DCI/IC INTELLIGENCE TRAINING SURVEY OF THE CENTRAL INTELLIGENCE

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP86B00269R001400100001-4
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 77
• Document Creation Date: December 14, 2016
• Document Release Date: December 23, 2002
• Sequence Number: 1
• Content Type: STUDY

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THE WHITE HOUSE
WASHINGTON
PLEASE RETURN TO
EX REG
WHEN FINISHED
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8 SECRET
NO FOREIGN DISSEMINATION
c1A c
TELLIGENCE
TRAINING SURVEY
F THE
CT....AL
II NTELL.I ~C: . AGENCY
SECRET
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DCI/IC.INTELLIGENCE EDUCATIO /TRAINING REVIEW
CENTRAL INTELLIGENCE AGENCY
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Since this report represents the initial effort of
an IRAC sponsored review of Intelligence Community education
and training programs and facilities, it can act only as a
starting point for the total project. The findings and
conclusions contained in the report deal in the main with
internal CIA training matters. However, in those cases
Wwhere the DCI has expressed particular interest in improved
J
utilization of certain CIA training facilities, areview of
related Community programs and facilities was initiated.
Although several suggested alternatives regarding the use
of CIA training sites are included in the report, they must
be treated ash"First Look" comments only since other options
will no doubt develop as the project progresses through the
Community.
No Pt:~
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TABLE OF CONTENTS
Preface
Introduction
Findings
Conclusions
Annex A-F acilities
Annex-B-Academic Programs
Annex C-Personnel
Annex D-Fiscal
Annex E-Relocation and Consolidation
Annex F-Survey Interview Guide
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'TRODUCTION
5 CIA Program Review the DCI
A. During the 1974/7 training.
providing
;uggested that resources utilized iniin order
g unity be reviewed
Intelligence Comm could be
within the U.S.
res whereby Community resources
to identify measures
Specific CIA resource
ining improved.
conserved and tra which were cited for attention during the
related problems the continued
w in inded better utilization of use and Joint
revie and Community
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need for
of
funding
the DCI's call for a review of
B. In response to the DCI/IC
resource matters,
current Community training Programs Within the
ed a sufVeY of ongoing training P roblem
Pro
iat
identify common resource related
Community in order to IC Staff was formed.
two man Task Group from the
areas. A. was created for the
and an initial Terms of Reference paper Interview
an developed a Survey
ro'ect. The team subsequently
ed during the inventory and review
p
s
Guide (Annex F) which was u the guide
and facilities. The contents of
of CIA programs inputs" Material
from coordinated IC staff were developed form used by the Southern
taken from an accreditation survey on Colleges
of Colleges and Schools commission
Association various military
sed by
and related questionnaire data u
training facilities.
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entuall
j
.ev
he survey was
nce for t
tt subse_
e
Terms of Refere t and the prO3
reemen
C. The ag
through community
finalized IBC endorsement
reCe1ye
quently
d
ll U ? S ? .
to include a
t
II . tL;7 APE
rt
t was
ec
o
e of the ro? 'Which supp
The stop lities A? training faci
ence Additionally'
intellig a requirements- offered
Government
ing
lligent fi
n
tra
level inte
National intelligente the Service
ould consider Foreign
facilities as
the survey w such
- intelligence since
Institute
by such non ence Language
a uirement?
Institute and the Def the total training r q
training does impact on
by
ed upon Y
I as agre
III. OBJECT;VES of the project,' Intelli"
? es within the
ctiv
el
The obje
ersonn
A...
tion and tr aining p follows.
duca roue
principal e established as task g
were
unity
~ comm
t
genre Communiy entory and review via and facilities)
l? To inv money
material I d traini
act, on those resources (men, to the education an
agencies Intelligence
are dedicated by selected by the
which ar (Disciplines UMINT an
? disciplines ? included Language ,
similar dl r initial review Community fo olidating
OaO Logy cons
tical Meth the sharing,
Analy tify where programs
To idea training P
2? of education and/or to the counity
relocating advantageous
and/?r would prove
cilities T r-,
ad/Or
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V. ENEFITS
Ant
icipated benefits which should result from
he accomplishment of the above stated objectives are as
ollows:
Bring together, for the first time, principal
tellience community training personnel for multilateral
in g
study and resolution of common training problems..
2. Identify via community action the degree.}, of
'cation existent in intelligence training programs supporting
duple
National-level requirements.
3. Increase efficient utilization of intelligence
ing personnel/facility assets through shared use,
t
re cation and/or consolidation of such assets..
