MIDCAREER COURSE NO. 10 COURSE REPORT

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• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP80-00536A000100100001-3
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• Document Creation Date: November 17, 2016
• Document Release Date: June 8, 2000
• Sequence Number: 1
• Content Type: REPORT

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COURSE REPORT
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MIDCAREER COURSE NO. 10
COURSE REPORT
General Observations
The first major changes in content, format, and student quotas
for the Midcareer Executive Development Course were effected for
Course No. 10. As The Brookings Institution did not wish to renew
its contract with us, we revised the course so that it consisted of
one week of the Managerial Grid, fourteen days devoted to The
Agency and The Intelligence Community, and eleven days allotted
to The U.S. Government in World Affairs. At the request of the
Directorate of Plans primarily, the student quotas for three Direc-
torates were readjusted and we agreed to accommodate thirty-two
students in each course. The Directorate of Plans now has four-
teen slots; the Directorate of Intelligence has six; the Directorate
of Science and Technology hag three; the Directorate of Support
has eight, and the Office of the Director of Central Intelligence
has one. In addition, we consented to the request that the Mid-
career Course be offered four times each year, beginning with
Course No. 10.
The Midcareerists of Course No. 10 proved to be the best yet
assembled. Perhaps because of their exposure to the Managerial
Grid during the first week of the course, as a group they demon-
strated greater cohesiveness, maturity, perceptivity, and enthus-
iasm than any of their predecessors. Of considerable interest is
their serious intent to organize a yearly "postgraduate" business
meeting to keep up with significant developments and trends in
the Agency.
The vast majority of substantive changes and additions worked
out remarkably well. The Managerial Grid was enthusiastically
endorsed by the students as Phase I of the course. Among the
Agency officers who lectured for the first time in Phase II, Mr.
25X1A Df OCR, Mr. , and Mr.
25X1A of FE Division were recipients of notably high
praise. Dr. Allan Evans of the Department of State made an
Gal A
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outstanding impression during his discussion of the Bureau of
Intelligence and Research. In Phase III, Dr. Charles Burton Marshall
of SAIS, who spoke to several previous groups as part of the Brookings
program, was topped only by
whose return from a year's research in the Far
East was fortuitously timed to permit him to rejoin our stable of
stars.
There were a few less-than-satisfactory performances during
this course, but most of them are susceptible to renovation. Five
Agency officers, one State Department representative, and the
three DIA speakers who covered USSR Military Capabilities all
came off poorly in the students' critiques. In addition, the wires
somehow got crossed again between OCR/Liaison and NASA, with
the result that our afternoon visit to the Goddard Space Flight Center
in Greenbelt, Maryland, proved to be a waste of time frosted with
ludicrous confusion. Probably the most important failure was our
inability to entice a suitably well-known personage to deliver the
major address on the final day of the course. This was the first,
and hopefully the last, time for this particular shortcoming.
The Field Trip during the last week of the course, extended
for the first time to four working days plus a Sunday afternoon de-
parture from Washington, was acclaimed by the students as im-
pressive, informative, and well worth the time expended. Both
substantively and administratively, our hosts at SAC Headquarters,
Warren AFB, and NORAD Headquarters did themselves proud. The
weather during the entire trip was well-nigh perfect, thereby aton-
ing for the four consecutive days of rain during our first week at
The students' critiques reflect a most gratifying approval of
the course as a whole. Our early concern that the loss of the
Brookings program might have a seriously adverse effect proved
unwarranted. Of more than passing interest is the fact that five
Midcareerists assessed the revised Phase III as the best of the
course phases. That has never happened before!
The Director's schedule prevented him from appearing for either
GROUP i
Croro auiomailc
SEC Exciudel
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the opening or closing sessions of Course No. 10. In addition, the
new Deputy Director was not appointed until the course was well
along. The Executive Director accepted our invitation to address
the students at the beginning of the course, and Mr. Desmond
Fitzgerald agreed to be the anchor man and to distribute the grad-
uation certificates. The Midcareerists had the opportunity of meet-
ing Admiral Taylor when he accepted the invitation to be our guest
at the evening affair with Mr. Allen Dulles.
25X1A
25X1A
Several changes in the staff also marked Midcareer Course No.
10. as our secretary
on 30 September. Mrs. retired from government ser-
vice on 31 October after closing her long and productive Agency
career with two years of much-appreciated effort on behalf of the
Midcareer Course. Mr. joined the staff on 1 August
as Mrs.-replacement and has become reasonable familiar
with many of the intricacies of course planning and administration.
DOW`
SS ~g
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MIDCAREER COURSE NO. 10
COURSE REPORT
Phase I - The Managerial Grid
25X1A
I. Planned Changes from Prior Course
A. As part of the reorganization of the Midcareer Course
following the termination of the contract with The Brookings
Institution, the Managerial Grid was incorporated into
the course. A number of discussions were held with Mr.
, Chief of the Management Training Faculty,
to determine the most appropriate of several alternatives
bearing on the location, duration, and phase sequence
for the Grid. We decided to try the Managerial Grid as
the first week of the course and to conduct it in the
Magazine Building in Rosslyn. We also agreed to ex-
periment with a six-day package, Monday through Satur-
day, with no work at night.
B. On the basis of experience with the management segment
of Midcareer Courses #1 - 3, we realized that something
would have to be done to cause the students to view the
Grid as an integral part of the overall course and not
merely as a barely related appendage. We took the follow-
ing steps which, though apparently of minor significance,
combined to produce the desired result.
1. All pre-course notices relating to Grid materials,
procedures, and requirements were sent to students
on paper which was headed "Midcareer Executive
Development Course".
2. Mr. participated in the Opening Session
of the Midcareer Course and spoke briefly about the
Grid and some of the administrative aspects of work
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at the Magazine Building.
3. The schedule for the Grid was put between Midcareer
Course covers. Actually, we used three sets of
covers for Course No. 10 schedules, one for each
Phase. The first set contained the Foreword to the
Midcareer Course, the program for the Opening
Session, and the Grid schedule.
4. At least one member of the Midcareer Course staff
was present each day at the Magazine Building during
Phase I. Although we were unable to be -of any direct
assistance to the Management Training Faculty, we
had a chance to chat periodically with individual stu-
dents and to gain impressions about the group as a
whole.
5. We drew up a list of Phase II speakers who had taken
the Grid training and distributed this to the students
at the beginning of Phase II. During the organizational
meeting on Sunday night at =the students were
urged to make as much use as possible of Grid con-
cepts in question periods and informal discussions.
II. Significant Developments
A. It became apparent rather early in Phase I that the Mid-
careerists and the Grid were going to get along remark-
ably well together. By the end of the week it was clear
that the students had performed better than other groups
on the various Grid exercises, and that they were deriv-
ing considerable benefit from the experience. During the
early sessions at = the Midcareerists quickly showed
that they constituted a closely-knit group in which
communication was wide open and effective. There were
no apparent cliques and no "loners". Question periods
and informal discussions were noticeably uninhibited,
at least on the part of the students. As a matter of fact,
the most recurrent single complaint in the critiques of
Phase II was that many of the guest speakers were
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insufficiently candid.
B. Although we are perhaps overemphasizing the effect of
the Managerial Grid, we believe that it contributed in large
measure to the determination of the members of Course
No. 10 to continue their association through periodic
social and business meetings. They have already arranged
to have a social "get-together" in late January of 1967, 25X1A
and are working toward a business session at = over
a weekend in June. This is the first group to plan this
aggressively for post-course activities.
III. Summary of Student Critiques
(NOTE: As the content of the Managerial Grid is non-modifi-
able for the most part, the students were not asked to comment
on the various parts of the package. Three of the four sections
of the critique form dealt with questions of location, duration,
and course phase relative to the Grid week. Finally, the
critique forms were not given to the students until the week
after the end of the Midcareer Course, because two of the
questions could not be answered meaningfully until the entire
six-week period had been completed. We realized that this
procedure entailed the risk that some critique forms would
not be returned to us. In fact, twenty-four of the thirty-one
students have responded as of the time of writing of this
report.)
A. The students were asked whether they would prefer to
have the Grid week (at Magazine Building) scheduled
Monday through Friday with night work Monday through
Thursday. Eighteen of twenty-four responses were neg-
ative with twelve of these indicating that the effort would
be too exhausting and that learning would therefore be
diminished. Four responses were affirmative, the reasons
being the following:
Given the departure forte on Sunday after-
noon, the weekend was too short to accomplish
necessary chores (2 responses)
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The sixth day reduced the overall impact
(1 response)
Prefer giving up four nights rather than
one Saturday (1 response)
One student was somewhat ambivalent in his reply, indi-
cating that he would prefer working on Saturday when the
weather is bad but not when it is pleasant. Another stu-
dent was of the opinion that the work could be done in
five days without night sessions.
B. The students were asked whether they would prefer having
the Grid conducted at = with the schedule running from
Sunday afternoon to Friday noon and including night work
Sunday through Thursday. Seventeen of twenty-four re-
sponses were negative with the indication that three
weeks at M (Grid plus the Agency Section of Phase II)
would be too much. Seven responses were affirmative
and emphasized the beneficial aspects of additionally
available time, an atmosphere more conducive to high
productivity, and the absence of logistical problems such
as transportation and meals.
C. The students were asked whether they thought the Grid
might be effective if scheduled as the last week of the
course rather than the first week. All twenty-four re-
sponses were negative. Twenty-three students pointed
out that the Grid laid an excellent foundation for the
rest of the course because it welded the group into an
effectively functioning unit; gave everyone a common
frame of reference for the balance of the course, and
opened communications among course members. One
student pointed out the v r practical limitation imposed
by the pre-Grid reading and exercises which probably
could not be done while the rest of the course is in
progress or which would have faded from the mind if
done before the course and then shunted aside until the
sixth week.
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D. The students were asked to indicate what they considered
to be the primary values, to them, of the Grid. The re-
sponses are included in Attachment A.
IV. Staff Comment and Recommendations
It is beyond doubt that the Midcareerists thought that the
Grid was a first-class segment of the Midcareer Course.
Their answers to Questions A and B on the critique form are
open to argument inasmuch as they were asked to compare
something which they had experienced with something they
had not experienced. It seems that we will have a chance in
Course No. 11 to get a set of readings on a different situation
because we are apparently forced by circumstances to conduct
the Grid at M It will be interesting to compare the reactions
of Course No. 10 and Course No. 11 Midcareerists.
::ii
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COMMENTS
P
VALUES OF THE MANAGERIAL GRID
1. O/DCI Midcareerist
"Better insight into and understanding of own mana-
gerial philosophy and style as well as that held and practiced
by others. Also provided a greater appreciation for the values
to be realized thru involvement of others in the decision mak-
ing process when resolving issues of common concern."
2. DDS&T Midcareerists
"It was my first managerial course, therefore, I was
made aware of the basic styles and concepts of management.
However, I think the greatest value was in discovering my
own strong points and short-comings in dealing with people."
"Awareness that thoroughly discussed problems re-
sulted in group solutions that were generally more accurate
than individual solutions, Another big plus is that the grid
atmosphere tended to draw people out and improve communi-
cations. "
3. DDI Midcareerists
"In practice, the Grid course changed my evaluation
of the effectiveness of group and team work. In concept, the
course presented an excellent format for organizing my thoughts
about managerial philosophies and practice. As a secondary
benefit, the situational type of learning associated with the
course was an excellent introduction to my class mates and
certainly helped us to size up. In the beginning, I was du-
bious of the value of a Managerial course as a basic compo-
nent of the MEDC. By the end of the week, I was sold on it.
