films.
4. Administration and maintenance of the
0
25X
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A few "sample statistics" to indicate the magnitude of support
provided were cited in an OTR report covering activities during fiscal
year 1956:
I I
Prepared bibliographies and serviced reference requests.
Wrote and produced a 17-reel training film.
25X1
Projected 1, 067 moving picture films.
The official statement of the functions of the Support Staff in
1956 and the "sample statistics" provide a good general summary of
the nature of the staff's activity during the entire 1956-66 period.
Some of the 1956 functions and responsibilities were shifted to other
OTR components during the period, of course, and these shifts will be
noted below. First, however, the development of the
25X1
~rojects will be covered.
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a required course for all professional employees. The original plan
for the series was that there would be five parts in sequence, each
part a film by itself that could be used alone. Later, parts IV and V
were combined as a single film.
I 25X1 Mr.
the chief of the film production unit,
began work on the script in 1960; by July of 1961, Part I had been writ-
ten, coordinated, and filmed, and an "interlock" showing had been
scheduled. 41/ By that time, the filming of Part II was about half com-
pleted, and the script for Part III was being reviewed by the offices of
the DDI. 42/ About a year later, Parts I and II had been completed
and were being used in Intelligence School courses, and the shooting of
Part III was almost completed. 43/ By July of 1963, Part III had been
completed, and the script for Part IV -- the final part -- was finished
and in the coordination process. 44/ Part IV was completed and in use
by the fall of 1964.
For almost four years, a major part of the total effort of
the film production unit was devoted to the production of the DDI series.
In addition, a large number of Agency employees not connected with
the film unit had spent hours,* or days, away from their jobs to supply
the casting requirements of the series. Whether or not the heavy
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investment of time, money, and effort achieved results of comparable
value is highly questionable. The various parts of the series were
used, of course; but the use became less and less frequent, and by
1966 the series had been discarded. The fault, if there was one,. was
not in the making of the films but rather in the changing attitudes of
DDI officials toward the series. Those DDI officers who had approved
the scripts either left the Agency or were transferred to other posi-
tions; their successors, who had not approved the scripts, did not
endorse the films' treatment of DDI activities. In addition, of course,
there were changes in the DDI organization and changes in intelligence
production procedures -- changes that made parts of the films inaccu-
rate or obsolete. Whatever the reasons, the actual training value of
the DDI series must be considered dubious.
2. Academy Anonymous
Although there is no official record of the origin of the
project to make a film covering activities
25X1
it appears that the idea was suggested by Mr. John McCone when he
was DCI. 45/ Apparently Mr. McCone had in mind the use of such
film to supplement his briefings of Congressional committees; he
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suggested a ten-minute treatment. Col. White, then the DDS, consid-
ered a ten-minute treatment too brief and suggested a twenty-minute
treatment. In January 1965, Mr.
was directed to go ahead with
25X1
the writing of the script and the production of the film. 46/
By September 1965, the script had been completed and
coordinated, and actual production had begun. 47/ At this time, the
project was called "Briefing Film for Admiral Raborn;" the "Academy
Anonymous" title was given it at some unrecorded point in the final pro-
cessing of the film. By 10 November 1965, all scenes of 25X
' 25X1 I ad been completed; only a few Headquarters scenes
remained to be shot, and they were to be finished by 12 November.
Editing and processing had begun, and a viewing of the finished film was
scheduled for the end of December. 48/ The projected schedules were
met, and the film was completed and shown before the end of the year.
"Academy Anonymous" ran twenty-five minutes. It was
shot in full-color sound, and it stressed the more colorful and more
25X1
audible aspects of paramilitary training activities
Although it was obviously open to criticism
m To what extent the origin of this project was an example of the
"troublesome priest" aspect of management was never determined.
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because of its use of the spectacular and its omission of the nitty-gritty
of operations training, it served the purpose for which it was intended;
it was a slick job and a highly professional one.
3. Other Productions
During the period from 1 July 1961 to the end of 1965, the
film production unit was involved in the making of two films in additien
to the DDI series and Academy Anonymous. These were the "Resume"
film and the film on "Hostile Audio Counter-Measures. " The Resume
film was suggested by Mr. Kirkpatrick, the Executive Director, early
in 1963. It was to serve the purpose of supporting high-level briefings
for groups such as the National War College class and the State Depart-
ment's Senior Seminar that came to the Agency for orientation and
familiarization. Actually, this film was a cut-and-splice project involv-
ing the selection of segments from training films already completed
and putting the various selections together with appropriate subtitles
and voice-over commentary, to give the viewers a sampling of the
kinds of training activities that were carried on in the Agency. The
project was completed in December 1963.
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Production of the Countermeasures film began in March
of 1965, with a completion date set for August of 1965. By 15 July, the
film had reached the "rough-cut" stage and was shelved so that the
film unit could devote full time to Academy Anonymous. Work did not
resume until January of 1966, and the film was completed in April.
The Countermeasures film was produced at the request of the Office of
Security and was used primarily for the briefing of Agency personnel
and their dependents who were going to overseas assignments.
D. Organizational Changes
1. Library Services
When OTR was established in 1951, it inherited from the
OSO/OPC Training Division a small collection of books and other pub-
lications related to intelligence activities. The collection was not a
library, as such; but it served a purpose, and the Agency library was
available to those who needed full library resources. The Agency
library, however, was in a different location, and use of its facilities
involved considerable inconvenience. Gradually, with the help of cen-
tral library personnel, an OTR library came into being. Although it
was considered a "branch" of the main library, it was an OTR compo-
nent, and most of the personnel were OTR careerists. In the early
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1950s, the OTR library was located in Alcott Hall, and by the mid-50s
had been moved to the second floor of the Recreation and Services
Building. Administratively, the OTR library was a component of the
Support Staff, as was the small library
The OTR library was but one of several component libra-
ries in the Agency, all of them more or less autonomous and all of
them using the facilities and services of the main library, a component
of the Office of Central Reference (OCR). In mid-1957, a program of
library consolidation was launched with the purpose of bringing all
component libraries under the direct control and management of OCR.
In November 1957, it was announced that the library of the Office of
Training was transferred to OCR and would thereafter be known as the
Training Library, OCR. *. 49/
Apparently the November announcement was premature,
for the actual transfer did not take effect until February 1958. 50/
The transfer did not affect the location of the training library. It
remained in the R&S Building until April 1962, when OTR was moved
into the new Headquarters Building. At that time, because of the
I 25X1 * The library continued to function as an OTR unit.