4
4. Identify future trends which will bear on
training requirements within the community.
REP_ ORTS
It was established that periodic progress reports
A
.
would be made to the IRAC as the IC Staff Team together with
Community Task Group personnel completed their review of
community resources dedicated to the education and/or training
of similar disciplines. Upon receipt of each report, and
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the results and recommendations presented,
de endent Upon
IRAC would consider the feasibility of sharing, con
solidating, and/or relocating intelligence programs and/or
facilities.
IV. REVIEW
The project was initiated on 7 August 1973 when
A.
the IC Staff team commenced visits to various CIA training
offices and facilities. All Agency training sites were.
subsequently visited and interviews were conducted with key
inin ersonnel. Requested data was expeditiously delivered
tra g p
to team members and without exception all Agency personnel
were candid, totally cooperative and most gracious. The
rA segment of the project was completed on 18 September. 1973.
VII. FINDINGS
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A. General
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A.
B.
C .
Grade: GS-11
Age: 42.6. years
Educational Background:
Educ
:
3 years college
6.2 years
n Instructor
D.
Tenure as a
ears
E.
Years of CIA Service: 14 y
b le
8. A chronic V` reasonably accurate
equirements is the need for
training r lanned and scheduled to
e p
b
which can then be matched by the OTR
to identify "gross requirements."
already completed fans and
with component Training Officers, P
can then develop (Annex B)
for meeting outstanding requirements.
schedules
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forecasts so that courses can
Traditionally, comp?nent training
satisfy the consumer. their requirements
ding
d regar
lle
been po officers have uirements have not always
req
data together with Ulm
asts. The Agency is currently
c
resulted in satisfactory fore t Program which includes
men
initiating a Personnel Develop solve this
forecasts, these should partially
training OTR is about to embark on a
However,
problem for OTR. uirements
enhance training req
ther
i.ch will fur program which
with components to establish
They will work
forecasting- for their careerists
in "profiles" (i.e., standards)
train g computer against training
ound within OTR regarding
m f
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9. Another problem faced by OTR has been the
difficulty in obtaining specific guidance and doctrine for
key elements of certain OTR courses, principally Operations
courses of concern to the DD/O. Present doctrine taught
in these courses, has, in the main, evolved through the years
as an amalgam of the concepts and experience of the senior
officers conducting and managing the courses. Conscious
doctrinal decisions reached by the operating components have
generally been difficult to obtain because of time lag
between acquisition of knowledge and experience.and its
compilation in authoritative studies and statements. The
cy e which began many years ago when knowledge and experience
w Whin has proven difficult to alter. However, since
Operations courses are taught mainly by seasoned Operations
officers on rotation to OTR, instruction is considered to
reflect accurately the current state of the operational art.
A number of courses have been created in direct response.to
customer requirements, and in such instances the obtaining of
doctrinal guidance poses few problems. (Annex B)
10. OTR envisions a major challenge in overhauling
and redesigning its curriculum to meet new training requirements
in light of new interests and emphasis developing within the
Intelligence Community. They've made significant strides
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in fleshing out their newInformation Science Program and
in designing a new management program for "Branch Chiefs."
Their next major task concerns curriculum changes which will
be required to meet the full training needs of analysts,.
particularly the needs stemming from advanced analytical
techniques and other concerns in the economic and ecological
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 C. FACILITIES
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1. OTR is making a concerted effort to increase
internal efficiency via centralization of facilities while
adjusting to personnel reductions incurred during recent
years. Examples are the recent move of the Information
Science Program from the and
the plan to move clerical training from the Ames building
to COC, thus releasing some 10,080 sq.. ft. of space for
25Xlother agency use. (Annex A)
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14. During a discussion of communications training,
representatives stated that in-house scheduling of the
forementioned traffic analysis and cryptographic courses
25X1 is in some cages critical. CIA personnel who attend the
courses are often subject to periodic rotational assignments
courses must be scheduled to coincide with their rotational
patterns. Also, should NSA be in a position to accommodate
CIA course scheduling to meet agency requirements, it would
have only a minimal effect in the overall Agency communications
training program since those courses constitute but 10% of the
total training program offered at the communications school.
(Agency student throughput for FY 73 in those courses where
of the total student
commonality exists numbered
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organizations indicate just 10% commonality in current
training. Thus it is concluded that no appreciable savings
in resources could be realized through the sharing of
Community communications training programs.