The materials were good and we students became quite inter-
ested in the content.
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"Since one of my degrees is in Public Administration,
I have read numerous texts in the management field. In con-
trast to other management texts--most of which pontifically
imply that the student who really reads carefully can there-
after manage General Motors with one hand and the US Govern-
ment with the other--the Grid humbly offers itself as a way
of thinking about management. Many of the principles the
Grid offers are idealistic, but they provide a basis for under-
standing types of people and types of production environments.
I find myself relating real-life situations to the Grid on a
regular basis--a genuine measure of its value to me."
"Personally, I feel I have a much clearer insight into
what makes a good manager, and the qualities to strive for
in developing managerial techniques. "
"The main value of the grid was the opportunity it pro-
vided for me to learn what other people think of my managerial
style and to learn how to take their analysis. It was also
very useful for me to learn how to constructively and publicly
evaluate the managerial skills of other people. Finally, it
was very worthwhile for me to learn to work together as part
of a group in solving problems. The grid was a very stimulating
experience and a perfect beginning for a 6-week association
with more or less strangers."
"Revealed something of the fallback aspects."
4. DDP Midcareerists
"Participating in the Grid made me more conscious of
several of my known weaknesses and as a result I have made
a concerted effort to improve in those areas. I believe that
having attended the Grid I have acquired the ability to partic-
ipate and guide discussions with greater candor and objectivity. "
"It gave me a chance to explore a new technique for
handling people. It helped define the limits of personnel
management. It gave a point of reference for identifying
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individual management styles and individual effectiveness."
"The Managerial Grid reminded me of my particular
style. It did not enlighten me as to my style but did get me
to analyze and think about my particular weaknesses. All
of us, in my opinion, know whether we are too employer/
employee conscious but it does help tremendously to allow a
week to reflect on our ways. It was most useful, but I would
not recommend going into the 2nd phase of the Grid. "
"It gave me a chance to look at the subject of manage-
ment as seen in a new and interesting way. Caused me to
look at myself as a would be manager. Self-examination pro-
duced some interesting facets of my own style, or lack of
some. Frank and candid discussions with classmates were
refreshing. It got to the point of "no holds barred". I got
to know some very interesting and talented people in the
process."
"It stimulated my thinking about the problems of manage-
ment and it provided a framework for that thinking."
"Appreciation of managerial styles and development of
candor with fellow students."
"It was an enlightening and constructive introduction
to the scientific field of management. I felt that I gained a
great deal from it. It may not influence an immediate change
in my personal style, but will surely cause a greater awareness
of the problems involved and of the areas in my personal be-
havior which could benefit from change."
"It solidified previous nebulous ideas about managerial
behavior into a framework that I could think about, and put to
use. At first I was inclined to believe the whole idea was a
gimmick, but this was dispelled, and I think the Grid involves
the employment of very utilitarian principles in the various
work relationships which I encounter. I should be better able
to judge the effect and value of the Grid after a year's useage.
I suspect that I will find that the Grid is, indeed, a very use-
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ful framework for working with people and production require-
ments."
"I think the Grid did just what it claims to do for that
one week--it gave me a frame of reference for looking at my
own managerial style and that of others. Whether it gave me
any real insight or will be of any measureable use to me, only
time will tell. I would not recommend any of the following
phases of the Grid for any of the DD/P components, mainly
because we do not stay together long enough as a group. I
would recommend the phase we had to any responsible officer
because I think it is a very practical, useful, and interesting
way to impart a few truths about managing. I was skeptical
before I took it, but I am very glad to have had the experience. "
5. DDS Midcareerists
"A new concept (fresh ideas) in management which I
found challenging in that it provides a good base for self-
analysis, goals for self-improvement, and also excellent
guidelines for selecting leaders and rating subordinates."
"It convinced me that most of my own management
techniques in the past were correct even though sometimes
subjected to criticism. I think I understand my own techniques
better now and am more able to apply them with greater effective-
ness."
"You learn a lot about yourself. You quickly make
friends with your group and the class. The new management
concept of the Grid is excellent. However, it will be difficult
to retrain and follow since so few Agency people have had
the program. "
"I believe in the grid. The instant index of behavior
in simple terms in useful in determining my own reactions as
well as handling others. Prestige - the GRID is very "camp". "
"Gave me a better appreciation of the problems of others
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in the Agency. Also, I got a better look at myself from a
managerial standpoint and picked up several ideas which I
hope to employ. Finally, I feel that the group and each
member were impressed with the idea that there are several
methods of approaching a problem and how important it can
be to sort through all of them before coming to a conclusion.
"I acquired a fuller understanding of my personal
managerial styles through team evaluation and through my own
personal observation of other team members. For the first
time an individual obtains some idea of his weaknesses from
individuals other than his superiors or personnel under his
supervision. This fact alone will be very beneficial to me
over the years in trying to avoid some pitfalls that I would
have invariably fallen into if it weren't for this course. This
course points out your weaknesses as well as your strengths
and shows the way to improve your managerial techniques."
6. Unidentifiable
"In addition to helping me identify some of my own
strong and weak points, I hope I will be more ready to con-
sider others' opinions and ideas."
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MIDCAREER COURSE NO. 10
COURSE REPORT
Phase II - The Agency and The Intelligence Community
I. Planned Changes from Prior Course
A. Scope and Duration of Phase
Subject matter concerning the Agency was formerly covered
during weeks one and two of the Midcareer Course. For
Course No. 10 this phase was redesigned to allow inclu-
sion of material dealing with certain other aspects and
members of the Intelligence Community. The revised
Phase II took up the second and third weeks plus four
days of the fourth week of the course. The total time
spent at the continued to be
two weeks. As for the rest of the phase, two days were
spent at Glebe Road, one day at Ft. Meade (NSA), and
one day at Headquarters.
B. Speakers and Topics
Agency Section
a. of ORR drew the assignment to
discuss "Developments in Economic Intelligence"
for Course No. 10.
Deputy Director of Central Ref-
erence, agreed to present a new topic, "The
Support Functions of the Office of Central Ref-
erence" . This presentation replaced the talk
given by Charles Briggs prior to his becoming
Director of Computer Services, DDS&T.
c. The TSD presentation was limited to a two-hour
period in the morning. With the help of M 25X1A
GROUP I
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M a TSD Midcareerist, the talk by _
- was revised and a number of visual aids
were incorporated.
d. Ash was not available, and as we needed
time to accommodate extra Individual Presentations,
the talk on Covert Action was omitted from the
schedule.
e.
f
A presentation on China Operations by=
as included for the first time.
nment
oved to a new assi
d
h
A
.
,
g
m
a
s
25X1A
we suggested expanding the coverage of-
and invited to give the talk and
to remain for the night session.
25X1A
g. Coverage of OTR was included for the first time
and John Richardson, DTR, gave the talk and
remained to participate in the informal discuss-
ion at night.
h. We were successful, at last, in finding Jack
-available to give the presentation, "Logis-
tical Support of Agency Activities" .
i. Coverage of the DDS&T was slightly re-designed
to allow 15-minute presentations each by the
Directors of Research and Development, ELINT,
Scientific Intelligence, Computer Services, and
FMSAC. These, plus a shorter talk by Carl
Duckett, were designed to provide a better
foundation for the evening discussion.
j . Director of Communications was
able to appear for the first time for a Midcareer
Course. accompanied him to
assist in the demonstration of equipment.
k. An optional tour of the was scheduled for
Saturday afternoon. This was in response to
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suggestions from previous Midcareer groups.
1. The day usually devoted to meetings with the
Deputy Directors was planned as the final day
of Phase II. Consequently, it followed the
Intelligence Community section.
2. Intelligence Community Section
a. who attended Midcareer Course No.
9, agreed to discuss the functioning of The
United States Intelligence Board.
b. The usual coverage of DIA by
was relocated from Part III of the prior course
into this section of Course No. 10.
c. Allan Evans, Deputy Director for Research,
Bureau of Intelligence and Research, Department
of State, agreed to speak to this group and to
discuss some of the problems and responsibil-
ities of INR.
d. J. Patrick Coyne, Executive Secretary of The
President's Foreign Intelligence Advisory Board,
was scheduled to discuss the role and accom-
plishments of that little-known group.
e. The visit to National Security Agency Head-
quarters, formerly incorporated into Part III of
the course, was relocated into Phase II of
Course No. 10.
C. Night Work
We continued to make progress in our efforts to have as
few formal presentations at night as possible. During
the time spent at M the nights were used in the follow-
ing manner. (No night work was scheduled during the
portion of Phase II held in Washington.)
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Activity
Nights
Course No. 9
Course No. 10
Informal discussion with
guest speakers
4
6
Formal presentations plus
informal discussion
3
1
Individual Presentations
3*
2**
Group Meetings
0
1
Free Time
1
1
* Saturday, Sunday and Thursday
** Saturday and Sunday
D. Student/Guest Luncheons
Taking advantage of the newly-available facilities in the
mess hall at=, we planned to assign several students
each day to have lunch with guest speakers and at least
one of the two staff members. To the extent possible, we
arranged for students to dine with senior officials from
their own offices in the hope that both students and guest
speakers would derive additional benefit from the informal
association.
In the past we have tried two approaches to the question
of student participation during the social hour at Building
25X1A 25X1A
Attempts to require all students to be present every day
resulted in the deserved criticism that no time was made
available for exercise. On the other hand, the more
recent tactic of not requiring attendance occasionally
resulted in only staff and guest speakers being present
--a most unfortunate development in view of the guest
speakers' expectations. For Course No. 10 we decided
to prepare a duty roster which would require the pre-
sence of four or five students each day and allow every-
one else to make his own decision as to how he would
use the afternoon's free period.
-4 -
t R?e g..,~mmtlc
EXc%r,' a 'u111? ahd
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II. Significant Developments
A. Agency Section
informed us that he could not appear as
scheduled and suggested that the presentation be
handled by , Member of the Board of
National Estimates.
fell victim to the flu the day before his
scheduled appearance, so , Deputy Chief,
SB Division, gave the talk on the USSR.
3. As Messrs. found it necessary
to be at during the time allotted for TSD
coverage, 'n the
presentation.
4. Other committments prevented ir~rn
discussing for this course, so was
sent as a substitute.
5. We had asked
for an informal discussion at night along with
got his sig-
nals crossed and arrived prepared to return to Wash-
ington on the afternoon flight, much to our disa-
ppointm ent.
25X1A
25X1A
25X1A
25X1A
25X1A
25X1A
6. Bad weather caused to arrive at
We were forced to declare a two- 25X1A
hour free period in mid-afternoon, and to arrange
for talk to be given ate from 1630- 25X1A
173 ours. Questions were held until the night
session.
7. Messrs. were delayed 25X1A
in arriving by bad weather 25X1A
~. We managed to get Jim behind the lectern
at 1030 hours instead of at 0945, and we made up the
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stUt- k
lost time by cancelling the reading period scheduled
for 1230-1315 hours. Of perhaps even more annoyance
8. The - Duty concept appeared to work out well.
More than the assigned number of students appeared
on all but one day, and everyone showed up for the
social hour with Art Lundahl and Company.
9. The optional base tour on Saturday afternoon was
somewhat hampered by the miserable weather which
plagued us all week. However, a dozen hardy stu-
dents were present and, with the much-appreciated
10. The day scheduled for meetings with the Deputy
Directors had to be redesigned when the DDS found
that he had a conflict between the Midcareer Course
and a speech to be delivered to the Support CT's.