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immediate accessibility of the main library, the training library was
abolished. It was not reestablished when OTR was moved out of Head-
quarters to the Broyhill Building less than two years after. By the
end of 1965, there was still no training library, as such, but remote-
ness from the main library facilities had already begun to develop pres-
sures that led to the later establishment of an OTR library patterned
after the one that existed before the 1958 transfer. =x
2. The Registrar Function
During the early years of OTR, the registrar function had
been a minor one involving the recording of student enrollment and
course completions. The work was handled by one or two people super-
vised by the Chief of the Support Staff. In 1957, the responsibility for
handling all matters related to external training was shifted to the
Registrar, and the function became much more complicated and
required more people to handle it. In addition, the maintenance of
m Early in 1969, an OTR Library Branch was established as a compo-
25X1 nent of the OTR Instructional Services Staff, with
I- I incidentally, had come to
OTR from an ONE librarian position in May of 1952 and had been
instrumental in establishing the first OTR library. In November
1967 the Inspector General had recommended that an OTR Library
be established.
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systematic records became a much greater task as OTR's activities
expanded, and the ever-increasing requirements for statistical reports
became a burden.
By early 1958, it had become apparent to Mr. Baird that
the registrar function was a major staff activity. In May 1958, an
OTR notice announced the establishment of a Registrar Staff. 51/ Dr.
was appointed Chief of the staff, which consisted of
the Chief, a deputy chief, and three branches -- Information, Process-
25X1 ing, and Standards. I ad been serving as Chief of the Regis-
25X1
trar Branch of the Support Staff since March of 1957. The activities of
the Registrar Staff from May 1958 to January 1966 are described later
in this volume.
r See Figure 3, p. 56.
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Figure 3
ORGANIZATION OF THE OFFICE OF TRAINING
8 April 1960
REGISTRAR
STAFF
JUNIOR OFFICER
TRAINING
PROGRAM
ASSESSMENT
AND EVALUATION
STAFF
SCHOOL OF
INTERNATIONAL
COMMUNISM
INTELLIGENCE
SCHOOL
PLANS AND
POLICY
STAFF
SUPPORT
STAFF
LANGUAGE
AND AREA
SCHOOL
OPERATIONS
SCHOOL
^
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practice they reported directly to the DTR. Because he was intensely
concerned with all matters affecting OTR people, Mr. Baird insisted
that there be no administrative barriers between himself and the offi-
cers who handled personnel actions. The, result was that the senior
OTR personnel officer actually functioned as a senior staff officer,
with a direct access to Mr. Baird at any time and with direct partici-
pation in the functions of the Career Service Board and the Training
Selection Board.
In addition to the routine procedures of processing personnel
actions and keeping personnel records, the personnel officers had
other tasks. They did much of the unofficial exploration and prelimin-
ary negotiation in arranging rotational assignments, they did the liai-
son work with the Agency medical staff when that was necessary in the
solution of problems involving the health -- sometimes the mental
health -- of OTR personnel, and they handled various special problems
-- the difficult procedures required by the 11701 Exercise, " for exam-
ple. *
* See the footnote, p. 25, above.
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The Budget and Finance Branch of the Support Staff, unlike
the Personnel Branch, worked directly under the Chief of the staff and
reported only to the Chief, who was the actual OTR finance officer. In
addition to the routine processing of travel and TDY payments and
other expenditures of OTR funds, the branch prepared budget estimates,
both periodic and special, developed the financial data for annual
reports, and maintained records of all financial matters.
The Supply and Transportation Branch was the logistics unit
of the staff and performed all of the various duties required in the
logistical support of OTR activities, including such onerous tasks as
allocation of parking spaces and the movement of OTR components or
of OTR itself from one location to another. The security officer was
assigned to the OTR Support Staff by the Office of Security and served
a rotational tour of duty. He reported directly to the Chief of Staff,
and in addition to his routine physical security chores in OTR he
served as a direct liaison link with the Office of Security in handling
special clearances for OTR personnel and temporary clearances for
1
non-Agency groups brought in by OTR for special programs. The func-
tion of the records management officers was primarily that of system-
atizing and expediting the retirement of OTR records.
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One of the support staff's major services to OTR was the pro-
vision of audio and visual aids to support training activities. The work
of the film production unit has been covered in some detail. In addition
to the capability of producing films, the audio aids group had capabili-
ties for procuring and screening films, arranging public address sys-
tems, recording lectures, providing video-tape equipment for training
use, and devising closed-circuit television systems for special pro-
aids unit of the staff was composed of a group of professionally trained
artists. In addition to the provision of the usual visual aids for class-
room use, this group prepared the art work for OTR publications and
-- one of their major jobs -- the graphics for use in the many briefings
that the DTR and his senior staff people gave to high-ranking officials
of the Agency.
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VII. The Assessment and Evaluation Staff
A. Introduction
The general missions and functions of the Assessment and
Evaluation (A&E) Staff during the period from December 1953 to July
1956 have been described in OTR-6. The present coverage will describe
A&E activities from the end of that period to March 1962, when the
A&E Staff was transferred from OTR to the DDS Medical Staff.
Obviously, it would be impossible -- and unprofitable -- to record
these activities in detail; therefore, this section will trace organiza-
tional development of the staff during the 1956-62 period and then will
identify the kinds of services that the staff provided and give examples.
As a starting point, it is useful to reestablish the general nature of the
staff's activities by quoting the DTR's statement of functions and major
accomplishments during the fiscal year 1956: 53/
Functions
This Staff provides psychological services to the Agency
for operational and other purposes, including: the psycho-
logical assessment of individuals under consideration for
specific duty assignments; the testing and evaluation of indi-
vidual aptitudes and proficiencies, in training and other sit-
uations; and the development and application of psychological
techniques and services for selection, training, and opera-
tional purposes.
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Significant Activities of FY 1956
The number of individuals assessed has increased about
23% over FY 1955, largely because of the adaptation of our
procedures to the special and particular needs of requesting
officials. Covert Assessments have been improved by the
collection of all known tests in foreign languages. Informa-
tion concerning current tests and procedures, which has
been developed on a research basis, has also strengthened
the assessment process.