E. Due to the lack of common communications training
within the Intelligence Community and the resultant
impracticability of sharing in those few programs where
there is similar training, it would appear that Agency
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ANNEX A--FACILITIES
This Annex contains background, descriptive and
Sent status_ data of Agency training sites. Dimensional
classrooms
statistics regarding individual faci"ties,
and student capacities are included in Appendix I.
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ANNEX B--ACADEMIC PROGRAMS AND COURSES
This Annex contains descriptives of various edu-
cational and training offices and programs within the
Agency: It additionally comments on internal problem
areas surfaced during the course of the survey. A
current listing of formal courses presently offered by the
Agency is included in Appendix I. Statistical data
regarding the number of formal courses offered and course
runnings for fiscal years 71, 72 and 73 can be found in
Appendix II. External training program data is contained
in Appendix III. Component training is addressed in this
Annex, however, statistical. data on the subject can be
found in Appendix III of Annex C.
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l? The Central Intelligence A
approximate) gency presently offers
25X1 Y 248 courses of formalized
within the he Office of Training, Office of Technical Services
A course listing by office is included in Appendix I.
2. The total number of course offerin
course runnin Offerings and actual
for OTR, OTS and the
and the
Communications School
during FYs 71 , 72 and 73 are shown below:
Course Offerings: FY
Course Runnings: ~228 71 FY 72 FY 73
~ -2,33
52
4
A breakdown b 7--~_ 9-- 01 102
y office is depicted in Appendix II.
OFFICE OF TRAINING
1. The mission of the Office of Trai
follows : ning is as
A. Develop, coordinate and conduct i
programs for Agency gency staff and contract
representatives of personnel and for
foreign intelligence services.
B. Train other
personnel as requested b
Deputy Directors and Reads Y the
of Independent Offices.
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C. Review training conducted by other agency
components and, as requested, coordinate and support
training conducted overseas by other agency components.
D. Approve and arrange employee attendance at
authorized non-agency training facilities.
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2. During FY 72 and FY'73 OTR offered some 73 courses
of formal instruction locally
Due to personnel reductions, retirements, low
enrollment in certain courses and a general streamlining of
curriculum, especially in the General and Special Categories,
present course offerings number 49, down 23 from last fiscal
?r.
3. -OTA publishes a Catalog of Courses. Designed as
a "Profile of Courses" the document is offered to all-
Agency managers and supervisors as an instrument for planning
a systematic yet flexible training program for the develop-
ment of employees. Essentially the Profile consists of
five categories of training, namely; a Core Program, General
Skills Training, Specials Skills including Component Training,
External Training and Foreign Language Training. A Semi-
annual OTR Schedule of Courses addendum is published. which
lists those courses to be offered during that particular
period together with class convening dates. OTR bulletins
I* h deal with a wide myriad of training matters are also
disseminated.
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4. The organization of OTR is shown in Appendix IV.
It is a new structure which was implemented on 15 August 1973
to streamline the office along more functional lines. The
Language Learning Center is discussed in detail later in
this Annex. Intelligence Institute programs include such
courses as the Senior Seminar, Advanced Intelligence Seminar,
Mid-career and CIA: Today and Tomorrow. The latter course
was recently attended by the military member of the survey
team and he found it to be an excellent offering. Of
particular note.in the Functional Training Division is the
Information Science program. Three courses are presently
included in this program, namely, Application of Information
Science to Intelligence Functions, Information Science for
Management and Survey of Intelligence Information Systems.
The program announces course offerings through a handsome
brochure which is included as Appendix V. As mentioned in
Annex A, Information Sciences recently moved into COC
25X1
from
5. The Information Sciences Program was originally
established by the Defense Intelligence Agency in 1967.
The school was designed as an interagency project to train
community intelligence personnel in the use and application
of computers, information science, and systems analysis
a
nd operations research to the management of intelligence
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i k~ aura;
activities. Due to budgetary cutbacks, DIA elected to
discontinue the school in February 1972. CIA subsequently
assumed control of the project in May 1972 since the DCI
considered the program of considerable worth for the develop-
ment of intelligence community professionals and managers.
6.. Since CIA assumed responsibility for the program
some 182 students from NSA, DIA, Army, Navy, Air Force,
Treasury and CIA have attended six regular courses of
instruction while 372 students completed seven one-to-two
week segments.
?