We arranged for Mr. Bannerman to appear for the
Midcareerists on the following day, and set up
tours of the Signal Center and the Operations Center
to fill in the time.
B. Intelligence Community Section
1. J. Patrick Coyne was faced with a more pressing
obligation at the time we had planned to have him
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speak, but he was quite anxious to be rescheduled
and we were delighted to be able to accommodate
him. No noticeable harm was done by having the
PFIAB presentation during the third day of Phase III
of the course.
25X1A 2. We had anticipated seeing
~, the new Assistant Chief of Staff for Plans
and Programs, DIA, as well as
but the former was unable to make an appearance.
3. In response to a suggestion from at
NSA, we tried to get our chartered bus to leave Head-
quarters at 0900 rather than at 0945 as originally
planned. Unfortunately, someone in Logistics failed
to get the word and, as a result, the bus arrived
promptly at 0945. The delay caused some compression
of the schedule at NSA, but all seemed to go rather
smoothly despite the mix-up. General Carter pro-
vided a gracious welcome and permitted us to use
his new and beautifully appointed conference room
for our briefings.
III. Summary of Critiques
A. Overall Impact of Phase II
The students were requested to give their reactions to
Phase II as a whole. Written comments by the students
are included in Attachment A.
B. Marginal Items
The critique form asked the students to identify any topics
or activities which they considered marginal and to explain
why. The following is a tabulation of the students' re-
sponses.
GROUP 1
y Excladed Im" aakn {
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Item
No. of responses
Explanation
"Administrative
17
Already covered - (11)
Relationships" -
Added nothing - (4)
Alan Warfield
Uninteresting - (1)
Of little value - (1)
"Health Considerations 5
Topic as presented
in an Unusual Work
not pertinent to
Environment" -
Dr. John Tietjen
course - (5)
Four other items were mentioned but are not recorded here
because each was cited but once.
C. Individual Presentations
In the last two Course Reports, the students' reactions to
the Individual Presentations were recorded verbatim. It
appears unnecessary to continue this practice inasmuch
as the critiques for Course No. 10 reflect a continuing
high regard for this technique. All thirty-one students
responded to the request for an evaluation of the use-
fulness of individual presentations. All thirty-one re-
sponses were favorable, and twenty-three were strongly
so. About twenty-five percent of the students noted that
these presentations were as good as or better than the
lectures by guest speakers. Comments indicated that the
student talks filled in holes left by guest speakers;
expanded on material covered by guests; gave a "working
level" view of many topics discussed by guests; added
to the group's fund of knowledge about its own members
and, in sum, enhanced appreciably the interest and
value of Phase II.
D. Student/Guest Luncheons
The Student/Guest Luncheons drew mixed reactions. The
guest speakers seemed to favor the idea, but the students
had some reservations. Nine students failed to comment
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specifically in their critiques, and three others were
unable to participate. Of the nineteen students who
commented, eleven thought the luncheons were a good
idea, primarily because of the additional opportunity to
meet informally with the speakers. Two students thought
that the idea didn't serve much purpose although the
luncheons were pleasant enough. Six students felt that
they got nothing from these luncheons and would not
particularly recommend continuing them.
E. Guest Speaker Presentations
1. The Agency and the Intelligence Community 25X1A
Twenty-nine of the thirty students who commented on
this presentation found it well worthwhile. Terms
such as "excellent", "thorough", "candid", and
"effective" , occur with noticeable frequency in the
critiques. Five students, a lower number than usual,
noted that this talk was a good "opener" for Phase
II. Mr. was cited for his erudition and
his willingness to come to grips with problems. The
only adverse criticism came from an individual who
thought that Mr. was too professiorial,
too generalized in his approach, and prone to talk
down to the group. Conversely another student
singled out Mr. as "...the only stim-
ulating speaker of the phase. "
2. The Evaluation of National Intelligence Programs-::_
Slightly more than half of the group commented favor-
ably on this presentation. Eight persons specifically
noted that the topic was an interesting one and that
the talk was effective. A few, while agreeing on the
inherent interest of the subject matter, felt that the
manner of presentation could be improved. Those
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whose comments were most critical emphasized such
things as over-generalization, inability to get the
message across, and a seeming lack of frankness in
responding to questions.
3. The Role of the General Counsel - Lawrence Houston
Virtually all of the students agreed that this was an
excellent treatment of an interesting and important
topic. Three students considered the presentation
outstanding and seven others cited the effectiveness
of the examples which Mr. Houston employed.
Although three students felt that Mr. Houston might
have been a bit too guarded in some of his obser-
vations, most of the class was of the opinion that
he was refreshingly forthright.
4. The Production of National Intelligence Estimates -
Mr. ~ clearly did an excellent job in handling a
topic which was considered of more than average interest.
Two students rated the presentation as one of the better
ones of this phase of the course. Despite the land-
slide of favorable comments, two students found the
presentation dull and in need of examples, and two
others described the coverage as "superficial".
5. The Agency's Current Intelligence Role -
All but five students were complimentary in their
comments on Mr. talk and most of the group 25X1A
noted that the speaker knew his material and was
capable of making it interesting. Sixteen critiques
used terms such as "excellent" , "very good" , "fine" ,
"effective", and "impressive". Those who disagreed
with the majority found the presentation disappointing
for reasons such as an apparent lack of candor, super-
ficiality, and absence of verve.
;:;amour
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6. Developments in Economic Intelligence
This was one of five presentations which were considered
less than satisfactory. Twenty-three students reacted
unfavorably, with over half of the class assessing
Mr.- as a poor speaker. In addition, almost
half of the group claimed either to have been at a
loss to determine what the speaker was talking about
or to have received the impression that he was ill-
prepared to discuss the assigned topic. However, 25X1A
one student said that Mr.-was "forceful and
informative" , and another felt that he was a very good
speaker. There were several comments to the effect
that Mr. - did a much better job during the
informal discussion at night.
7. The Support Functions of the Office of Central Reference -
There was unanimous agreement that this was a top-
notch performance. In addition to the complete absence
of adverse criticism, seven students rated the presen-
tation as one of the outstanding ones of this phase of
the course. Mr. isplayed notable enthusiasm
and conviction in the minds of many members of the
class, and one third of the critiques specifically noted
that the speaker was adept at creating interest in a
potentially dull subject.
8. The Role of the Domestic Contact Service - James R.
Murp
This was another of the presentations which was not
well received. Two thirds of the class made adverse
comments. Most of them were aimed at an unenthus-
iastic, dull speaking style, while others centered on
the speaker's tendency to withdraw when controversial
questions were asked. Three students indicated that
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this talk was near the bottom in effectiveness by
using the phrases, "complete bust", "hard to imagine
a poorer representative of his component" , and "worst
presentation of this phase" . On the other hand, eight
students commented in terms reflecting an adequate
performance by Mr. Murphy, while two considered
him an effective speaker and another said, "Hard-
hitting; covered the subject well. "
About a third of the class described Mr.- talk 25X1A
as "excellent" , "very good" or "fine" . The rest of
the members were only slightly less approbative in
their remarks. There was general agreement that the
presentation, through not particularly colorful, was
thorough and informative.
10. Developments in Photographic Intelligence - Arthur
Lundahl
As usual, Mr. Lundahl had the class eating out of
his hand. Thirteen students put him in the outstand-
ing category with descriptive terms such as "superb" ,
"superior", "tremendous", and, simply, "outstand-
ing" . The rest of the class contented itself with
"excellent" or some virtually synonymous adjective.
The least. intense observation read, "Well prepared
and presented; honest in answering questions. "
Despite this general acclaim, ten students felt
impelled to add that an element of "oversell" was
quite apparent.
11. The Clandestine Services -
Here again the adverse critiques outnumbered the
favorable ones,in this case by almost two to one. It
was obvious that a good deal of disappointment was
generated by the extremely cautious treatment given
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the topic. Twenty of thirty-one critiques criticized
the speaker primarily and strongly for lack of candor.
Of the eleven comments which were essentially
favorable, nine were of the variety perhaps best
described as "All right, but--". One student said
simply, "Pertinent", and another wrote, "well pre-
pared and presented".
12. The Responsibilities of Area Divisions M 25X1A
All but two of the students had quite positive reactions
to Mr. The vast majority of the remarks
were in the "very good" or "excellent" category, and
three students identified this presentation as one of
the best. Five members of the class specifically
complimented the speaker for emphasizing managerial
aspects during the talk. Suggestions for improvement
of the presentation emphasized the desireability of
avoiding references to personalities unknown to the
class, of eschewing much of the historical matter,
and of covering more than a single Area Division.
13. Field Station Activities -
Twenty-four students approved of Mr. - material 25X1A
and his style of presentation. Most of the adjectives
used in the critiques indicated that the overall re-
action was very good. The topic was frequently des-
cribed as "interesting" and the points made were
viewed as "informative". Criticism centered on the
"dated" nature of the speaker's observations on the
- station, and on the fact that only a single,
possibly atypical, station was discussed.
14. Target: USSR - 25X1A
About three-quarters of the class were very favorably
impressed with this presentation. One student des-
cribed the talk as "outstanding" , and eleven others
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used terms such as "impressive", "dynamic", "force-
ful", "fascinating", and "excellent" to describe
either the topic or the speaker. Among those students
who reacted differently, two were bothered by what
they described as a "missionary approach", and
others claimed that the talk was superficial or unin-
formative, and that Mr.- was unenthusiastic 25X1A
and evasive. There was an interesting difference of
opinion on the point of candor. Seven students
noticed a lack of this particular quality while four
others cited its presence.
15. The Role of Technical Services in Supporting Agency
Operations - 25X1A
In contrast with TSD efforts in the previous Midcareer
Course, this presentation was among those well-
received by the current class. The style was des-
cribed variously as "fine", "excellent", and "very
good", while the subject matter was clearly viewed
as worthwhile, enlightening, and interesting. The
few adverse comments showed no particular pattern,
merely describing the talk as dull, superficial, dis-
organized or, simply, disappointing. These were
more than offset by the twenty-five virtually unqual-
ified positive reactions.
16. Latin America -
Enthusiastically endorsed with no dissents, this talk
was considered outstanding by five students. From
the rest of the class the speaker drew comments such
as "stimulating", "inspiring", "forceful", "hard-
hitting", "flashy", and "dynamic". The subject
matter was considered most worthwhile and the
speaker's message obviously came through "loud
and clear". Amid the accolades were five or six
references to a "snow job" , but the students who
or
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made the remark also praised the presentation. As
one student put it, "--best presentation of the course.
He knew the material and got it across with interest
and humor. I don't believe him. "
17. Case History - 25X1A
The students were lavish with their praise for Mr.
performance. Three students considered
the presentation outstanding; eight used the word
"excellent" in their comments, and the rest of the
critiques were sprinkled with descriptions such as
"very stimulating", "fascinating", "extremely infor-
mative" , "first rate" , and so on. The students
clearly derived significant benefits from this talk
and several of them pointed out the speaker's skill
at holding an audience with well-organized and highly
personalized material.
18. Target: China -
This presentation was rated very highly indeed. One
student thought that the coverage was a bit super-
ficial, but the rest agreed that the talk was illumi-
nating, frank, and pointed. About a third of the
class commented in highly favorable terms on Mr.
speaking ability, and four students
considered this presentation to be among the out-
standing ones of this phase of the course. Several
students noted particularly the clarity with which
the speaker explained his position and his opinions
on aspects of the topic under discussion.