The marked progress in training evaluation is reflected
in the comments of a consultant who is extremely able and
well informed in this field. He writes, "I think the evalua-
tion program being developed is better than any I have encount-
ered in any educational institution of any kind." Professional
assistance in developing training evaluation has been, concen-
trated in the clandestine courses
In addition, consultative assistance was provided for 17 other
courses. A total of I Ievaluations were processed and
214 memoranda prepared as a further assistance in helping
the consumer interpret the evaluation.
The geographic range for the testing of Junior Officer
Trainee applicants was greatly extended
The range of this program will be further extended by a con-
solidation with the field testing program of the National Secur-
ity Agency.
Psychological testing for the selection, placement, and
training of professionals and clericals, a licants and employ-
ees, appears to have stabilized at about per year. Pro-
cedures for processing test data have been streamlined through
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mechanization and the development of readily accessible
files. Man-hours saved have made it possible to provide
increasing services with little increase in personnel.
The Foreign Language Aptitude Testing Program has
been further improved through research. This program is
particularly valuable to the Agency in selecting students for
extensive external training.
A revised Fitness Report was developed on a research
basis and introduced Agency-wide through the Office of Per-
sonnel. The Assessment and Evaluation Staff participated
in the development and presentation of a training program
which installed this report form. The report is giving the
Agency more specific information for personnel actions. It
is markedly different from any known to be in use in any
large organization.
Services to other components of the Agency have
increased. Closer relationships with the Office of Person-
nel have resulted in more service being provided. A special
study was conducted for the Cable Secretariat. A report on
the psychological processes involved in brainwashing was
prepared for the DCI. The Deputy Chief, Assessment and
Evaluation Staff, was Chairman of the Working Committee
which developed a policy pertaining to captured employees.
B. Organizational Development
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of these two branches. Between May 1960 and the removal of the A&E,
Staff from OTR in March 1962, there were no further changes in staff
structure.
The establishment of thel within the Research and
25
Testing Branch in November of 1959 reflects the development of the
A&E program to transfer data processing from the IBM card system
to the RCA 501 computer system. This program had started early in
1959 and went forward steadily. By May of 1960, preparations for the
transfer had progressed to the point where the preliminary program-
ming had been completed on the record data for one category of tests --
the Professional Applicant Test Battery --and the program was sent to
RCA for processing on magnetic tape. 54/ In October 1961, the DTR
reported to the DDS that in March 1961 "the processing of professional
test battery results on the RCA 501 computer became effective. " 55/
C. Support of Training
The kinds of routine support that the A&E Staff provided for
OTR training programs are clearly indicated above in the DTR's state-
ment of A&E's significant activities in fiscal year 1956 -- training
evaluation and testing -- and some quantitative measure of this support
is indicated. In addition to providing these routine services, the staff
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also provided an informal service to all OTR instructors -- a guidance
service, so to speak. At all times, instructors had access to A&E
people to consult on methods of presenting material, constructing exer-
cises and tests, and evaluating student performance.
Although the JOT program and the language training program
were the major training areas in which the A&E Staff was involved,
operations training, overseas training, and covert training were also
given strong support. For example, in December 1961, members of
the staff gave a five-day course
for the OTR Operations School. 56/ Some concept of the
support provided overseas training is conveyed by the October 1961
weekly activities report of the Chief of the A&E Staff:
This kind of service was also provided by the OTR Educational Spe-
cialists; that activity is described later in this volume.
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preparation of coded scores, and research bearing on the
relationship between test performance and trainee efficiency
in training and/or operations.
25X1
D. Non-OTR Services
Actually, a large part of the total A&E effort was devoted to
activities that were not directly -- or not solely -- related to OTR.
For example, all of the testing and assessment necessary to Office of
Personnel functions were done by the A&E Staff. A statistical record
of testing completed in calendar years 1959, 1960, and the first six
months of 1961 shows that the staff administered six different batteries
of tests to job applicants and
I 25X9 sons tested in 1959 was
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on-board employees. The number of per-
in 1960, it was
58/
and from January 25X9
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These examples of the A&E services to the Office of Person:
nel and the DDP should not suggest limitation to those components.
The staff provided similar kinds of psychological services for other
components in the DDS, the DDI, and the DDS&T. Indeed, the work of
the A&E Staff was so widely spread throughout the Agency that the 1962
organizational transfer from OTR to the DDS Medical Staff was a com-
pletely logical one. The transfer did not in any way diminish A&E
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services to OTR or alter the basic missions and functions of the staff
in any way; it merely recognized the fact that the staff provided Agency-
wide services.
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VIII. The Registrar Staff
A. Background
The registrar function of the Support Staff has been mentioned
above in general terms. To clarify the rationale for the establishment
of the Registrar Staff, it is necessary here to describe the background
in more detail.
1. The Function Before March of 1957
Before March 1957, the various activities that are norm-
ally associated with the function of an academic registrar were divided
among three components of OTR: the Support Staff, the Plans and
Policy Staff, and the Language and Area School -- or its predecessor
components. This divided-responsibility situation was a natural prod-
uct of the growth of OTR during the early years; as new tasks arose or
old tasks expanded, they had to be assigned to those in-being compo-
nents with the capabilities for handling them. New components could
not be created immediately to handle new or expanded responsibilities;
manpower and money restrictions made that impossible. Consequently,
the creation of the Registrar Staff had to await the time when the need
for it was apparent enough to justify it. In the meantime, the responsi-
bilities had to be divided.
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Before March 1957, there was in the Administrative
Branch of the Support Staff a
25
section was composed of a chief and a clerical assistant; the chief held
a GS-07 or GS-09 grade, and the section was solely concerned with
record-keeping. Two kinds of records were kept. One was a card file
composed of 3" by 5" cards bearing the names of employees who had
enrolled in training courses, identification of the courses taken, and
beginning and ending dates of the courses. The second was a vault file
composed of manila folders bearing the names of trainees and contain-
ing, in addition to the data recorded in the card file, all of the perform-
ance evaluations and assessments submitted by instructors during and
at the completion of the courses. The card file provided immediate
information about who had taken what courses when. The vault file pro-
vided information about the quality of performance in training and about
the strengths and weaknesses of trainees as judged by instructors.