7. The OTR Language Learning Center has a three-fold
mission, i.e., to provide language training for Agency personnel;
to conduct proficiency testing for the Agency's inventory of
language skills; and to support the activities of the Agency's
Language Development Committee. The school presently offers
full-time, part-time, and before-and-after hours (BAHLT)
training in some 23 languages. Courses range in duration
from full-time 44 weeks to short part-time familiarization
programs. Although most courses teach the three skills of
reading,` speaking, and understanding (aural comprehension)
combined,the school also offers special training in reading
and aural comprehension as separate skills. Instruction is
offered primarily in the Chamber of Commerce building. Total
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8. Language laboratories located in COC and the
Headquarters building are available for student use on a
24-hour basis. Both laboratories are well equipped.and
include tapes in about 60 different languages. The school
also includes a library which maintains a collection of
about 4000 language and linguistic books as well as a tape
lending service (cassettes and reel-to-reel). During FY 73
there were over 5,000 instances of students checking out
cassettes and reels for study purposes. The-school is
planning to convert to a total cassette operation.
10. During the past fiscal year language training
was given in 223 classes (92 full-time and 131 part-time)
in 22 languages. This compares with 212 classes (104 full-
time and 108 part-time) in 23 languages in FY 72. Eleven
BAHLT courses at the first and second year levels were
offered in French, German, Spanish and Russian during FY 73.
Two of the courses were offered exclusively for the Office
of Technical Services (OTS). External language training
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POP.
was also afforded Agency employees during the past year both
locally and abroad. External training is given when the
Language Learning Center lacks the capacity to train in a
specific language; when students are in excess of the
Center's capacity; where sensitive cover cases
are involved or when a sponsoring office insists on external
training. External language training facilities used by
Language
11. The Agency Language Proficiency Testing program
establishes
?mploYees , to measure
current l anguage competence of agency
giving management a record of language competence
ag
thaie nst job requirements. The school, routinely
tests in about 35 languages and can make use of external
testing facilities for other languages under special cir-
cumstances.
in FY 73 wa
compared with
for FY 72. This
increase was thought to have been caused by an effort to
clear untested claims and test the additional part-time
students at Headquarters. Revised, reading tests were
prepared in five languages during the year. Additionally,
a comparative study was begun of FSI and CIA proficiency
testing systems to bring the two systems into greater
reement in terms of both methods and standards.
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12. The Language Center's staff continues to maintain
an active role in the Interagency Language Roundtable
(ILR) while pushing for greater coordination and cooperation
among language training schools within the community. The
ILR is an informal governmental group consisting of repre-
sentatives of departments and agencies concerned with
training employees in the use of languages other than
English and with related research. Meetings are'held
once a month and at different locations and'are chaired by
the host organization.
9 13. External training is offered to Agency employees
a wide variety of programs. The training is offered
when, in the judgment of Agency officials, such training
is regarded as valuable in terms of both general development
and specialized need and is not available within CIA.
Among the many full-and part-time opportunities in.this
category are the senior service schools, Federal Institutes,
management schools and programs, academic programs at
colleges and universities, and training activities con-
ducted by military, commercial and industrial facilities.
14. Thirty-three Agency personnel attended various
universities and colleges during 1972-1973 on a full-time
is. Course subjects included Political Science, Photo-
mmetry, Computer Science, Economics, etc. The average`
grade level of personnel participating in the program was
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15. Nineteen Agency personnel attended senior service
.schools during each of the past three fiscal years. An
additional twenty six people completed executive development
management programs during the same time segments. These
programs were offered by various universities and colleges.
Miscellaneous long-term programs such as Foreign Service
Economic Studies, educational programs in Systems Analysis,
National Senior Intelligence Course, etc., accounted for
12 students in FY 73, 11 in FY 72, and 12 in FY 71. External
conferences and seminars at The Brookings. Institution and
the Civil Service Commission Executive Centers were attended
31 Agency people last fiscal year. The largest percentage
f these attended the Executive Seminar Center Program
offered by the U.S. Civil Service Commission.
16. This fall, OTR initiated a new off-campus education
program in cooperation with the Northern Virginia Regional
Center of the University of Virginia. Some 17 courses were
included in the initial offering of the program. As of
2 October 1973, 242 Agency employees, representing all
Directorates, were participating in the program.
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17. Overall some) (Agency employees received external
training during FY 73. This number represented approximately
ternal
l
/ex
J ercent of all Agency people receiving interna
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filo
aining during the year. A summary of external training
for the past several years is contained in Appendix III.
18. In addition to the various OTR programs, component
training is offered within each of the Directorates. Both.
on-the-job training and courses of instruction are given
to meet specialized requirements. In FY 73 ~gency
personnel underwent component training in 178 courses of
instruction. Both the number of courses offered and student
enrollment were down from the previous' year due to personnel
reductions imposed during that period. Breakdown of component
training by Directorate for FY 71, FY 72 and FY 73 can be
found in Appendix III of Annex C.