19. The Role of 25X1A
The class split almost down the middle in their
comments on this talk. Sixteen students regis-
tered adverse reactions with the reasons falling
mainly into one or more of the following three
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categories: dullness of delivery, apparent lack of
preparation, superficiality of coverage. The other
fifteen students registered either unqualified approval
(8 critiques) or approval with some reservation (7
critiques). Of the latter group, four students pointed
out the same deficiencies noted above. In a few of
the critiques there were observations to the effect
that Mr. - made a better impression during the
informal discussion at night.
Mr. -' performance was received with great 25X1A
enthusiasm by all but three students. Excellent
coverage of the topic was cited in quite a few of
the critiques, and the speaker was specifically
complimented for adept handling of questions, use-
ful contributions to the informal session at night,
frankness, humor, and effectiveness of delivery.
One student considered the basic presentation out-
standing. Two others found his style not to their
liking and another made the following curious obser-
vation, "The one speaker I resented; perhaps enter-
taining and overwhelming, but flippant, unobjective
(factual errors on some points) and uninformative. "
21. The Nature and Scope of Training Support - John
Richard son
About one third of the class described this presentation
in terms such as "excellent" and "very good". The
balance agreed that the speaker did a solid, effective
job and provided worthwhile information. Mr.
Richardson's objectivity and sincerity were noted
in several instances. Five students suggested, in
essence, that the talk would have been even better
if the approach had been less low-keyed.
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22. Security Considerations in Accomplishing the
Agency's Mission - Howard Osborn
Twenty-seven of the critiques indicated that Mr.
Osborn did a thoroughly effective job. It was quite
noticeable that the students appreciated the use of
examples, the ~ case in particular, to drive 25X1A
home the significant points. The speaker's candor
and ability to field questions were also noted in
about half of the critiques. One student believed
that the presentation was outstanding, and another
felt that Mr. Osborn was "one of the better and more
talented speakers". The few adverse comments des-
cribed the talk as either uninteresting or "mechanical".
23. Personnel Management - 25X1A
The critiques clearly indicate that, as usual, the
students didn't quite know what to make of Mr.
Only four students had no positive comments.
However, the rest, while indicating that he did a good
job and was both interesting and informative,
commented along the lines of "Good, BUT--" , and the
"buts" came through strongly. For example, of
twenty-seven critical comments, seven dealt with
a lack of candor (although one student suggested
that perhaps Mr. - was too candid); five
referred to poor visual aids (although one student
said they were "impressive"); three complained of
a recitation of problems with no attempt to suggest
answers; seven pointed to ineffective handling of
questions, and five were critical of the speaker's
attitude.
24. Health Considerations in an Unusual Work
Environment - Dr. John R. Tiet n
Dr. Tietjen's presentation fell far short of its usual
level of acceptance. In only three cases were the
comments unreservedly positive. Eight other stu-
dents indicated that the talk was well-presented
GROUP 1
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and informative, but qualified their remarks in
various ways. The consensus of the rest of the
critiques was that the topic was of only slight
interest and not at all suited to the course; that
the point of the talk was not clear, and that the
presentation suffered from dullness of delivery.
One student assessed the session as "one of the
dullest presentations of the course" , and five
others cited it elsewhere on the critique form as
a topic of marginal value.
25. Logistical Support of Agency Activities -
25X1A
The most reserved comment on Mr. ~ presen-
tation read, "--tried hard and nearly succeeded
in clarifying my mind about OL. " Nearly everyone
else in the class was extremely laudatory and took
particular note of the fact that the speaker made a
potentially dull subject interesting. Five students
were of the opinion that the presentation was out-
standing and one of the best in the course. Eighteen
others obviously considered it excellent. There
were a number of comments to the effect that Mr.
_was well up on the topic and conveyed a
wealth of worthwhile information in a relatively
short time.
26. The Role of Science and Technology in CIA - Carl
Duckett
As has been customary, Mr. Duckett drew high
praise from the class for an eloquent presentation
of a thoroughly interesting subject. Six students
described the talk as either outstanding or one of
the best of the course. Twelve others used descrip-
tive terms such as "excellent", "fascinating",
"most effective", and "dynamic". There were no
critiques which could be considered less than good.
Five students apparently felt that the "hard sell"
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approach could be softened, and seven others
suggested that an apparent deprecation of the
efforts of others might be forgone without damage
to the effectiveness of the presentation.
27. DDS&T Office Briefings - Robert Chapman, George C.
Miller, Donald Chamberlain, Charles A. Briggs, and
David Brandwein
These fifteen-minute "lecturettes" obviously did not
help the overall S&T effort. Aside from six favorable
comments, there was unanimous agreement that these
talks added little to the show and that the organi-
zation charts were a bit too much to take. The con-
sensus of the class was, "Let Duckett do it. "
28. Developments in Technical Communications -
Reactions to this presentation were almost evenly
divided. Those who were favorably impressed, as
well as some of those who were not, noted Mr.
knowledge of the field and the thorough
coverage provided. Roughly half of the class,
however, reacted adversely to one or both of two
factors: a dull, pedestrian delivery (18 comments)
and an overuse of visual aids which were distres-
singly similar (13 comments). As one student put
it, "Mr. - made an interesting topic dull. "
The comments on Mr. - contribution were
good. Of the seventeen critiques which specif-
ically mentioned him, three were negative and
fourteen were positive. Of the latter group, four
suggested more time be alloted to demonstration
of equipment.
29. Financial Management - Robert Fuchs
Once again Mr. Fuchs demonstrated that a discus-
sion of financial management need not be uninter-
esting. One student considered the presentation
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outstanding, and twelve others rated it either
"excellent" or "very good". Except for three
comments to the effect that the talk was dry, the
rest of the class was of the opinion that the
speaker dealt effectively and thoroughly with an
important subject.
30. Administrative Relationships with Other Agencies -
Alan Warfield.
It is quite apparent that Mr. Warfield's topic is no
longer needed in the course. Seventeen students
listed it as marginal on the portion of the critique
form provided for this purpose, and fifteen of the
seventeen pointed out that the material had been
covered rather thoroughly during other lectures.
Only three students were unreservedly favorable in
their comments, while twenty-five were emphatically
negative. Of the latter, sixteen persons noted
various deficiencies in the speaker's delivery and
ten made observations adding up to the conclusion
that this was the poorest session of this phase of
the course.
31. Planning and Programming in CIA: Scope and Depth -
John Clarke
"Summa cum laude" is probably the best overall
description of Mr. Clarke's performance, according
to the critiques. Eighteen students used terms
such as "outstanding", "highlight", "best of the
course", and so forth. There were no adverse crit-
icisms and the most reserved comment was "Well
prepared and presented. Honest answers to ques-
tions. " Sixteen students specifically mentioned
that this presentation was an excellent "wrap-up"
for the period spent at = Beyond doubt, Mr.
Clarke won the Derby by several lengths.
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32. The United States Intelligence Board - Its Work
and Problems - 25X1A
Of the twenty-two students who commented on Mr.
- talk, sixteen were favorably impressed with
the speaker and topic. Five students were some-
what critical, pointing out that much of the material
had been covered earlier in the course or that the
presentation could have been more lively. On bal-
ance, the class believed that a workmanlike job
was done on a significant topic. 25X1A
33. The Defense Intelligence Agency -
Aside from three criticisms bearing on superficiality,
the twenty-four critiques submitted were all quite
favorable. Seven students used terminology which
added up to a "very good" for both the speaker and
topic, while the rest of the remarks were in the
general area of a " ood" ratin . Several students
commented o frankness. Three
persons detected a "canned" quality to the talk but
considered it good nonetheless.
34. The Bureau of Intelligence and Research -
Allan Evans
Mr. Evans made a tremendously favorable impression
on the class. His rare brand of humor and his candid,
incisive observations drew plaudits from all but two
of the twenty-six students who commented on his
presentation. Five students rated the talk as either
outstanding or one of the better lectures of the course.
Another ten individuals put him in a category pro-
bably best described as "extremely good". The bal-
ance viewed the talk, in essence, as most inter-
esting and informative. As one student put it,
"Witty, entertaining, informative, candid; built
close rapport with the class. " The two students
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whose comments were at odds with the rest of the
group observed that the presentation was somewhat
confusing.
F. Visit to National Security Agency
The consensus was that this was a very worthwhile and
informative day, and that it is a good idea to have NSA
present its story in its own ball park. On the negative
side, one student felt that all of the speakers were poor,
and three others suggested changes in the scope and
depth of coverage. The welcome by General Carter was
duly appreciated.
G. Visit to Signal Center and Operations Center
Both of these short tours were very well received by the
class. The briefings were considered very much to the
point, and the "walk-throughs" were viewed as both
interesting and informative. In contrast to the reactions
of the rest of those who specifically commented, one
student found the visits interesting but of no loss to the
course if omitted.
H. Summary of Student Suggestions
The students offered fifty-eight suggestions which have been
grouped into the following rough categories. (Numerals
indicate the number of times each suggestion appeared in
the critiques. Asterisks indicate unusual items worthy of
some thoughts.)
Additional Topic Coverage
3 - FBI
2 - AEC
2 - Vietnam
1 - IG
1 - Collection Guidance Staff
1 - CI Staff
1 - Central Cover
Exctnd^d f'u?? ss~'.2matic
01111 i~
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1 - Audit Staff
1 - Developing Nations (by DDP speakers)
1 - CIA in Southeast Asia
1 - Foreign Intelligence Services
1 - Counterinsurgency: theory and current
approaches
Additional Visits
2 - NPIC
2-~
1-
1 - FM SAC
1 - National Military Command Center
1 - State and DIA
Time Allocation
5 - Omit weekend at
Increase time for:
1 - John Clarke
1-S&T
1 - Operations Center
Decrease time for:
3 - M Segment of Phase II
1 - DDP coverage
1 - DDS coverage
Format
*2 - Have a "wrap-up" after coverage of each
Directorate
1 - Have an overall introduction for Phase II
* 1 - Reorganize the Agency section along the
lines of John Clarke' s presentation
Handouts
2 - Retention copies of organization and
mission statements for all offices
1 - OCI publications
Administration
2 - More recreational facilities at_
* 1 - Video tapes of non-perishable topics for
use as "fill-ins" or to take the place of
"no-show" speakers
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SECRET
1 - Return to Washington prior to 1530 hours
to avoid rush-hour taxi problems
1 - Use 3-ring notebooks and punch all
handouts
1 - Put an unclassified daily schedule in
the BOQ
Miscellaneous
2 - Encourage frankness by speakers during
informal discussions at night
1 - Add a basic course in computer techniques
to the present Midcareer Course
1 - Review the value of the time spent at
M as measured against the speakers'
loss of time from their offices
1 - Arrange a guided tour of
*1 - (This suggestion is worth quoting)
"I would like to suggest that some thought
be given to a follow-up program for the
same men in about 5 years. I hate to
think that for the next 10 to 15 years I'll
never have another opportunity like this
to get the whole picture. "
IV. Staff Comment and Recommendations
A. General.
The concept of an Agency - Intelligence Community Phase
is a good one. The substance and the pattern of presen-
tations in the Intelligence Community section were effec-
tive and apparently need only minor adjustments. The
addition of a few more topics is a distinct possibility for
the future course, time permitting.
