BACKGROUND INFORMATION ON TRAINING ACTIVITIES

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-06213A000100010001-1
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 103
• Document Creation Date: December 16, 2016
• Document Release Date: July 29, 2005
• Sequence Number: 1
• Publication Date: October 15, 1974
• Content Type: MF

Approve For Rele1 60 b CIA-RDP,y06213A0001000100
, a 2-T49
MEMORANDUM FOR: Members, Board of Overseers
SUBJECT Background Information on Training Activities
1. As a means of informing you of a number of key
activities and trends in the Office of Training, I am taking
the liberty of providing you with certain documents which
may be of interest to you.
2. For your convenience, I have extracted significant
items from or summarized the attached documents.
a. OTR Annual Report. This report summarizes
major activities and programs in the Office of Training
during Fiscal Year 1974 as keyed to OTR's MBO objectives.
Significant data include a total of 71,069 student days
accumulated by 7,793 students in 542 course runnings.
b. OTR Objectives. The attached list of objectives
concern tEe following subjects: MBO training, study of
the intelligence process, review of OTR curriculum,
establishment of a media center in Headquarters, analysis
of language shortages in the Agency, the establishment
of a training information data base, cost effectiveness
of the cost data on all OTR courses, evaluation of
OTR's professional competence, and redesigning the
Agency Training Record.
c. Sefiior Seminar. The Senior Seminar is expe-
riencing some difficulty in enrolling senior personnel,
particularly those from the DDO. Unless the enrollment
problems can be resolved in the near future, the course
may be either curtailed or eliminated.
d. Leadership Module for the Advanced Management
Program. OTR has arrange wit the Center or
Creative Lea ership for an experimental module in the
AMP, which will attempt to give participants better
insights into their leadership qualities and prepare
25X1
Approved For Release Q4 IDP
i5 oct 1974
 Approv%Vor Release 20 ,18f f1
8 213A000100010001-1
them to exercise more effective leadership when they
return to their jobs. Four CIA personnel will be
trained to give the course after the initial running.
e. Military Operations Training at thel OTR
in conjunction with the IC Staff has develop-' eta plan
for offering operations training at II for military
personnel. The pending agreement provides for training
120 military personnel in four 13-week courses per
year. The ted by
personnel whose positions
will be transferred from DOD).
f. COINS Training Program. In response to an NSA
request OTR a3i seen asked to develop a community-wide
COINS Training Program. CIA would be the executive
agency and host for the program. The program includes
orientation, basic refresher, and special needs courses.
It proposes training IFersons in about 18 course
offerings per year. Five additional staff personnel
would be needed, alon with changes in space con-
figuration and about $125,000 for new equipment.
g. Media Center. OTR requested and received space
in the GJ corridor of Headquarters to consolidate a
number of its activities in the Headquarters area,
namely the OTR Self-Study Program (video and audio),
the OJCS Self-Study Program (video), the Headquarters
language laboratory, and the University of Maryland
Instructional Television Program. Space has been
offered and Log/LSD has developed detailed archi-
tectural plans.
h. University of Maryland Instructional Television
Program. In January of 1974, OTR was urged by
the University of Maryland to join its instructional
television program, which we hoped to begin in
September 1974. The program includes an offering of
about 100 courses in science, engineering, business,
and management to be transmitted via a four-channel TV
system which also permits the remote student to ask
questions of the instructor by way of an FM trans-
mitter. The system will probably not be activated by
the University of Maryland until September 1975.
i. Total Immersion Language Training. The
Language Learning Center has conducted t ree, four-week
total immersion programs (in Russian, Spanish, and
French) designed to raise two-level speakers to the
three-level and to give the students the opportunity to
Approved For Release -RDP78-06213A000100010001-1
25X1
25X1
25X1
~gR~~~ 1 rAL
 Anorovedd For RP~pacp ~nns~n8J17 CLA-RDp78-06213A000100010001-1
,itITIAL
use the language in operational situations. OTR plans
to offer three more such programs in the present fiscal
year.
j. Interpersonal Relations Training for Operations
Officers. OTR is working with a Chicago-based
firm, to produce a training
package designed to systematically evaluate and carry
out interpersonal relationships which may help operational
personnel in the assessment, recruitment, and handling
of agent personnel. Four instructors are trained, and
we will train an experimental group from SB Division in
October.
k. Analyst Training Programs. and
under OTR contract developed a plan
tor a series o basic and advanced courses for analyst
personnel. This paper has been sent to the appropriate
Directorates for comment. The paper is now being
revised and when completed a copy will be sent to you.
3. I am at your disposal to discuss any of the above
programs in further detail at your convenience.
Alfonso Kouiign=
Director of Training
FIDIENT11AL
25X1
25X1
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
 Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
Approved For Release 2005/08/17 : CIA-RbP78-06213A000100010001-1
 Approved For ReI 4j 4 0 /17 : CIA-RDP78-0621~A000100010001-1,
1974
Csug the c
1974, zr pleas
he C
I *4 nt sM Sor c
1974
Ml~o Ro r.. s
Director of Tr lntnn
Ffftce of.T
I :curt.
Att
Distributinn:
Orig. & 3 - Comptroller
1 - DTR
3'- PITS
OrR/C/PG/PDS/JB:md (31 Jul 74)
R WRITT I: OI 1(3l Jul 74)
25X1
25X1
n -P r)
Approved For,~2'o1205/08/17 :CIA-RDP78-06213A000100010001-1
 Approved For} Release 2005/08/17: CIA-RDP78-06213)A000100010001-1
25X1
Sri'
In Fiscal Year 1974, change continued to be the predominant
theme for the Office of Training. Unlike FY 1973, however, the changes
have been mostly internal. An extensive reorganization, the first in
fifteen years, took place in August 1973. The year also saw a signif-
icant turnover in the occupancy of senior positions in the Office as
retirement took its toll. OTR met and exceeded its planned ceiling
reduction for FY 1975, reaching the point where new requirements for
training have to be carefully-weighed against current programs and
other requests for new programs.