1P
19. During FY 73 CIA trained approximately 677 non-
agency personnel in various agency training programs. Outside
recipients of such training included NSA, DIA, USAID, Dept.
of Commerce, FBI, Army, Navy, Air Force, U.S. Postal Service,
Treasury, State and Secret Service. The majority of personnel
trained received OTR Information Science instruction. Other
25X1 types of training extended to outside personnel included
Defensive Driving, Communications,
A statistical breakdown of this training
is contained in Appendix VI.
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tailoring training related questionnaires and forwarding
them after a period of 9 months to stations on a selective
basis. Comments by the station and trainee are requested.
28. While discussing audio-visual equipment and related
ersonnel did
techniques used in tutorial training,OP
comment on the lack of good training films.
29. OTR makes use of computer assist in maintaining
training statistics. They presently receive the computerized
Agency Training Record (ATR) from OJCS in several formats
w
r
every six months. OTR maintains most of the formats on
Computer Output Microfilm (COM) for internal use. A
terminal cluster is planned for installation (FY 75) in
COC for the Management Assistance Program. With these
terminals on hand, OTR can more readily service requirements
from the components on training matters. All external,
OTR and component training is now in the computer, however,
many statistical reports must still be done manually because
the present system does not provide for real-time entry of
data. In fact, the information is often six months old
before it is recorded.
30. A chronic problem within OTR regarding training
requirements is the need for reasonably accurate forecasts
so that courses can be planned and scheduled to satisfy
00 the consumer. Traditionally, component training officers
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have been polled regarding their requirements. Such data
together with OTR estimates have not always resulted in
satisfactory forecasts. In FY 74 the Agency is initiating
a Personnel Development Program which includes training
forecasts, these should partially solve this problem for
OTR. However, OTR is about to embark on a program which
will further enhance training requirement's forecasting.
They will work with components to establish training
"Profiles" (i.e., standards) for their careerists which
can then be matched by the computer against training already
completed to identify "gross requirements." OTR can then
Develop with Component Training officers plans and schedules
for meeting outstanding requirements.
31. Another problem faced by OTR has been the difficulty
in obtaining specific guidance and doctrine for key elements
of certain OTR courses, principally Operations courses of
concern to the DD/O. Present doctrine taught in these courses,
an amalgam of
has, in the main, evolved through the years as
concepts and experience of the senior officers conducting
the co p
and managing the courses. Conscious doctrinal decisions
reached by the operating components have generally been
difficult to obtain because of time lag between acquisition
of knowledge and experience and its compilation in authori-
tative studies and statements. The cycle which began many
has roven
years ago when knowledge and experience were thin p
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y
part cu
and other concerns in the economic and ecological fields.
techniques
to OTR, instruction is considered to reflect accurately te
current state of the operational art. A number of courses
have been created in direct response. to customer requirements,
and in such instances the obtaining of doctrinal guidance
poses few problems.
32. OTR envisions a major challenge in overhauling
and redesigning its curriculum to meet-new training regire-
ments in light of new interests and emphasis developing
within the Intelligence Community. They've made significant
strides in fleshing out their new Information Science Programt
and in designing a new management program for "Branch Chiefs."
Their next major task concerns curriculum changes which. will
be required to meet the full training needs of analysts,
the needs stemming from advanced analytical
ilarl
difficult to alter. However, since Operations courses are
taught mainly by seasoned Operations officers on rotation
h
OFFICE OF TECHNICAL SERVICES
1. The main objective of OTS training is to train
an operations officer to relate the various types of avail-
able technical OTS support to his activities in field
operations.