B. Specific
1. Agency Section
a. The talk on OCR by was a fine
addition and will be retained. Some adjustment
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of the pattern of the schedule seems advisable
so as to enable the speaker to remain for an
informal session at night.
is not as bad as his performance in
Course No. 10 would indicate. His late arrival,
induced by bad weather, caused a hurried formal
talk in an informal atmosphere, and these ele-
ments seldom combine to produce an effective
session. Hopefully, we will not be plagued
regularly by this particular combination of cir-
cumstances. In addition, as ORR is usually
represented by one of four speakers who appear
for us on a more or less rotational basis, we
will probably have a different officer as a guest
speaker for Course No. 11.
c. We are at a loss to explain s sudden
drop from favor. His style admittedly is less
than colorful, but the students' adverse reactions
were much sharper than the staff had reason to
suspect they would be. We will have a chat
with Jim before Course No. 11 begins.
d. Serious attention needs to be given to the pro-
blem of talk. Now that the
Midcareerists will have taken the Managerial
Grid during the first week of the course, we
will find that they expect all speakers to take
a candid approach, albeit with some things left
unsaid for security reasons. Tom has seldom
given any impression other than a disinclination
to "open up". We have undoubtedly made things
more difficult for him by asking that he avoid
covering material which has been assigned to
speakers who follow him on the schedule. These
two factors add up to a v r general talk given
in an obviously cautious manner. Small wonder
that the students are disappointed and that some
DDP Midcareerists feel embarrassed. An answer
to this problem before the next course is an
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urgent requirement.
e. We were quite pleased to see that the TSD
presentation had been improved strikingly. We
plan to investigate the possibility of returning
to a Saturday afternoon performance followed by
a demonstration of various equipment and an
informal discussion on Saturday night for Course 25X1A
No. 11. Such a program would give
the kind of presentation he wants (but handled
badly some two years ago) and would tend to
reduce some of the students' complaints about
unproductive time ate over the weekend. 25X1A
f. Given the amount of material now covered at
=plus the number of potentially valuable
speakers "waiting in the wings", we see no
way of releasing the Midcareerists over the
weekend while at Munless the entire Agency
segment is redesigned to achieve this end. A
free weekend does not seem to be a sufficiently
worthwhile objective to warrant such a drastic
step. As mentioned above, we plan to schedule
course activity for virtually all of Saturday, and
this move will go a long way toward removing
any feeling that the weekend at= is unnecessary.
g. We hope to keep in the pro- 25X1A
gram and will encourage him to stay overnight.
25X1A h. We much prefer that give the
presentation, but we are aware that either I
will have to fill in for
when he is not available.
i. We plan to keep a s a regular part
of the program and to make sure that he can stay
overnight.
j. The substance of Dr. Tietjen's talk is rather
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clearly in need of change. We will suggest to
him that he commit the "Psychology 101" aspect
of the lecture to paper so that we can use it as
a handout, and that he revise the balance of his
lecture to focus more on the capabilities, pro-
blems, and plans of his Office.
k. The presentation of OTR is a useful addition
to the course. Perhaps some visual aids would
add "spice" to the session.
1. It is unlikely tha can change his
speaking style sufficiently to restore the Commo
presentation to the high level of acceptance
which it attains when does the job.
A chat with M before the next course may
help us overcome the problem.
m. As mentioned elsewhere in this report, the talk
by Alan Warfield has outlived its usefulness.
We anticipate no serious difficulty in dropping
this presentation because Mr. Bannerman, prior
to Course No. 10, asked us whether it was of
any particular value. At that time we felt that
it was, but we no longer do.
n. The change in the overall S&T coverage did not
work out well. We will suggest to Carl Duckett
that we return to the previous format which calls
for him to make the entire formal presentation
and to be joined at night by those Office Directors
whom he wishes to designate.
o. The optional base tour on Saturday afternoon
will be continued for the next course.
p. We recommend trying again the student-guest
speaker luncheons for Course No. 11. We will
schedule students who are not from the same
offices as the speakers. While we are on this
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subject, the ideal arrangement would consist of
a daily luncheon buffet at- for the guests 25X1A
and selected students. This would overcome the
crowded and somewhat hurried atmosphere in the
Mess Hall. However, the extra load on the Mess
Hall personnel who would have to handle this
sort of activity at-probably precludes 25X1A
doing any such thing.
The formula for ensuring some student attendance
at-during the afternoon free periods
seems to be all right. We will continue to draw
up a " roster for Course No. 11. 25X1A
r. If time permits, we will keep the Signal Center
and Operations Center visits in the schedule on
the day devoted primarily to meetings with the
Deputy Directors.
2. Intelligence Community Section
No major changes are contemplated. The possibility
of adding FBI and AEC speakers is worth investigating.
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COMMENTS
ON
OVERALL IMPACT OF PHASE II
1. O/DCI Midcareerist
"When considered in total - Part II was a most impress-
ive and informative experience. Not only did it provide a comp-
rehensive overview of Agency functions but of equal significance
was the insight obtained into the manner in which key officials
currently charged with major organizational programs viewed
their respective functions, their interrelationships with other
elements, and the manner in which they managed their assets.
In viewing the scope and depth of Agency activities and re-
lating the Agency committment to the activities of other Gov-
ernment Agencies visited or represented and engaged in comp-
limentary or other intelligence efforts, one cannot help but
be impressed by the magnitude of the overall U. S. Government
committment to Intelligence. Again, when viewing Part II in
the context of its provision of an overview to both Agency and
U. S. Government Intelligence activities, the degree of balance
maintained in terms of the depth to which each activity was
explored or presented is considered to be about the right level
in every instance. The opportunity to explore specific issues
with key officials also is considered to be a most noteworthy
part of the program. "
2. DDS&T Midcareerists
"The information presented in Part II is extremely
valuable in giving perspective to an individual's job with
respect to the overall mission of the Agency. It is certain
that I will return to my job with a much better understanding
of the objectives as well as the functioning and problems
of CIA. The close relationship that exists between members
of the course cannot help but aid in coordination and comm-
unication in the years to come."
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"Part II of the course on the whole was excellent.
There were high points and low points. Every effort must be
made to maintain the high quality of the course. "
"Very good but - the wrap-up presentation by the
Director of PPB was excellent and put much of what previous
speakers had covered in perspective. I suspect that similar
wrap-ups following coverage of each major Directorate might
have the same beneficial results. "
3. DDI Midcareerists
"Part II has been extremely valuable in giving me an
up-to-date review of Agency activities vis-a-vis the intell-
gence community. Speakers showed unusual candor, and
accepted our questions in a gracious manner. I was partic-
ularly happy to see the emphasis,on problems and manage-
ment aspects as opposed to simply an organizational review.
This phase will be of considerable value to me in enabling
me to put problems of my own office in perspective. I can
.only wish in conclusion that more in my own office might
have a similar opportunity. "
"The main value and impact of Part II as a whole for
me has been the insight it has provided into the workings of
the DDP. I learned more about the DDP in 2 1/2 weeks than
I had learned in 16 years in the DDI, and I would guess that
much of this information is uniquely available in the Midcareer
Course, where people are willing to let their hair down.
Another important gain has been the opportunity to see and
hear senior Agency officials. This part of the course has
also helped clarify my thoughts about the value and influ-
ence of the Agency within the top government echelon.
Finally, the course helped stimulate my thinking about pro-
blems such as the imbalance between collection and pro-
duction, compartmentation, the impact of technology on tra-
ditional intelligence concepts, etc. Most of these problems
will be out of my reach once I get back to my regular job,
but I appreciate the opportunity I have had to consider them
for a couple of weeks."
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"The presentations in Part II are the heart of the
course, I believe, and helped me to put my own work into the
larger perspective of what the Intelligence Community is
doing. I find that this gives me a fresh outlook at the pro-
blems I see every day and should help me to be less provin-
cial in outlook. Since we had pinpointed certain organizational
problems during the Grid Phase, it was especially interesting
to see how much the various speakers recognized and addressed
the same problems (definition of objectives, compartmentation,
planning, etc.). "
"In general the course has been of great value, which
I had expected from speaking with earlier attendees. It cer-
tainly has been of great personal interest and does offer a
unique insight into Agency-wide organization. With only
minor exceptions I have nothing but praise for the course. It
is too bad that some variations of it can not be offered on a
wider basis to more employees. "
"I would offer the general observation that Part II is
informative, well-organized and beneficial to the student. I
would urgently recommend continuing at least two weeks at
M The isolation serves to break any distracting contact
with home offices and provides the time and environment for
most worthwhile discussions with both our peers and our
superiors in the Agency. "
"As a whole, Part II was an enlightening and benefic-
ial experience. The= phase gave the group a cohesiveness
that could not have been otherwise obtained. This is a
shrewd move, and one that should be continued. "
4. DDP Midcareerists
"I can enthusiastically endorse the Midcareer Course,
Part II, as an important part of an officer's development
cycle, I believe its primary value lies in the bringing to-
gether of several officers from dissimilar fields, and the
certain benefit that must ensue from such a cross-fertili-
zation of ideas. It was truly a revelation to me just how
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much I did not know about the Agency, and the discovery that
other students had much the same general problems as I had.
I think the training component meshed the various programs
together very smoothly, and I am looking forward to Phase III.
Incidentally, I do not usually inveigh in such a laudatory
vein, as can be seen in succeeding pages. So far the course
has been top-grade, with only minor irritations. "
"Part II exceeded my expectations and convinced me
that my collegues were correct in describing the Midcareer
Course as probably the best and most informative course
offered by OTR. It has certainly served to broaden my hori-
zons and to erase some unfavorable (and unfounded) impress-
ion I had had of other CIA components."
"Part II was the most interesting and beneficial 'train-
ing' I have had in the Agency. This is partially due to the
exposure to fellow students from other parts of the Agency,
and partially to the frank and informative nature of the presen-
tation by almost all of the speakers. I hope the Office and
Division chiefs will continue to come, since their authority
and presumed depth of knowledge add significance to the pro-
gram. Phase II was administered with exactly the right bal-
ance of informality and direction. This was a great experience
which I hope will have future benefits in terms of continued
contact with fellow students from other components."
"The impact has been tremendous; the value great.
After so many years of compartmentation (it used to be so
hard just to get into the OCI area that you thought more than
twice whether you really wanted to go) it has been a stimul-
ating experience to listen to and talk to people from outside
the DDP. I feel that my batteries have been re-charged, my
interest and dedication re-kindled. The biggest impact of
Part II was the realization of the importance of intelligence
to the USG; of the tremendous impact of intelligence on the
policy making process. OTR and Agency Management are in
my opinion, to be congratulated on the Midcareer Course.
I certainly appreciate the opportunity of participating."
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"I feel that through the past three weeks I have learned
more about the Agency and the Intelligence Community than I
have learned in 14 years. Certainly the scope of the Agency's
interests and resources are impressive and I believe would be
to most any individual taking this course. "
"From my point of view the content, organization and
management of Part II was of a high order - and, except as
noted under the individual remarks re the speakers, was pre-
sented in a thoughtful and thorough manner. It brought to
the surface and clarified many of the areas of the Agency's
activities which heretofore have been a total blank to a DDP'er
and has provided an appreciation through association and
discussion of the other directorates which has been most ben-
eficial. It has indeed helped lay the ground work for further
career development. On the whole an experience of high and
sustaining interest throughout. "
"Without reservation, one of the best courses in my
Agency experience. Though the level of the presentations
varied, the overall level was high in forms of presentation,
substance and candor. "
"Taken as a whole, I have found this segment to be
vastly informative. Having been away from Headquarters for
some seven years, my awareness of what existed elsewhere
in the Agency, what others of my colleagues did, and how
they did it, was at a record low. This section of the course
has corrected this deficiency and has broadened my thinking.