An incidental, but interesting, use of the vault file was
made early in 1955, when the DDP was making a major cut-back in
personnel assigned to the "German Mission, " and dozens of DDP offic-
ers were returning from Germany and "walking the halls" while await-
ing new assignments. At that time, OTR was badly in need of
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instructors for operations training, both at headquarters and
Aware of the Germany exodus, Mr. Baird assigne
then a member of the Plans and Policy Staff, to the job of identify-
ing those returnees who would make effective instructors. Dr.
0
obtained weekly lists of the DDP officers scheduled to return from Ger-
many and then went to the vault files and examined the training records
of the people listed. Through this procedure, several highly qualified
DDP officers were brought into OTR to fill instructor positions. 62/
As time passed and OTR training activities expanded, both
the card file and the vault file grew to almost unmanageable propor-
tions, and gradually it became obvious that some other recording sys-
tem had to be devised. This, of course, was done later by conversion
of the records to the IBM system. Until March 1957, however, the
manual filing system was used and was effective.
During the years before 1957, the Plans and Policy Staff
.was responsible for all training publications -- including catalogs,
course descriptions, and bulletins related normally to the registrar
function. Actual processing and printing of the publications was handled
by an element of the Support Staff, but the PPS prepared all of the sub-
stantive material contained in the publications and supervised
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dissemination. The PPS also conducted all of the liaison activities
related to the registrar function -- meeting with component training
liaison officers and with non-Agency training groups.
In addition, PPS was responsible for the "oversight" of
component training activities. At this time -- actually, from October
1954 to June 1960 -- the "5-percent policy" was in effect, =x and one of
the evasive measures being used was claiming all kinds of component
training programs as creditable toward the 5-percent requirement.
OTR was forced to evaluate such claims and, consequently, to examine
all component training activities. During the 1955-57 period, Mr. Paul
'was the PPS officer assigned to component-training watching.
Until March 1957, the Language and Area School (LAS)
and its predecessor, the Language and External Training School, were
responsible for external training. Although the Language and Area
School had established basic external training practices and maintained
a collection of catalogs and other information on external facilities, the
actual enrollment in external training involved tedious procedures. An
external training request had to be "walked through" by the requestor.
* See OTR-6, p. 28.
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He first went to LAS for confirmation of the validity of the request and
the availability of the training requested. He then went to the registra-
tion section in the Support Staff for recording of "pending" training;
next he went to the DTR or the OTR Executive Officer for approval of
his request and thence to the OTR budget section for certification of
allocation of funds. Having obtained this, he went to the Agency
finance office for an advance of funds. After that, he could go to the
external training facility and enroll in the course he wanted.
2. Consolidation of Functions
Although the establishment of the Registrar Branch in the
Support Staff and the assignment of Dr. as chief of the branch was
not announced until March 1957, 63/ Dr. actually began the job of
consolidating all of the registrar functions early in February. 64/ He
was transferred to the registrar section of the Support Staff from the
Language and Area School, where he had been handling, among other
things, the external training. responsibilities. These went with him to
the new assignment, and the registrar-related functions of the Plans'
and Policy Staff were transferred to Dr.
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The March announcement of the establishment of the
1
25X1
Registrar Branch and Dr.
appointment as chief did not include
a statement of the functions and responsibilities of the new branch.
Not until October 1957 was such a statement issued. This came in the
form of an OTR notice that explained the rationale of the action and
listed seven categories of duties and responsibilities assigned to the
new branch. 65/ These duties and responsibilities were essentially
those that were later assigned to the Registrar Staff when it was estab-
lished, and they are described below in that context.
By early 1958, Dr.
and his group had pulled
25X
together all of the formerly scattered registrar functions, had estab-
lished an organizational pattern, and had devised effective procedures.
It was apparent to Mr. Baird at that time that the scope of activities
of the branch was so broad that staff status was warranted. In May
1958, an OTR notice announced the dissolution of the Registrar Branch
of the Support Staff and the establishment of the Registrar Staff. 66/*
The notice identified the specific functions of the staff and appointed
people to key positions.
See Figure 4, p. 76.
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Figure 4
ORGANIZATION OF THE OFFICE OF TRAINING
9 May 1958
DIRECTOR OF TRAINING
REGISTRAR
STAFF
JUNIOR OFFICER
TRAINING
PROGRAM
ASSESSMENT
AND EVALUATION
STAFF
SCHOOL OF
INTERNATIONAL
COMMUNISM
INTELLIGENCE
SCHOOL
PLANS AND
POLICY
STAFF
LANGUAGE
AND AREA
SCHOOL
ORGANIZATION OF THE OFFICE OF TRAINING AS OF 9 MAY 1958,
SHOWING THE ESTABLISHMENT OF THE REGISTRAR STAFF; BY OTR
NOTICE NO. 13-58, 9 MAY 1958.
SUPPORT
STAFF
OPERATIONS
SCHOOL
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B. Organization and Activities
The organization established by the notice was composed of
the Registrar (chief of the staff), the Deputy Registrar, and three
Branches -- Information, Processing, and Standards.
fThe staff was physically
located in Alcott Hall, one of the buildings in the Potomac Park area.
The May 1958 notice listed fifteen specific functions of the
staff, which fall logically into seven major categories. The first was
the advisory function; the staff was to serve the entire Agency, includ-
ing individual employees, by giving advice on matters of training of all
kinds -- not only OTR training, component training, and external train-
ing but also on training and education that were not directly related to
the Agency's mission. A second function was that of record keeping.
On 30 June 1958, the staff. moved from Alcott Hall to Quarters Eye.
67/ In December 1960, it again moved -- from Quarters Eye to Bar-
ton Hall; 68/ and in November 1961, it moved to I Building, 69/ where
it stayed until OTR moved into the new Headquarters Building.
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The charge here was a comprehensive one; it included the maintenance
of "appropriate records" of OTR training, OTR-approved external
training, and non-OTR component training. It also included mainte-
nance of a Language Qualifications Register and the recording of OTR
history.
A third function was that of Liaison. The staff was to repre-
sent the DTR at all meetings of Agency training officers and at all non-
Agency meetings related to training activities, both within the govern-
ment community and in the non-government educational community. In
addition, the staff was to conduct all of the liaison necessary in the
coordination of OTR and Agency issuances that affected training in any
way.