2. Emphasis in OTS training in support of clandestine
operations is directed toward three goals; namely,
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 Approved For Release 2003/02/27 : CIA-RDP86B00269R001400100001-4
SECRE~-
~~~ ~~i:. Lrs vu e
CIA FORMAL COURSES OF INSTRUCTION
I. Office of Training
A. Functional Training Division
1. Information Science
Application of Information Science to Intelligence
Functions
Information. Science for Management
Survey of Intelligence Information Systems
[Large Scale Systems Analysis]
2. Communication Skills and Intelligence Analysis
Intelligence Production Course (revised)
Intelligence Research Techniques Course (revised)
Information Reports Familiarization
Information Reporting, Reports and Requirements
Intelligence Writing Workshop
Intelligence Writing Techniques (for Professional
Interns)
Effective Writing
[Technical Writing Workshop]
Effective Briefing
Reading Improvement
Practical Writing (for OC personnel)
3. Management and Administration
Fundamentals of Supervision and Management
Managerial Grid
[Advanced Management]-
[Executive Conference]
Fundamentals of Budgeting
Field Administration
Project Officer in the Contract Cycle
[Budgeting for Managers]
Office Management
Administrative Procedures
Clerical Orientation
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- F MR
4. Operations
B. Intelligence Institute Courses
i, Orientation
Senior Seminar
Advanced Intelligence Seminar
Midcareer
Intelligence and World Affairs
CIA: Today and Tomorrow
COS Seminar Trends and Highlights
Management and Services: -
(Dependents' Orientation)
2. Area Cross-cultural and Special Seminars
China Familiarization
(Advanced China Seminar)
Latin America Seminar
Orientation for Overseas
(Other Area Seminars)
Economic Seminar
(Other Special Seminars)
Risk of Capture
SE('RFt
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 E . I~
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ORGANIZATION OF THE OFFICE OF TRAINING
nUZ
l.;il'1R
Services
Registration
L Staff
Career Training
Program
Plans and
Develop, gent
Staff
Language
Learning
Center
Intelligence
Institute
Approved F :'CIA-RDP86B00269 R001400100001-4
A XIdN3ddd / D X3NNd II XIGN3ddd
I XI4N3dd`d -A Al XIaN3ddV _~_-z--
Functional
Training
Division
Special Asst.
for Cperations
Training
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 MA AGERS,' :. RESEARCH ANALYSTS SUPPCR
... OFFICERS, OTHERS
Agency ntdnaged firogrorns :under the `auspices f
they United States Intelligence Boded designed to
faster the: `optimum application .of i Infotmation'
Science to "Intelligence:
If% Aiu~r~aav A XIaN3dd
INFOGMATION SCIENCE,FOR:"IN"TELLIGENCE FUNCTIONS
dour wee , l l' Septi to -Oct: 72.`- 5 Mar: to 30 Mar 771 A four, week course fo professional intelligence
personnel GS 09$14 wch teaches skills in the use ?
of IflformOt on :Science,' Computer Applications,;':
systems.~A'nalysis '.ond .Operations :Research Tech-
niques stich.,as storage and retrieval, linear pro=
gramnimg~;, 'ayesian analysis;."value andlysis, ete.y.'
:`ands the.application 'of I. thes* to intelligence pro
ceases (col lection, production: and support) pro6=..
lets : tasks, , and.' functions
SURVEY f. OF. INTELLIGENCE, INFORMATION SYSTEMS
"hree weeks, 1S Jan to 2 Feb. 7 `ti 21 May'to 8 June 3
A, three week +~ourse for. into intelligence professionels j-
S 09-15 to:'provide an overv ewof the information
a'nd `intelligence system s oVthe. intelligence coma;
tunny,,with*.special emphasis on automated.and/or: e,
computer. ;assisted systems
*AGEMEN'T :`SCIENCE FOR .- INTELLIGENCE-,
One week, e 13 Nov, *to 17' Nov 72 ` 23 Apr td 27 Apr. 73
A ;one week course for `rnanogers to emphasize':the
applic Lion' of Computers, Information Science,
Systems .Analysis'and ,;Operations 'Research to the.:
nianagemerit of 'intelligence :activities
 THE FIRST OFFERING of the new program is
'Information Science for Intelligence Functions.'
Intelligence officers, managers, analysts, func-
tional specialists, support officers. and others.
Apply through your own education and training
officers.
PREREQUISITES:
GS 9-14 professional intelligence person, ell with
intellectual curiosity and open minds. Computer
science, mathematics, statistics or other techni-
cal background is not required or needed. Final
Top Secret security clearance with access to
SI/SAO certification is required.
Apprc v d_F_ r_Re1P. 2003/02
VALUES ! BENEFITS ! PAYOFFS!
FOR THE MANAGER AND ADMINISTRATOR
New solutions to problem solving and resource
utilization through an understanding of the basic
tools and language of Information Science.
FOR THE INTELLIGENCE RESEARCH ANALYST .
New approaches to improve research and analysis
of intelligence.
FOR THE COLLECTOR AND PROCESSOR
New concepts and techniques to improve the
collection and processing functions.
FOR THE SUPPORT OFFICER
New solutions and approaches to support problems
through understanding of the language and use of
the basic tools and techniques of Information
Sciences.
FOR ALL
An enhanced value to your organization through
application of your new capabilities.
IA-RDP8 B00269RO01400100001-4
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 SECRET
NO FC"r~FT~? @p' Ae
i;l
ANNEX C--PERSONNEL
?