Particularly timely in view of my present return to Headquart-
ers PCS. In addition, association with my fellow students
from many areas of the organization has been perhaps the
most valuable part of the course. Close contact with them
has done much to educate me and break down parochialism
on my part. A rewarding experience. This section also gave
me a chance to listen to men I would not otherwise ever see
in many instances. Their willingness to take part and be
exposed to us is in itself encouraging and commendable. "
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"Part II of the course gave me an excellent insight
into the DDI and DDS&T components (I had been only generally
familiar with their activities until this session). Naturally
for me, the DDP material was somewhat repetitious but it also
was an opportunity to discuss Modus Operandi with my coun-
terparts. This too, proved to be a learning process. In
general the DDS area was covered well but some speakers
were not prepared or were less candid than necessary. The
DIA and State sessions were also very interesting and con-
tributed to gaining the 'overall look' at the Intelligence
Community. Part II, overall, was excellent. It contributed
much in the way of knowledge and contacts that will prove
most useful. The programming could not have been improved
upon."
"Well conceived - timely (at our career stage) pres-
entation of Agency interests and activities. A benefit to the
Agency. The officers profited from hearing of the variety of
CIA areas of interest, interplay, responsibility. Part II pulled
the picture together nicely. All subjects seemed to have
application to most midcareerists. Some presentations were
weak or poorly done but all were needed to fill in gaps in
midcareerists' understanding. The completeness of Part II
actually made interest grow as interesting dark corners were
lighted. "
"Very good. It provides an 'in depth' view of the Agency
and the Intelligence Community. I have a much better appre-
ciation of overall Agency purpose, position, strengths and
weaknesses. Equally as important, I have formed a number
of ideas which will help me (or may get me into trouble) when
I return to the office. There is no other course or avenue
available to the GS 13 - 14 which will give him an overall
view of and insight into the Agency in the depth he needs.
The training staff did an excellent job of organizing and running
this phase of the Course."
"This has given me a well balanced view of the Agency
and the Intelligence Community. "
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"My overall reaction to Part II is good. I think it is
worthwhile and I learned a lot from it. It could, however, be
much better. The lectures lacked depth and some of the speak-
ers were unqualified for the task."
"As a whole I found Part II very enjoyable. The approach
is the proper one, but some of the speakers were too geared
to an organization diagram approach, or to presenting the
historical background of their unit, to the detriment of the
overall presentation. Several speakers were also so parochial
in their approach that they could not be objective in their
presentations. "
5. DDS Midcareerists
"My reaction to Part II as a whole was excellent and
I found it to be extremely interesting. For the first time in
18 years I now have a much clearer picture of our accomplish-
ments, missions and failures. As a result of this new know-
ledge, I'm positive that I will be better able to make sugges-
tions for improving the procedures within my office that have
to do with supporting other elements within the Agency. I,
have become aware of the similarity of problems that exists
throughout the Agency and I feel that I have picked up a few
ideas that could be utilized within my office. This type of
course is long overdue and should be continued, as the time
that one spends in the course is a good investment for the
future."
"I sincerely feel that I learned more about the Agency
in this short time than I learned in the previous 15 years. It
explained well the functions and missions of the Agency as
well as the Intelligence Community. With a few exceptions
I was much impressed by the quality of the speakers and the
candor with which they spoke. By living for 2 weeks at =
with such a representative group you also learn much about
the.Agency from informal--out of class--conversations "
"After many years in the Agency, I thought I knew
at least what every outfit did and to some extent how. Was
I wrong!!"
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"This phase of the course was very interesting and
provided a wealth of information that is not generally avail-
able to an individual except on a selective basis. The broad
overall view of the mechanics of running the Agency, its pro-
blems, goals, and how it is intergrated with other government
agencies provides the student with the necessary background
to understand the complexity of the organization and the de-
cision-making processes involved. The long term benefits
of the course both to the individual and the Agency should
outweigh the cost of time off the job which is necessary in
conducting the program. "
"First, I'd like to give credit to those offices respons-
ible for selecting the MEDC candidates and accordingly pre-
paring the course for the candidates. Excellent! It would be
a unique pleasure to serve on a task force with this group as
a whole. I feel sure that one of the basic objectives--to get
to know our counterparts--has been a satisfying and lasting
accomplishment. Secondly, I believe that idea of informality
deserves much praise. To get to know superiors and contemp-
oraries, their problems, nature of their work, and accomplish-
ments in this informal manner provided a medium which I don't
think can be improved upon. I also believe that the guest
lecturers and topics in general were carefully selected to give
us the best possible oversight into the CIA's operations,
functions, and missions and relationship to other NSC agencies,
or departments."
"As a whole I have thoroughly enjoyed Part II of the
course. I would make no major changes or recommendations
and feel that all the information presented has been of high
quality and added greatly to my overall knowledge and under-
standing of the Agency and its mission."
"Informative and useful. New ideas and perspective.
Excellent way to get general picture of Agency operations."
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MIDCAREER COURSE NO. 10
COURSE REPORT
Phase III - The U. S. Government and World Affairs
I. Planned Changes from Prior Course
A. Scope and Duration of Phase
Part III of previous courses was two weeks long. In more
recent past courses, one day was taken up by meetings
with the Deputy Directors (rightfully a portion of Part II),
and another day and a half was used for coverage of DIA
and NSA. Thus, of ten working days available, only
seven and a half were spent on material directly related
to the objective of Part III. For Course No. 10 we planned
a total of eleven working days for Phase III and, by re-
locating the two and a half days of coverage described
above, we aimed to spend all eleven days on Phase III
oriented substance. About five days were planned for
coverage of selected elements of national power and in-
fluence, and about six days were allocated for treatment
of trends and developments in world affairs.
B. Speakers and Topics
1. We wanted to start Phase III with a talk on "Contemp-
orary Strategic Concepts" by Prof. Henry Kissinger
but, as detailed on a later page, we were unsuccessful.
2. Charles Burton Marshall of SAIS agreed to deliver a
talk on "The Limits of American Foreign Policy".
3. A lecture entitled "Considerations in the Use of
Economic Power" was scheduled, and we attempted
to get s a speaker
but he was unavailable.
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as contacted as a
possible speaker on "Scientific and Technical
Achievement as an Element of National Power", but
he was unable to be present on any of the dates
which we had available.
5. Mr. Justin O'Donnell of the Office of the Assistant
Secretary of Defense (International Security Affairs)
agreed to discuss the role of ISA in the coordination
of politico-military affairs.
was once again
available and willing to ec t u n "Internal Political
Developments in the USSR."
7. Mr. , C/SIC/OTR, agreed to handle
the topic, "Developments in Soviet Foreign Policy. "
had returned from his year of research in
Taipei and other Far Eastern locales, and was eager
to resume his accustomed place on our schedule.
9. We were able to arrange once again an evening with
Mr. Allen Dulles.
10. As our initial effort to secure a well-known figure
to deliver the major address on the final day of the
course, we asked that The Honorable Frank Pace, Jr.
be invited to appear. This and other efforts were
unsuccessful as described subsequently in this report.
11. Three films were included in the schedule both for
their substantive value and to provide a change of
pace. "The Volga", "The Seven Hundred Million",
and "The People Fight Back" provided interesting
views on Russia, China, and Vietnam respectively.
12. Two changes were made in the usual itinerary for the
western Field Trip. We planned to go again to
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II. Significant Developments
Cheyenne, Wyoming, for a look at missile installations,
and an extra half day was added to the coverage at
NORAD headquarters, Colorado Springs. To accommodate
these additions, the trip time was extended to four and
a half days from the previous three and a half.
A. Substitutions and Deletions
1. We had to cancel the talk on "Contemporary Strategic
Concepts" when Prof. Kissinger was invited to accomp-
any the Secretary of Defense on a trip to the Far East.
We were informed too late to arrange a substitute
speaker.
did not return from
an African tour in time to allow him to be a part of
our program. We tried to get Dr. Isiah Frank of SA1S
to speak on economic matters, but he was unable to
rearrange his schedule to accommodate us. We fin-
ally turned to Mr. Lawrence Krause of The Brookings
Institution and, fortunately, he was willing and able
to appear for us.
3. We scheduled a visit to Goddard Space Flight Center,
Greenbelt, Md. as a substitute for the planned talk
b As might have
been expected from some of our past experiences
with NASA, the arrangements produced some weird
results, foremost among which was the fact that the
Director of the Center thought that we were NASA
Midcareerists !
4. Mr. William Gleysteen, Deputy Director of the
Office of United Nations Political and Security
Affairs, Dept. of State, spoke on the UN when
Johnathan Dean, our usual lecturer, was called to
New York.
5. Mr. Julius Walker, temporarily assigned to the
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Office of Atlantic Political and Military Affairs,
Dept. of State, appeared as the speaker on NATO
after a considerable period of uncertainty as to just
who would be available from that office.
6. Mr. Roger P. Davies, Deputy Assistant Secretary
for Near Eastern and South Asian Affairs, Department
of State, substituted for our old friend, William
Handley, on "Problems of the Near East and South
Asia".
7. Colonel Andrew Anderson, USAF, was finally nomi-
nated to discuss "U. S. Military Capabilities" , re-
placing Colonel Edward Ramsey, USA, who spoke to
Course No. 9 and Captain Ben Douglas, USN, who
was originally scheduled to lecture to Course No. 10.
8. For the first time in memory, we were unable to get
a "name" speaker for the final day of the course.
Frank Pace, Jr. , was booked elsewhere but said that
he would like to be asked to speak to a future course.
Dean Acheson, whom we approached next, regret-
fully declined. We then tried to get Prof. Kissinger,
who was due back from his trip to the Far East, but
he returned later than expected and by that time it was
too late to try for anyone else.
B. Evening with Allen Dulles
The usual effectiveness of this combined social and busi-
ness meeting was enhanced by the presence and contri-
butions of the new Deputy Director of Central Intelligence,
Admiral Rufus Taylor. Also joining the class for this
25X1A affair were Messrs. Bannerman, Duckett, Proctor, = 25X1A
C. Field Trip
1. SAC-Omaha
The day of our visit coincided with the final day of
Exercise HIGH HEELS. Because the CINCSAC
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was being briefed in the Underground Command Center
we were unable to make our usual stop there. How-
ever, a briefing, supported by very effective visual
aids, was presented as a substitute and, in many
ways, proved more informative and effective than the
talk which is usually given in the Command Center.
Visits to Trajectory and Finder Centers were restored
to the schedule after being omitted last time around,
and added considerably to the overall impact of the
day's work.
2. SAC - Cheyenne
The fiasco of last fall was still fresh in the minds
of several officers at Cheyenne. As a result, our
visit this time was handled with great care and
turned out to be splendid. The briefings in the
Launch Control Facility were thorough almost to a
fault, and the descent into a Minuteman silo capped
the day admirably.
3. NORAD - Colorado Springs
The half-day which was added to our visit this time
was well worthwhile. The new briefings on-
and on the and the re- 25X1 C
organized tour of the Space Defense Center were ex-
tremely valuable. The new stop at the Current Intelli-
gence Indications Center in Cheyenne Mountain holds
great promise for the future although the Center was
still far from operational on this trip. The final talk
on Thursday morning was a bit redundant, but the
basic idea is good and needs only a little work to
become an effective closing for the visit.
4. Flight Time
Thanks to a 1340 MDT departure and favorable winds,
we were able to fly non-stop from Colorado Springs
to Washington and arrive home at 8:10 P.M. We came
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within ten to fifteen minutes of all other estimated
departure and arrival times during the trip.
5. Mr. of the OCR Liaison Staff accom-
panied us on this Field Trip.