A fourth function was the handling of all matters of external
training. There were several aspects of the external training charge
that were stated specifically in the notice. For example, the staff was
to "establish and maintain, in coordination with appropriate components
of the Agency, liaison with officials in Government and private institu-
tions in the United States and overseas for the purpose of effective use
of external training programs, and for the purpose of strengthening
and improving training programs." The staff was also assigned to
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"review, approve, or recommend for approval" all requests for exter-
nal training, to establish and support the qualifications review panels
required for that purpose,' and to process all details connected with
external training.
A fifth function was the monitoring and review of component
training -- those training programs conducted by Agency components
other than OTR. The DTR had the regulatory responsibility for review-
ing and evaluating component training, and - - as noted above - - while
the 5-percent policy was in effect, OTR kept a close watch on such pro-
grams. A sixth function, that of planning and reporting, involved the
determination of Agency-wide training requirements and the systematic
reporting of these in the form of a training plan -- usually on an annual
basis -- and providing the DTR and other Agency officials with statisti-
cal data on Agency training activities -- internal, external, and compo-
nent.
A seventh function was the preparation, editing, and publica-
tion of the OTR Bulletin, the OTR Catalog of Courses, and all other
printed matter related to training. Included in this function was the
This responsibility led in January 1964 to the establishment of a
"secretariat" for the Training Selection Board. See above, p. 35.
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review of all OTR published material, whether or not it was related to
the registrar function: the determination of suitable formats, the super-
vision of publication processes, and the dissemination of the finished
publications.
In addition to these seven categories of functions, the staff was
charged with the special task of determining the eligibility of Agency
personnel for awards granted under the Language Development Pro-
gram.
These, then, were the duties and responsibilities assigned to
the Registrar Staff at the time that it was established, and -- with
minor changes and a few additions -- they continued in the same pat-
tern as long as the staff existed. =x-c, In 1958, the many tasks were dis-
tributed among the three branches of the staff. The Information Branch
handled the advisory function, the records-keeping function, the plan-
ning and reporting function, the publications function, the language
awards function, and a major part of the liaison function. The
The details of the Language Development Program are covered in a
later volume.
On 14 March 1969, the Registrar Staff was abolished, and its func-
tions were absorbed by the newly created Instructional Support Staff.
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Processing Branch was responsible for all matters related to external
training. The Standards Branch handled the monitoring and evaluation
of component training and conducted all liaison involved in the coordi-
nation of OTR regulations and notices and of those Agency issuances
that affected training in any way.
One of the many problems that Dr. and his staff faced in
1958 was that of establishing a manageable records-keeping system.
The vault file was rapidly outgrowing the available space, and it was
already apparent that eventually it would be impossible to, continue the
25X1 old filing procedures. Dr.
soon established the fact that training
records could be converted to IBM processing, and he proposed that a
conversion project be initiated. The DTR approved the proposal, and
in June 1959 the project was started. 70/ The Office of Personnel had
already converted its record-keeping system to IBM, and Dr.
and a special assistant, Mr worked closely with the
Office of Personnel in planning and in devising the code-card system
for training records. The project went forward steadily, and by early
1960 the IBM processing of training records had reached a current
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basis. On 28 April of 1960, the OTR Registrar reported that he had
I 25X9sent "approximately
code cards on internal training for the
period January-March 1960 to Machine Records. " 71/
The next step in the sophistication of the record-keeping sys-
tem came about a year later. In May of 1961, the DTR issued an OTR
notice requesting OTR components to submit statements of possible
uses of the RCA 501 computer for data processing purposes. 72/ As
noted earlier in this chapter, the A&E Staff had already developed pro-
grams for the computerization of certain test data and had completed
the programming of the results of one kind of test battery. On 16 May
I 25X1 of 1961, Dr.
submitted to the DTR a preliminary statement of
"requirements for RCA 501 computer output for the Agency Training
Record and related registrar data and reports. " 73/ The work of con-
version from IBM to the 501 computer was begun soon thereafter and
was completed in June of 1962. =F
In July of 1966, another conversion was begun -- from the RCA 501
to the IBM 360 computer. The first complete IBM 360 run of the
Agency Training Record was delivered to OTR in December of 1968.
This information was verified by the records of the Office of Com-
puter Services.
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IX. Development of Training Methods
A. Introduction
During the 1956-66 period, there were three support activities,
inter-related and often overlapping, designed to improve training meth-
ods by keeping abreast of developments in the educational profession
and by devising ways and means of applying new methods and techniques
to Agency training. It is impossible to record, here the full details of
these three activities, but summary treatment is certainly warranted.
B. The Educational Specialists
From the beginning of OTR as an Office, there had always
been a branch or a staff activity devoted to the improvement of the
quality of training programs through the refinement of teaching tech-
niques. Gradually this kind of activity was absorbed by the A&E Staff,
and a clear separation of the quality control of training from the physi-
cal support of training developed. The Support Staff continued to pro-
vide training support in the area of training aids of all types, and the
A&E Staff was responsible for methods and techniques.
Until late 1958, the psychologists of the A&E Staff worked
directly with OTR instructors in the analysis, evaluation, and improve-
ment of training methods. In November 1958, Dr.
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experienced educational specialist, was recruited by the A&E Staff for
the primary purpose of developing an instructor training program for
OTR. By late December 1958, Dr.
had completed an analysis
of the instructor training problem and had submitted a general proposal
for a solution. 74/ Early in January 1959, the A&E chief converted
25X1 Dr. general proposal to a specific recommendation. 75/ The
DTR approved the recommendation, and Dr. was soon estab-
lished in the instructor training business.
In August 1959, for some reason not disclosed in any of the
documents relating to the situation, Dr. ~.nd his instructor
training program were transferred from the A&E Staff to the Plans and
25X1 Policy Staff. 76/ Dr.
title at the time was stated as "Educa-
tion Specialist. " Soon after the transfer was made, Mr. Baird sent to
The rationale behind the transfer may have been based on any one, or
all, of three conditions at the time. Mr. Baird had begun to feel that
25X1 I kas over-aggressive in empire building; the instructor
training program had acquired the headshrinker stigma inevitably
associated with the A&E Staff; and all inter-school programs were
then centered in the PPS. It is the opinion of a senior OTR officer
who was a school chief at the time that the first of these three condi-
tions was the real reason for the transfer, and the third was the
ostensible reason.