This Annex provides statistical data regarding CIA
Training Staff manning and student throughput data during
FYs 71, 72 and 73. Staff reductions and the resultant
impact on training effectiveness are also addressed.
?
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S ECRFT
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25
fl
SECRET
8. Because of the proliferation of new systems and
equipment, and present training commitments, it has become
a difficult task for the communications school to provide
the required training using traditional student/instructor
methods. The school is presently exploring the feasibility
using self-taught training packages which would involve
the use of audio and video tapes, study guides, etc. These
training packages would be self-pacing and could be used in
Headquarters and the field. To do this requires subject
matter specialists, video and audio specialists, and
educational specialists. The skills needed by the instructors
to provide these packages involve scripting, editing, video
and audio techniques in addition to systems and equipment
training.
9. Management personnel at the school are kept updated
in the latest training methodology through seminar training
?
-7-
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'UPUT
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publications and certain college level educational management
programs. The instructors'.-.skills are upgraded through 0TR's
instructor training, management and writing courses; factory
training on new systems; seminars; publications and in-house
systems' skills training.
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 Approved For Release 2003/02/27 : CIA=RDP86B0
ANNEX D--FISCAL
This Annex deals with the cost of training in CIA.
Total training expenditure estimates, together with a
breakdown of cost per student day within various Agency
training programs and offices are discussed.
-v
m
z
v
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2. Total dedicated training capacity is determined by
classroom space in non-residential training facilities and
student housing capacity in residential facilities. The
5X1total capacity is ~tudent years. Since some friction
would exist in scheduling, full utilization of the plant
ould probably be about 80 percent of-this figure. Actual
5X1w
di x I)
utilization is about 33 percent.
(Appen
4. Other significant variables affecting cost are the
type of training and the size of class. Appendix IIIsummarizes
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data on component training given in FY 1972 according to
three types of training--professional (production, personnel,
logistics), technical (communications, photo interpretation,
and electronics), and operations (clandestine
data processing,
The entries
services and security)--and three sizes of class.
in each cell are the average direct cost (instruction and
materials) per student hour.
The direct costs of instruction increase significantly
5.
The tend
as class size decreases, an expected relationship. Y
which have a higher use
to be highest for technical courses,
of equipment and materials, less high for operations type
ses and lowest for professional courses, which tend toward
tour ,
the lecture format and have relatively low material costs.
6. -Though h it would appear that some savings might, . g
be possible as a result of increasing the size of classes,
such benefits might be more than offset by work interruption
costs if the courses had to be lengthened to counteract
reduced instructor time per student day in the larger classes.
Such tradeoffs would have to be considered for specific types
of training and eductional activities.
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 : 9
ANNEX E--RELOCATION AND CONSOLIDATION
Community and internal CIA relocation and/or consolidation
of training programs and facilities are discussed in this
Annex. Alternative solutions suggested as possible remedies
to existing internal CIA problems are offered for consideration
only since in some cases these recommendations would have to
be reviewed following the completion of subsequent education/
training reviews within other intelligence agencies.
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 ?
B. Heavy reliance on DOD intelligence community
for guest speaker support. (Makes instruction current and
authoritative.)
C. Students must have direct access to classified
intelligence libraries.
D. Attache-designate and other students must
have direct and continuing access to intelligence and other
desk officers.
Availability of noted academic and think tank
personnel as guest speakers and advisors.
?
F. Permits continuous liaison of instructors with
intelligence desk officers to maintain currentness and
accuracy of instruction, and to be responsive to DIA and
service intelligence educational requirements.
G. New Master's Degree program utilizes library
and academic resources of Washington area (Library of Congress,
seven major universities, headquarters of U.S. Government
agencies, etc.)
2. A recent DOD study reflecting a Master Plan for
its requirements in the National Capitol Region has proposed
-2-
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 App owed For Release 2003/02/ 7,_:v q
that several DOD schools, including the Defense Intelligence
School, be collocated with the Joint Colleges already at
Fort McNair. In order to accomplish this, several existing
temporary type buildings would have to demolished and the
land acquired by the Department of the Army from the General
Services Administration (GSA). A feasibility study geared
toward a DOD school complex at Fort McNair, has been subse-
quently authorized. Pending resolution of the availability
of Fort McNair, the school remains a part of the proposed
DIA consolidated facility FY 75-76 programs for collocation
at Bolling AFB.