D. Mr. Patrick Coyne's talk on The President's Foreign Intelli-
gence Advisory Board was re-scheduled into Phase III of
the course when he was unable to appear for us during the
time allotted to Phase II.
III. Summary of Critiques
A. Overall Impact of Phase III
Written comments by the students are included in Attach-
ment A.
B. Marginal Items
The critique form asked the students to identify any topics
or activities which they considered marginal and to explain
why. The following is a tabulation of the students' re-
sponses.
Item
No. of Responses
Visit to Goddard
Space Flight Center
18
Briefings on Military
Threat of USSR and
China
7
"Considerations in the Use
of Economic Power" -
3
Explanation
Little value, in-
terest, or approp-
riateness - (13)
Didn't know who
we were or what
we wanted - (5)
Canned, dull,
uninformative - (3)
Poor speakers - (4)
No useful sub-
stance - (3)
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"The Atlantic Community - 3 Dry and lacking
Political and Military substance - (2)
Developments" - Unqualified speak-
er - (1)
Four other presentations were mentioned but are not recorded
here because each was cited but once.
C. Guest Speaker Presentations
1. The Role of ISA - Justin E. O'Donnell
The students highly praised Mr. O'Donnell for his
excellent, informative coverage. They particularly
complimented him on the clear, concise manner in
which he covered ISA, and on his frank answers to
questions. The only criticism came from one student
who claimed to have gotten lost in the myriad of ISA
relationships with other agencies.
25X1A 2. The Limits of American Foreign Policy - 25X1A
presentation impressed all of the
Midcareerists. It was variously assessed as "one
of the best", "outstanding" , and "thought-provok-
ing", was cited as a candid, witty,
articulate and erudite speaker. Seven students indi-
cated that he should have had more time because of
the importance of the assigned topic.
3. Considerations in the Use of Economic Power -
Eleven students felt that Mr. made a good, 25X1A
effective presentation with an admittedly difficult,
normally dry subject. Considering their diverse back-
grounds, it was not unusual that seven students
thought the subject matter was too basic while six
thought it was too technical. Several students spe-
" WA"
GROUP I
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cifically commented on the importance of the topic
to Phase II, However, one student felt that it might
be dropped because it was "too technical and non-
operational, hence not of much value" , and another
said, "the value of the topic was doubtful".
25X1A
25X1A
4. Internal Political Developments in the USSR -
expert coverage of the subject was
well received by a large majority of the class. Sev-
eral thought his was one of the better presentations
in Phase III. Additionally, many commented favor-
ably upon use of models, in the
academic sense, as a pedagogical means of reaching
and holding the audience even with a highly theoret-
ical presentation. On the negative side, two students
thought that had not offered any start-
ling, new insights into political developments in the
USSR.
5. Developments in Soviet Foreign Policy -
Mr. - gave his usual sterling performance.
Four students rated it as one of the best in the entire
course, and all of the rest commented in highly favor-
able terms. The only suggestions for improvement
centered on the desireability of a slightly more sophis-
ticated approach for an audience of Midcareerists.
6. The Role of The President's Foreign Intelligence
Advisory Board - J. Patrick Coyne
Most of the twenty-six students who specifically
commented on this presentation noted that the sub-
ject was of significant interest to the group. Although
a number of students found the speaker's personality
reserved and his platform manner somewhat aloof, a
good many felt that the substance of the talk and
the answers to questions were well worthwhile.
Suggested improvements centered on the advisability
of a more thorough formal presentation and greater
candor.
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7. The Military Threat of the USSR -
The majority of the Midcareerists felt that this sub-
ject was important but objected to the "canned" ,
military briefing style. The fact that the briefers
limited their talks to basic data with no interpre-
tation was considered the cause of uninteresting
presentations. Many thought that the briefers were
considerably more responsive during the question and
answer period and that this helped to make up for
what was missing in the formal presentations. Sev-
eral students commented that, having had these
briefings, they were able to understand and appre-
ciate more fully the later trips to SAC Headquarters
and NORAD Headquarters.
8. Major Issues for the United Nations - William A.
Gleysteen
Twenty-three of the students thought that Mr.
Gleysteen gave a well-organized, candid, and
rational appraisal of current UN issues. One noted
that his description of US-UN relationships in terms
of US strategic interests rather than the "world peace"
concept was refreshing. Several others indicated
that the thoughtfulness of the presentation helped
him in establishing firm rapport with the group. There
were only three adverse criticisms and these were of
negligible importance.
9. The Alliance for Progress: Accomplishments and
Prospects - David Bronheim
Twenty-seven members of the class commented on
this talk and twenty-three of them considered it to
be highly informative. Three students thought that
Mr. Bronheim was one of the best of the speakers
from the Department of State and rated his thorough
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knowledge of the topic and the manner in which he
handled the discussion period as excellent. The
four students who found this session disappointing
felt there was a lack of substance in the presentation
and that Mr. Bronheim was an unimpressive speaker.
.10. The Atlantic Community: Political and Military
Developments - Julius Walker
Mr. Walker did a very ineffective job indeed.
Twenty-four students made adverse comments on
this talk, citing the speaker's obvious unfamiliarity
with the subject and an appearance of disinterest.
Oddly enough, one student rated Mr. Walker "good";
another said he was "very effective"; a third felt that
he was well informed and made an excellent presen-
tation; and a fourth recommended that we use him
again.
11. Problems of the Near East - Roger P. Davies
Mr. Davies' coverage of an area of the world with a
great variety of national and international problems
was well received by a majority of the class. He
was commended for a very effective and thorough
presentation which seemed to cover the assigned
topic. His views were considered well-balanced
and he answered students' questions honestly. A
few dissonant notes centered on an overly general,
"broad brush" treatment and the fact that the speaker
relied heavily on a prepared script during his formal
talk.
12. Africa: Problems and Prospects - Fred L. Hadsel
The vast majority of the class thought that Fred Hadsel
did a first-rate job. His "in-depth" analysis of the
current problems of emerging African nations was
highly effective. Several students noted the speaker's
keen perception in examining and summarizing U. S.
policy positions on various issues. Nineteen students
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rated him as an excellent speaker as well as a
highly knowledgeable African expert. Adverse crit-
icisms, although very few, noted that the topic was
too broad for effective coverage in the time allotted
and that the substance was the usual State Department
"line" covering nothing new.
13. Communist China in Historical Perspective -
With unanimity rare for this group of Midcareerists,
was placed in a category far ahead of any
other speaker. Twenty-two students thought he was
"outstanding" and "the best speaker in the course" .
The rest thought he was "one of the best". The
comment which probably reflects accurately the opinion
of the class read, "Truly outstanding. Without question
he was the most impressive speaker in Phase III. A
superb combination of great knowledge, keen under-
standing, and ability to communicate. " The most
reserved comment was "I had heard all the jokes be-
fore but everything else was new and well presented".
Seven students pointedly asked that be
given more than a half-day on the sc e u e.
14. The Military Threat of Communist China - Lieutenant
Of the twenty-one students who commented, ten thought
that was one of the best of the
DIA briefers despite the typically "canned" military
briefing. For the most part, the subject matter was
considered interesting and timely. The balance of
the class did not react favorably and cited a lack of
useful substance and an ineffective style.
15. U. S. Capabilities to Counter the Sino-Soviet Militar
Threat - 25X1A
Of the twenty-one students who commented, eleven
thought that this presentation ranged from "good"
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to "very effective". They also noted that the speaker
was frank, knew his subject well, and handled the
question period expertly. Again, the main objection
was to the military type of briefing. One student
recommended providing more information on "hard-
ware" and less on the daily tasks of JCS planners.
D. Visit to Goddard Space Flight Center
As recorded earlier in this report, the visit to Goddard
was considered of marginal value by a significant number
of students. Only four of the twenty-six Midcareerists
who commented had favorable reactions and three of
these qualified their remarks. Virtually everyone cited
either the inexplicably snarled communications which
obviously attended the arrangements for the visit, or the
minimal value of the information provided at Goddard, or
both.
E. Field Trip
Almost all of the students found that the Field Trip had
tremendous impact. Quite a few considered it a highlight
of the course and an excellent way to bring the six weeks'
effort to a close. There were only a few comments to the
effect that the pace was too hurried. Particularly notice-
able throughout the critiques were references to the value
of gaining first-hand impressions of the magnitude and
complexity of both the strategic threat to the United States
and the U. S. Government's efforts to maintain offensive
and defensive superiority. Coupled with these comments
were observations concerning increased appreciation of
the vital role of intelligence.
SAC Headquarters
Seven students thought that this visit was the high point
of the trip. Most of the critiques noted that for the most
part the briefings were both informative and of high qual-
ity. The coverage of the Underground Command Center
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was quite effective, and only a half a dozen students
felt impelled to express regret that we could not actually
see that site. The demonstration of communications was
particularly impressive according to several Midcareerists.
The few suggestions for improvement, aside from what is
implicit above, concerned better distribution of time and
the up-grading of one or two of the talks.
Warren Air Force Base
Three students cited this stop as the high point of the
trip. Different aspects of the visit appealed to different
students, but the overall reaction was unquestionably
positive. One student thought that the visit was "inter-
esting but of marginal value" , and four others felt that
the initial briefing could have been less redundant.
NORAD Headquarters
Two students considered the visit to NORAD the high
point of the trip. Of the other seventeen who specifically
commented, all expressed themselves as impressed, in-
formed, and pleased by the experience. Two persons
said that the visit to SAC had more impact, and, four
others thought that the Current Intelligence Indications
Center in Cheyenne Mountain could be omitted from the
itinerary. Three students singled out the briefings on
NIKE-X as of exceptional interest.
F. Summary of Student Suggestions
The students offered twenty-three suggestions which have
been grouped into the following rough categories. (Num-
erals indicate the number of times each suggestion appeared
in the critiques. Asterisks indicate unusual items worthy
of some thought.)
Additional Topic Coverage
2 - CPUSA
1 - Aviation or electronics industry - by a
speaker from private industry
I silo
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ScC ET
1 - An Ambassador's view of a controversial
country
1 - Special Forces
1 - RFE/VOA
1-BW/CW
1 - Tibet - by Robert Ford, British Embassy,
Washington
1 - Soviet Military Doctrine - by an ORR
officer
*1 - An ORR speaker to provide balance
after the DIA talks on Military
Capabilities of the USSR and China
1 - Strategic Concepts - by a RAND
Corporation speaker
1 - The Department of Defense per se
Additional Visits
*1 - Camp Dietrick, Maryland (BW/CW)
Change of Speakers
3 - Use CIA speakers rather than DIA
briefers on the Military Capabilities
of the USSR and China
2 - Rely on non-governmental speakers--
those from State and Defense are too
parochial and cautious
Readings
1 - Provide a suggested reading list for
each topic covered
Administration
1 - Put maps of world areas in Glebe
Road classroom
1 - Ventilate the classroom better or
prohibit smoking
Miscellaneous
1 - Consider allocating a full day to the
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1 - Show the film "A Gathering of Eagles"
before visiting SAC Headquarters
IV. Staff Comment and Recommendations
A. General
The nature and scope of Phase III appear to be all right.
As usual, the major effort will have to be put on acquiring
first-rate speakers. We will also continue to insert new
and challenging topics whenever possible and to drop
those that begin to show signs of wear.
B. Specific
1. We will not have to worry about another visit to the
Goddard Space Flight Center. It was included for
Course No. 10 as a last ditch effort to avoid an open
afternoon, and to compensate to some extent for the
unavailability of
2. For the next course we will try again to have Dr.
Henry Kissinger speak on "Contemporary Strategic
Concepts".