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25X1 Dr.
In order to improve the high standards of training set by the
Agency it will be necessary for you to keep abreast of educa-
tional developments in outside sources, particularly govern-
mental agencies, both civilian and military, ascertaining how
the latest developments and techniques may be integrated into
our training programs whenever applicable. 11
All of these charges constituted a most formidable task; and
a memorandum clarifying his responsibilities as "Educa-
tional Specialist. " 77/ The memorandum stated that the objectives of
the Educational Specialist were:
Those concerned with increasing OTR capabilities in all aspects
of: a. Course and curricula planning, b. The design and devel-
opment of improved instructional methods, c. The preparation
and reproduction of simplified and effective instructor and stu-
dent training materials, d. Audio-visual aids, e. Trainee eval-
uation.
The memorandum then went on to specify the functions involved in each
of these responsibilities. A later paragraph added another task:
before the end of 1959, a second educational specialist, Mr. David
had been appointed to assist Dr.
end of 1959, Dr.
had proposed, and had accomplished, the
r Most of the text of Mr. Baird's memorandum was later incorporated
in a 9 February 1960 draft of OTR REGULATION No. 25- , concern-
ing "Methods and Techniques of Instruction and Instructor Training. "
There is no evidence that this draft was ever published.
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C. The Education Committee
There appears to have been no official OTR regulation or
notice establishing the Education Committee; but there is a record of
the first appointment of members of the committee on 27 October of
1959, 78/ and there is a record of the first meeting of the committee
-- on 29 October. 79/ The function of the committee was stated in the
9 February 1960 draft of an OTR regulation. The committee was to
discuss educational and training matters of common concern -- pre-
sumably to all OTR schools and staffs; it was to "share experiences
and exchange ideas concerning training methods, techniques, organiza-
tion, and procedures, and, in some cases to coordinate training plans
and programs"; and, finally it was to "develop and carry out, within
its capabilities, agreed tasks and projects of over-all value to the OTR
mission, and in. this connection, first priority will be given to develop-
ment and maintenance of an OTR Handbook for Instructors. " The com-
mittee was to be chaired by the OTR Educational Specialist; its regular
members were to be "a senior representative of each OTR School and
Staff, plus a training representative from thel it
* See footnote, p. 86.
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There was also provision for other OTR and Agency personnel being
invited to attend meetings and take part in committee activities "as
appropriate. "
The first business of the committee was, indeed, the "OTR
Handbook for Instructors. " 80/ The preparation of such a handbook
had been assigned to the Registrar Staff early in 1959, but little pro-
gress had been made; apparently OTR-wide agreement on what it
should contain was impossible to reach. 81 / In any event, the commit-
tee addressed itself to the handbook problem and assigned preparation
tasks. By September 1960, the committee had decided to combine the
work completed on the "instructor handbook" and the work previously
done by the Registrar Staff and issue the result as a pamphlet called
"Guidelines for Effective Teaching. " 82/ This publication was com-
pleted and issued late in December of 1960. *
The Education Committee concerned itself with a wide variety
of training activities. In addition to the "guidelines" publication for
OTR instructors, the committee developed a guide for component
The pamphlet was rudimentary -- of no value to the experienced
teacher but of some help to the officers who were thrust into the
classroom without preparation.
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Training Liaison Officers (TLO's) and re-designed course report and
student evaluation forms and lesson planning. Several exhibits of
audio-visual devices and demonstrations of audio-visual teaching tech-
niques were presented. The committee called in both Agency experts
and outside speakers to discuss new developments in training -- includ-
ing such things as closed-circuit TV, programmed instruction, the use
of automatic data processing, and the use of gaming techniques. The
committee also sponsored visits to non-Agency training facilities.
25X1 In June 1964, Dr. as reassigned, and Mr.
0
took over as the sole educational specialist and chairman of the Educa-
tion Committee. About a year later, Mr.
I 25X1
died suddenly.
Thereafter there was no educational specialist appointed, and the com-
mittee became inactive. The Intelligence School unofficially took over
the instructor training function, the Support Staff re-assumed responsi-
bility for audio-visual support and development, and the functions of the
Committee -- after 1965 -- were assigned to other staff components.
newly created Instructional Support Staff. This branch, with Mr.
* In March 1969, an Instructor Training Branch was established in the
as chief, assumed all of the functions formerly per-
formed by the educational specialists and the committee.
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I
D. Programmed Learning
In the middle and late 1950's, the "machine teaching" concept
began to get serious consideration in education and training. At this
time, the OTR A&E Staff was responsible for training methods and
25X1 techniques, and Dr. as assigned to keep abreast of
developments in the field of machine teaching and to explore the appli-
cation of the mechanical devices to OTR instruction. Very soon it
became apparent that the "hardware" approach to new teaching tech-
niques was only one part of a broad new field of "programmed instruc-
25X1 tion, " and Dr. ncluded the "software" -- programmed texts --
in his study.
25X1 Dr. I Iearly work led to the conclusion that the Intelli-
gence School and the Language and Area School offered the best possi-
bilities for experimental application of programmed instruction. In
25X1 October 1959, Dr was assigned to the Intelligence School as
Specialist in Programmed Instruction. 83/ The assignment was made
with the understanding that Dr work would apply to all OTR
schools. In fact, the first fruitful experimental work was done in the
field of foreign languages. Thereafter, programmed instruction mate-
rial was developed for the Intelligence School and the Operations
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25X1 School. Dr.
25X1
worked closely with non-Agency and non-govern-
ment research organizations, and much of the actual programming was
done by contractors working under the guidance of OTR substantive
specialists. 84/
Dr. ontinued in his position with the Intelligence
School until May 1962, when he was reassigned to the Plans and Policy
Staff -- still as Specialist in Programmed Instruction. He was in the
PPS position until July of 1964, when he returned to the A&E Staff --
then a component of the DDS Office of Medical Services. Dr.
continued, however, to devote a major part of his time to OTR's inter-
ests in programmed instruction.