-3-
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 App oved For Release 2003/02/,
DCI/IC INTELLIGENCE TRAINING SURVEY
DATA REQUIREMENTS
ACTIVITY: DATE :
ACTIVITY CONTACT POINT: PHONE:
(CLASSIFICATION)
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 F. External Support
CONTENTS
Page
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I. Survey Data Topics
A. Facilities
B. Academic Program
C. Staff
D. Students
 I. FACILITIES
A. Composition.
1. Total footage/acreage of facility
2. Number of buildings:
% Utilization
(Annual basis)
(a) Admin/Pers.
(b) Classroom
(c) Maintenance
Total
3. Number of.classrooms
(a) Student capacity (design)
-4. Library? yes/ no
(a) Total book inventory
5. Average age of buildings
6. New construction planned? yes/ no.
Describe plan with projected construction
completion dates, building composition, etc.
7. Private vehicles parking space requirement
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B. Security.
1. Does facility require controlled access?
- yes/ no
a. Describe external security measures
in being.
b. Describe internal security measures
in being.
2. Highest level of security compartmentation
required:
3. Does the facility require cover? . If so,
what special considerations are involved?
C. Does the facility offer operational training
(i.e. field collection exercise/problem para-
military operations, etc.)? If not, and
such training is required, how far do students
have to travel from the facility to meet the
requirement? Where?
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 II. ACADEMIC PROGRAMS
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A. Academic Calendar:
other quarterly/ --- -.semester/
B. Number of courses offered per:
(1) Quarter
(2) Semester
(3) Other
(4) Annually
C. Acquire a list of courses offered by category i.e.
general, tradecraft or language with accompanying
descriptive of pu p
rpose/objective, scheduling and '
length (course days) of each course
D? Is a degree offered?
Type?
E. Is the course/program required for career development?
F. Who establishes training requirements?
What mechanism is used?
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0. STAFF
A. Composition.
Military Civilian
(USA/USN/USAF)
1. Administrative/
.Personnel
2. Instructors
3. Security
4. Fiscal
5. Maintenance
Total
B. How is Staff composition/size determined?
C. What was instructor-student ratio for:
1. 1971
2. 1972
3. 1973
D. Educational Background of Instructors:
Military Civilian
J. Undergrad degree
2. Masters
3. Ph. d.
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E. Instructor Tenure:
Military Civilian
1. 1-3 years
2. 3-5 years
3. Over 5 years
F. What is the ratio of permanent staff to instructors
on rotational duty?
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 IV. Students
A. Student throughput (as per appropriate scheduling
system below):*
B. Total military/civilian/foreign throughput equals
student days.
C. Total student throughput capacity (instructor-student
ratio) is
D.,-Selection criteria:
1. Quota
2. Competitive
3. Other
E. Complete Appendix III--Planned/Filled student quota
for calendar year 1971, -972, and 1973.
C+TAT
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 : 0
I
V. FISCAL
A. Total dollar worth of facility
B. Allowed budget less costs related to non-training
use of facility for:
1. 1971
2. 11972
3. 1973
C. Actual operating cost less costs related to non-training
use of facility for:
Facility Related Instructional Related
0
a
1. 1971
2. 1972
3. 1973
D. Estimated cost per student day for:
1. 1971
-2. 1972
3. 1973
E. If cross service/agency training is performed list
dollar allocation to the facility by each service/
agency during the past three year period.
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Vl. EXTERNAL SUPPORT
EXTERNAL TRAINING PROGRAM/COURSE DATA FOR (YEAR)
Activity No. of Length of
Course Offering No. of Students Total No. Where Course
Title Course Classes per Class of Students Offered (course days)
Notes: 1. Complete data sheets for calendar years 1971, 1972 and 1973.. =-:
2. If a system of evaluating external training programs/courses is in
being, obtain written description of system and results obtained over
the past three years.
? 3. Obtain std profile and selection criteria data for each course.
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 No Ma 'm -Nis ftd ft, Im
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APPENDIX I
NUMBER OF CLASSES VERSUS NUMBER OF STUDENTS (PLANNED/ACTUAL)
AND COST FACTORS
COURSE CATEGORY
PLANNED
ACTUAL
No.
COURSE Classes
Students
per Class
Total
Students
No.
Classes
Students
Per Class
Total
Students
Length
of Course
(days)
?
S
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FD
STAFF UPGRADE TRAINING PROGRAMS/COURSE DATA
Program/Course
No. Staff
Attendees
Location
Length of
Course
(course days)
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..Appendix II
 Military
Army
Navy
Air Force
Civilian
'Composite Totals
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Appendix III
Planned/Filled Student Quota Data
i Planned Filled % Filled.
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