3. We plan to ask Dr.
Isaiah Frank of SAIS to handle the coverage of economic
matters.
4. Hopefully, we will be able to incorporate a talk by
a member of either the U. S. Senate or the U. S. House
of Representatives for the next course.
5. We have two or three speakers in mind for the topic
"Scientific and Technical Achievement as an Element
of National Power. "
6. Unfortunately for us, Mr. Julius Walker, who appeared
as the speaker on "The Atlantic Community" , was an
African specialist who was on interim assignment to
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the Office of Atlantic Political and Military Affairs
pending his departure for Chad! Under these circum-
stances it is remarkable that even four Midcareerists
reacted favorably. We will have a different speaker
next time.
7. We would like to experiment with speakers from ORR
on topics concerning Soviet and Chinese Military
Capabilities. If we can arrange this, we will drop
the DIA briefers for at least the next course and see
how things work out,......
8. We will try once again to line up an effective talk
on Vietnam. Our past efforts haven't produced the
high quality of presentation which we desire.
9. A talk on Counterinsurgency might be worth adding
to the schedule if we can get a speaker like General
10. We plan again to ask Frank Pace, Jr. , to be our major
speaker on the final day of the course. If we get in
touch with him early enough with our invitation, we
stand a good chance of having him accept.
11. The Field Trip for the next course will probably be
to Huntsville, Ala. , Houston, Texas, and Cape
Kennedy, Florida. Potentially unsuitable weather
conditions in the Rocky Mountain area and a desire
to avoid wearing out our welcome militate against
repeating the trip made during Course No. 10.
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SEL e' ,
COMMENTS
ON
OVERALL IMPACT OF PHASE III
1. O/DCI Midcareerist
"When considered as a whole--Phase III was both compre-
hensive in coverage and invaluable in terms of gaining a better
understanding of the magnitude of the U. S. Government effort
in the fields of Foreign affairs and National Defense. An excell-
ent insight was provided into the value of intelligence as a base
for other Agencies' programs as well as the manner in which they
evaluate and consume the product. Of equal significance was the
opportunity afforded to view the facilities of other Government
Agencies and gain first hand knowledge and impressions of their
programs, capabilities, problem areas, as well as a feel for the
competence of their personnel. "
2. DDS&T Midcareerists
"A very good contribution to the total course since it placed
many things in perspective that had perhaps been a little too much
"intelligence oriented" up until that time. I had the feeling at
times that intelligence was an end in itself until we were given
some of the briefings on foreign policy."
"Part III provided considerable insight to the ways and means
of U. S. foreign policy. It was particularly helpful in putting the
interaction between policy and military programs in perspective.
Taken as a whole I believe Part III was a very effective section
of the course."
"Part III was very valuable. It provides somewhat of an
insight into the "big" picture which many of us either don't see
or forget. The only problem is a lot of material in a short time."
3. DDS Midcareerists
"This phase was the best part of the course. The caliber
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of the speakers was generally very good and the topics discussed
were of current interest and highly motivating. I feel that I per-
sonally have gained an insight into and appreciation for national
intelligence and military problems which I would not have been
able to acquire otherwise. The opportunity offered in this phase,
and, the course as a whole, can not be over estimated. "
"This phase was an appropriate climax to a fine program.
Its value was not so much in the substantive content, which is
outside my day to day activities, but in the exposure it gave as
to how other organizations work. Anyone who leaves this program
and goes back to business as usual is a real clod. The objectives
of providing a "gut" view of where we are going as a nation was
met. The few failures were due to the speakers who were not
prepared and understandably they mostly were last minute sub-
stitutes. The program and subject matter as outlined was fine."
"I found Part III to be extremely interesting and considered
it to be a vital part of the Midcareer Course. It furnishes one
an overall view of the various problems confronting our nation in
the world today. It helps you to understand the events taking
place in the world and to look into the future for possible courses
of actions that the U. S. may take to resolve these problems.
The opportunity to listen to various individuals in and out of
government is one that few individuals have a chance to exper-
ience. I thought the Part III was well organized and that it is
probably the most vital part of the course. It helps one to under-
stand his role in the overall effort of defending the U. S. "
"Part III obviously was well-planned and executed. Except
for a few, the lectures were timely, stimulating, and interesting,
providing us with an appreciation of and insight into overall pro-
blems of world affairs and security. A side effect has been con-
firmation that this agency has an extremely important role and is
manned with unusually capable personnel not the least of which
are many of my course colleagues."
"Part III was very valuable in providing the students with
a look at the sites and hardware as a follow-up to the talks by
various speakers. It was probably the most interesting because
GROUP 1
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most of the material presented was new and of such a nature that
one does not normally have access to it. Although the near term
value may not be as great as the Agency Organization phase the
long term value is self evident. When one considers that as he
advances to more responsible positions in the Agency he will more
and more be dealing with 'outsiders'".
"In total part three was informative and useful. With the
exception of three of four very fine speakers the rest, both State
and the Military, did not measure up to the Agency speakers of
the previous two weeks."
"Interesting and useful. Would note as excellent exercise."
4. DUI Midcareerists
"I think you have bridged the Brookings gap. Though we
are top-heavy in governmental speakers, they have not lost their
power of independent thinking and my own thought processes were
stimulated. I have a better appreciation not only of the role of
government, but that of intelligence, in world affairs. I am im-
pressed by the effectiveness of the program planning and the
travel arrangements for this part of the course."
"Believe this is highly worthwhile in broadening the outlook.
Intelligence Officers must realize there is something else in gov-
ernment besides intelligence, and believe this is a good approach,
considering obvious time and economic limitations. The phase was
well planned and came off well. There was a little repetition
which probably cannot be avoided, and I had a little feeling that
the big picture somehow didn't jell--but perhaps a successful
wrapup speaker would have resolved that one slight negative
feeling. Overall, believe we got a good variety of views and
information which leaves plenty of food for thought."
"I would offer the same generalizations about Part III as
about Part II--valuable, informative and a worthwhile expendi-
ture of time and money by the Agency and by us as individuals."
"Part III of the course, as a whole, was beneficial and
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enlightening experience."
"I am so loaded with undigested information and impressions
at this point that I find it difficult to make general conclusions
about Part III. "
5. DDP Midcareerists
"This was the most beneficial portion of the entire course
in that we broke away from the Agency, and from government to
an extent. It gets one away from what tends to become a very
tight little circle of Agency work, ideas, and concepts, and
enables one to see just where we fit, and what the big picture
and its consequent problems really are. The inclusion of
people from outside of government also brings an insight into
affairs that one loses sight of when you constantly are struggling
in the government bureaucracy. "
"The briefing section of Part III was the best of the course -
better than Part II. The exception to this were the military briefings.
The State people were as a group excellent, well prepared and
informative. The professors were also very very good giving a
broad view of the Soviet and China situations. In short I
think that Part III was the best section of the course. Its
only drawback, and one you may not be able to do much about, was
the schedule was loose at times--in comparison with Part II
which I thought was too packed with briefings, some of which
were poorly prepared and lacked interest. We need more of the
big picture and what others are doing and thinking. "
"Part III must be considered with the course as a whole and
as such this has been, without exception, the most outstanding
and rewarding training and learning experience I have had in my
CIA career. The value of its content can be measured not only
in the immediate value it has had for me but for the impact it is
sure to have for the remainder of my career. I consider myself
most fortunate to have had the opportunity to take part in it and
can only say that it has surpassed my expectations in every respect."
"Part III, as a whole, was superior. The programming was
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excellent, beginning with the USIB presentation. The balance
between State, DIA, and University Professors was most effective
and gave us the diversified view points so necessary to obtain
the 'big picture. Following the Agency views received in Part
II.--this was the additional insight required as views do become
too parochial. In summary, Part III was superior and leaves little
or nothing to be desired."
"The significance of phase III was that it gave an excell-
ent overall view of U. S. problems in the external field and the
role that intelligence should play. It also provided a good look at
the caliber of people involved in the external and defense fields
here in the U. S. "
"I was most impressed and pleased with Part III and found
it very worthwhile. While many of the presentations by military
and Department of State officers were not particularly illuminating
and were far from being stimulating, they afforded me greater
insight into the parent organizations of the guest speakers. I
believe I am now in a better position to comprehend the problems
and disagreements which frequently arise during the interplay
between CIA and other members of the Intelligence Community. "
"Part III as a whole contained a tremendous amount of
information, giving a good insight and understanding into various
organizations and topics. I am extremely impressed with what
I, as an individual have obtained from this part and feel that as
a result I can be a good deal more objective in my position in
the Agency. "
"I found Part III an extremely informative, fairly well organ-
ized (by the speakers) treatment of subject matter I had previously
had only peripheral knowledge of. In some few cases speakers
or presentations assumed too low a level of knowledge of a given
subject - similarly, in a few cases the treatment was somewhat
over our heads, I think. Generally, however, it was at a level
where functional detail we had no knowledge of was added to a
base we already possessed and was interpreted and clarified.
This proved very useful to me. "
GROUP 1
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"My reaction to Part III was quite favorable, particularly
the trip to the SAC installations and NORAD. "
"The various presentations appeared to give a balanced
look at the present position of the U. S. in world affairs. The
good look at the Soviet Union and China from both the military
and non-military point of view was useful. I can think of no
good way to improve this phase. "
"A well-integrated contribution to the overall Midcareer
Course. I found however that the military portion was unsatis-
factory, or perhaps unnecessary in view of the final week. All-
in-all however, an extremely valuable session. "
"As a whole, this phase of the course was informative and
broadened my horizons considerably. I saw and heard things that
were new to me, and was stimulated to think about things about
which I might have considered myself to be at least semi-informed.
There were a few dull spots, but I think these were more than
made up for by the bright spots. "
"Part III was very useful and valuable. I think Part II was
the guts of the course, with Part III having less direct application
to our business. All in all I think I've come out of it with a much
better understanding of the problems we have and what we are
doing about them. "
"Part III, as a whole, had somewhat less impact than Part
II. This may be due, in part at least, to the fact that it was not
as concentrated as Part II; we were not all together, day and
evening, as we were at M. In other words, the moving from 25X1A
Headquarters to Glebe Road and the going home every evening
reduced the impact somewhat. Also, as a whole, it didn't hang
together as well as Part II. The subject matter of Part III - The
U.S.G. and world affairs - is, however, clearly more difficult
to arrange than that of Part II. This is not to say that Part III was
not valuable. It was. But Part II is a tough show to follow. I
particularly enjoyed the opportunity to hear senior State Depart-
ment officials talk about their work. They made a much better
impression than many of their colleagues I have worked with in
the field, "
Approved For Release 2000/08/15: CIA-' ifiA-00536A00
L-1 I
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^ UM4i**S'I lEDr Rele s 2USE ONLY5 : CIA-RDP80-00536pn00eb%'A IAL
ROUTING AND RECORD SHEET
N
Chief, Midcareer Executive velopmen
Course 510 1000 Glebe
TO: (Officer designation, room number, and DATE
building)
Chief, Support School
632 1000 Glebe
3. Director of Training
819 1000 Glebe
~ C u
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OFFICER'S
INITIALS
1 December 1966
COMMENTS (Number each comment to show from whom
to whom. Draw a line across column after each comment.)
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3O6 2M 610 USEDPRE sUS INTERNAL
SECRET ^ CONFIDENTIAL ^ USE ONLY ^ UNCLASSIFIED