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X. Summary and Conclusions
The purpose of this volume has been to record and describe the
developments, activities, and programs that were OTR-wide during the
period from July 1956 to the end of 1965. For convenience of summa-
tion, the coverage of the volume can be divided into three general areas:
management, staff work, and training methods. In each of these areas
there were certain significant developments that affected the character
of OTR as an organization and from which experiential lessons can be
In the area of management, there was a gradual but steady progress
toward systemization in the handling of the career development of OTR
personnel. During the formative years of OTR, from 1951 to 1956, the
career development of an OTR instructor or staff member was largely
a matter to be determined by the individual and Mr. Baird on a person-
to-person basis. Mr. Baird's talent for knowing people and their prob-
lems made this not only possible but also effective as long as OTR was
a relatively small unit. As OTR began to expand, and as Mr. Baird's
responsibilities increased, the person-to-person approach became
more difficult. The solution was the establishment of the OTR Career
Service Board; the Board was still dominated by Mr. Baird, and he
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never relinquished final authority on decisions of rotational assignment,
internal placement, and promotion, but it did provide him with sound
guidance in the form of specific recommendations on such matters. In
addition, the Board became an effective piece of managerial machinery
for the DTR's who followed Mr. Baird, DTR's whose managerial meth-
ods were much less personalized than Mr. Baird's.
Another significant development in the management area was the
establishment of systematic procedures for the selection and manage-
ment of Agency personnel in external training programs. Although the
Training Selection Board itself was not established until 1964, the need
for such a mechanism was apparent as early as 1956; and from that
time on, there was steady progress toward elimination of the inefficient
and often wasteful methods by which external training had been handled
in the past. Perhaps the development of the Training Selection Board
was one of OTR's greatest contributions to the organizational efficiency
of training in the Agency; and undoubtedly it was one of Mr. Baird's
most useful legacies to the DTR's who followed him.
In the area of staff work, one significant development was the
emergence of the Plans and Policy Staff as a sort of executive secre-
tariat for the DTR. At the beginning of the 1956-66 period, the PPS
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was a small unit primarily concerned with the processing of routine
reports and the doing of staff-study chores. Gradually -- again as OTR
and the DTR's responsibilities expanded -- the PPS became the working
arm of the DTR in matters of management, coordination, and liaison.
As did the OTR Career Service Board, the PPS gradually replaced the
highly personalized managerial style by which Mr. Baird had directed
OTR activities during the early years.
A second development of major importance in the area of staff
work was the gradual erosion of the Support Staff "empire" during the
1956-66 period. Early in the period, the Support Staff was by far the
largest of the OTR staffs and had jurisdiction over virtually all non-
training activities. The Chief of the staff, indeed, was the DTR's
Executive Officer and exercised considerable authority in decision mak-
ing. By the end of 1965, however, the staff no longer controlled the
registrar function, the library services, or the
To what extent this reduction in responsibility was the result of normal
and logical reorganization and to what extent it was the result of Mr.
Baird's loss of confidence in the capability of the Chief of the staff is
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open to question. There is no question, however, about the fact that
there was some loss of confidence involved; the writer of this report
was closely associated with both men throughout the period.
The most significant development in the area of training methods
was the early exploration of the programmed instruction technique and
the subsequent rejection of it as a major training method. OTR was
probably the first government training unit to become interested in the
possibilities of programmed instruction and to initiate pilot programs;
but the programs never got beyond the pilot stage. The ostensible
reason for the rejection of programmed instruction was the high cost
involved. The real reason, probably, was the fact that in OTR there
were very few professional teachers, and the intelligence officers --
very good ones, to be sure -- who were acting as teachers were suspi-
cious and intolerant of sophisticated academic methods. They felt that
operational experience was the sine qua non of training and little else
mattered. The exploration of programmed instruction did not stop
altogether, of course, and after Mr. Baird's retirement at the end of
1965 he returned to the Agency as a contract consultant and headed a
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small group that continued to study the possibilities of adapting pro-
grammed instruction to OTR programs. That, however, is a story
that must be told in a later historical report.
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Appendix A
1
SOURCES
1. Report of OTR Activities, Fiscal Year 1956, undated,^(in files 25X
of OTR Historian).
2. OTR NOTICE No. 20-56, 15 Jun 56, 25X
3. OTR NOTICE No. 13-58, 9 May 58,
4. OTR REGULATION No. 1-1, 8 Apr 60, ^ 25X
5. OTR NOTICE No. 1-65, 12 Jan 65, 25X
6. Chronology prepared for DTR's Tenth Anniversary Report of
25X1 Progress, undated, ^ (in files of OTR Historian).
7. OTR REGULATION No. 20-9, 6 De 25X
8. OTR REGULATION No. 20-4, 21 D
9. OTR REGULATION No. 20-4, 10 M
10. OTR NOTICE No. 25-61, 28 Dec 61
11. OTR REGULATION No. 20-7, 14 O
12. OTR REGULATION No. 20-7, 27 J
13. OTR NOTICE No. 22-57, 9 Aug 57,
14. OTR NOTICE No. 28-60, 13 Dec 60
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15. Office of Training History, 2 Jan 51 to 1 Jun 52,
lished paper in files of CIA Historical Staff).
25X1 16. CIA NOTICE No.
1 Jul 52,
17. Memo, Chairman, CIA Career Training Board, to Members of
the CIA Career Training Board, sub: Career Training Program,
18 Dec 62,
18. Action Memo No. A-283, Executive Director to Director of Per-
sonnel via DDS, sub: Attendance at the Senior Service Schools
and the Foreign Service Institute, 6 Aug 63, n
19. Memo, DTR to DDS, sub: Suggestion by the Registrar, 18 Oct
63,
20. Memo, DDS to DTR, sub: CIA Training Selection Council, 1 Nov
63,
21. Action Memo No. A-304, from Executive Director to DDS, sub:
CIA Training Selection Board, 24 Oct 63, ^
22. Memo for Executive Director, signed by initials, M. S. C., 31 Oct
63, CIA INTERNAL USE ONLY (Executive Registry 63-8179/1).
23. Memo, DTR to DDS, sub: CIA Training Selection Board, 25 Nov
63,
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25X1 24. CIA NOTICE No.
18 Dec 63,
sub: Training Selection Board,
25. Memo, Executive Director to DDS, sub:
' 25X1 26. CIA REGULATION No.
27. Matthew Baird's comments (handwritten marginal notes and
attached supplemental sheets) on draft of OTR-5 and OTR-6 of
OTR History, 1951-66, p. 136 of draft (in files of OTR Historian).
28. Memo, Special Planning Assistant to the DDS to Directors of
Communications, Finance, Logistics, Personnel, Security, and
Training, and to the Chief, Medical Staff, sub: Annual Report to
the President's Foreign Intelligence Advisory Board, 28 Apr 64,[
29. Memo, Chief, PPS to Chiefs of Intelligence School, Operations LL
School, School of International Communism, Language and Area
School, Assessment and Evaluation Staff, and to the Executive
Officer, the Registrar Staff, and Chief, Junior Officer Training
Program, sub: Report to the President's Board of Consultants on
Foreign Intelligence Activities (Hull Committee), 16 Mar 60, n
30. Memo, Chief, Operations School, to Chief, PPS, sub: Report to
the President's Board of Consultants on Foreign Intelligence
Activities (Hull Committee), 25 Mar 60,
II
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31. Memo, Chief, JOTP to Chief, PPS, sub: Report for the Hull Com-
mittee covering the period 1 October 1959 through 31 March 1960,
25 Mar 60, l
32. Notes from OTR Weekly Activity Reports No. 19, 16 May 61, L.
(in files of OTR Historian).
33. ' Notes from OTR Weekly Activity Reports No. 7, 21 Feb 61,
(in files of OTR Historian).
34. Report of OTR Activities, Fiscal Year 1956 (1, above), Tab C.
35. Ibid.
36. Project Proposal submitted to the DCI by Acting Chairman, PRC,
25 Apr 52,
39. Memo, Executive Officer, OTR to Comptroller, sub: Project
(ER-2-8388, Trng. --200-52).
37. Memo, DTR to DDS, sub: Project
38. Ibid.
40. Memo, Chief, Psychological and Paramilitary Operations Staff to
DDS, sub: Additional Slots for Project
41. Memo, DTR to DDS, sub: Film Production Program for FY 1962,
7 Jul 61,F-1
42. Ibid.
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43. Memo, DTR to DDS, sub: Film Production Program for FY 1963,
2 Jul 62, 1-1
44. Memo, DTR to DDS, sub: Film Production Program for FY 1964,
11 Jul 63,F]
45. Memo for the Record, sub: Office of Training Briefing -- Plans
and Policy Staff and Support Staff on 15 January 1965, 19 Jan 65
(in files of OTR Historian).
46. Ibid.
47. OTR Weekly Report from Chief, Support Staff to DTR, 2 Sep 65,
in files of OTR Historian).
48. OTR Weekly Report, COS,
(in files of OTR Historian).
49. OTR NOTICE No. 34-57, 5 Nov 5~
50. OTR NOTICE No. 3-58, 5 Feb 58,
51. OTR NOTICE No. 13-58, 9 May 5~
52. OTR REGULATION No. 1-1, 8 Ap
53. Report of OTR Activities, Fiscal Year 1956 (34, above), Tab C.
54. OTR Weekly Report, Chief, A&E to DTR, No. 18, 5 May 60,E
(in files of OTR Historian).
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55. Memo, DTR to DDS, sub: Management Activity in the Office of
Training in Fiscal Year 1961, 13 Oct 61, ^
56. OTR Weekly Report, Chief, A&E to DTR, (not numbered), 18 Dec
61,
(in files of OTR Historian).
57. OTR Weekly Report, Chief, A&E to DTR, No. 18, 5 May 60,
(in files of OTR Historian).
58.. Office of Training Management Report, FY 1961, 13 Oct 61,
50, Table A,
59. Ibid., p. 51, Table B.
60.. OTR Weekly Report, Chief, A&E to DTR, (not numbered), 21 May
60,
(in files of OTR Historian).
61. OTR Weekly Report, Chief, A&E to DTR, No. 28, 26 Jul 60,
(in files of OTR Historian).
25X1 62. Interview with Dr.
27 Oct 70 (record of inter-
view in files of OTR Historian).
63. OTR REGULATION No. 1-1, 4 Mar 57,
25X164. Interview with Dr.
(in files of OTR Historian).
65. OTR NOTICE No. 29-57, 2 Oct 57,
66. OTR NOTICE No. 13-58, 9 May 58,
67. OTR NOTICE No. 20-58, 30 Jun 58
(62, above).
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68. OTR NOTICE No. 30-60, 27 Dec 60
69. OTR NOTICE No. 21-61, 7 Nov 61,
25X1 70. Interview with Dr.
62, above).
71. Weekly Activities Report No. 17, from R/TR to DTR, 28 Apr 60,
in files of OTR Historian).
72. OTR NOTICE No. 12-61, 3 May 61,F-1
73. Weekly Activity Report No. 19, from R/TR to DTR, 16 May 61,
(in files of OTR Historian).
25X1 74. Memo,
to Chief, A&E, sub: Instructor Training
Considerations, 24 Dec 58,
(in files of OTR Historian).
75. Memo, Chief, A&E to DTR, sub: Instructor Training, 8 Jan 59,
~(in files of OTR Historian).
76. OTR NOTICE No. 19-59, 20 Aug 59,
25X1 77. Memo, DTR to Dr.
sub: Assignment as Educa-
25X1
25X
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tional Specialist to Plans and Policy Staff, 10 Sep 59, " (in 25X
files of OTR Historian).
78. Memo, Chief, PPS to DTR, sub: Membership of OTR Education
Committee, 27 Oct 59,
(in files of OTR Historian).
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79. Memo, Educational Specialist to All Members, OTR Education
Committee, sub: Instructor Handbook, 2 Nov 59, 1 1 (in files of
(62, above).
82. Memo for the Record, signed by Educational Specialist, sub:
OTR Historian).
80. Ibid.
81. Interview with Dr.
OTR Education Committee Meeting, 30 Sep 60,
OTR Historian).
(in files of
To Chief, Intelligence School, sub:
Weekly Activity Report No. 39, 7 - 13 October 1959, 14 Oct 59,
Official Use Only (in files of OTR Historian).
84. Memo, Matthew Baird to Executive Officer to the DDS, sub:
Activity Report No. 1, Instructional Systems Study (ISS), 27 Jan
66,
(in files of OTR Historian).
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 Secret Approved For Release 2003/02/27,: CIA-RDP93-00791 R000100030001-7
CIA Internal Use Only
Access Controlled by DDS
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Secret Approved For Release 2003/02/27 CIA-RDP93-00791R000100030001-7 I