SECTION A. ' GENTP.AL
During the Fiscal Year, the Office worked closely with
representatives of the Intelligence Community Staff on the development
of two training proposals of significance to the Community. Informa-
tion Science Training Programs in support of the Community On-Line
Intelligence Network (COINS) were developed, and a proposal for use
of the as a center for training military
officers an clandestine co cc ion techniques was developed as part of
an extensive Intelligence Corranunity Staff study. This thrust toward
training support to the Intelligence Community has been 'the principal
external influence affecting OTR during FY 1974. (See attachments 1 2)
As a result of CIA Management Committee direction in April
1973, OTR developed and presented a proposal for a Research and
Discussion Program. Additional details describing this program are
included in attachment 3.
Also in FY 3.974 OTR developed a proposal for an extensive
overhaul of analyst training. This proposal is currently being
reviewed by Agency management. (See. attachment 4)
OTR made significant progress with Management by Objectives
in FY 1974. An MBO system based on effectiveness areas was proposed,
accepted, and installed in February 1974. The new system was not
made retroactive, and FY 1974 objectives were not included in the
system. FY 1975/76 objectives were developed through the revised
system.
The critical priority for OTR in the coming years is to pro
vide a vantage point for learning and understanding new methods and
techniques relevant to Agency and Community problems. The strategies
inherent in the training proposals briefly described in the attachments
and the OTPR reorganization are aimed at preparing the Office to fulfill
this responsibility. Given the lead time involved- in course development,
OTR must move ahead with proposals perceived as responsive to future
needs. The risks involved in these initiatives can only be reduced by
thoughtful, timely. response from Agency management.
nr r r" I
Approved For Release 251>3/ii a 4
25X1
 Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
OTR reported on 22 objectives during its first two FY 1974
DDiMFIS Management Conferences. This proved to be an unwieldy nunber
of objectives and with D141 S approval eight were retained as DD-level
objectives and 14 were made OTR-level objectives. The following
status report reflects this realignment.
Approved For Release 20059 1,~LIA-RDP78-06213A000100010001-1
 Approved For Release MUMMY": t1 -RDP78-06213A000100010001-1
25X1
SECTION B. ? PERFOPMANCE AC14INST FY 1974 OBJECTIVES
FY 1974 DD-Level Objectives
1. Provide training support equivalent to that provided
in FY 1973 (estimated 69,000 student days) with the Agency
prescribed reduction of I Istaff personnel from FY 1973.
FY 1974 Sumxmary
Estimated Actual
Courses 61 n
? Students
Student Days 72,000 71,069
This objective responds to a DCI objective to "provide essential
support services--with'a reduction in manpower and funding levels
in both FY 1974 and 1975." OTR came very close to its estimates
for courses, students, and student days. The results achieved
represent a high-water mark for recent years (1969 to date). The
FY 1974 results continue to reflect a slow-moving trend toward
fewer and larger classes, as confirmed by analyses of classroom
scheduling. The Office achieved its personnel reduction target,
and considering inflationary pressures, reduced its fund-Ing level.
2. Examine the training activities at the Office of Training
on the basis of cost effectiveness.
The develops :ent and use of a training cost model is
discussed in an OTR-level objective (see below).
Language Learning Center programs were completely' reviewed
and costed. As part of the review,,an analysis of each Area
Division's status in terms of language designated positions was
undertaken. During FY 1974 reviews of SB and NE Divisions were
completed. The remaining Divisions will be reviewed in FY 1975.
The results have highlighted needs for language training for the
Area Divisions and provided a base for planning the language
coverage in the Language Learning Center.
Approved For Release 20051~T,r14-RDP78-06213A000100010001-1
 1 1 ~ i
Approved For Release 203/01~~/'17 : IA-RDP78-06213A000100010001-1
An expanded collection of course-related data in a Course
Data Folder is aimed at an analysis of time expenditures and teaching
methods in each OTR-sponsored course. The folder includes course
objectives, topics covered, teaching methods (lecture, seminar,
films/'I'V, etc.) and the amount of time spent by OTR and non-OTR
instructors. Data are being collection from all OTR courses. This
is a current, ongoing project.
Significant progress was made with this objective in FY 1974.
The objective will be carried over to FY 1975/76.
3. Increase professional and substantive expertise and balance
to the professional staff of OTR yet within the 5o restrictions
cited in Objective 4.
Because of the turnover in occupancy of the senior positions
in O'IR and the corresponding adjustments at lower levels within OTR,
very little was accomplished i-;ith this objective. Early in the Fiscal
Year, OTR completed the first significant reorganization in 15 years.
Within six months of the reorganization all the newly appointed unit
chiefs, except the Chief cf thel the Chief,
Career Training.Program, and the Chief,. Services and Registration
Staff, had either retired. or been reassigned. The objective has been
restated and carried over to FY 1975/76.
4. Reduce OTR's per_onnel and space by 5% in FY 1975. The
personnel reduction has been achieved.
OTR met with very little success in reducing space. Clerical
Training was moved from Ames Building to Chamber of Commerce Building.
Plans called for Agent and Liaison Training (ALT) to move from the
Rosslyn area to Headquarters Building or failing-that, to alternative
space in the Mamber of Commerce Building. Both plans for ALT failed.
Headquarters space was unavailable.' Chamber of Commerce Building space
was preempted by the planned move of portions of the Office of Develop-
ment and Engineering. OTR space requirements are further complicated
by the needs of the emerging COINS Training Program to be operative in
FY 1975. Consolidation and realignment of space in the Chamber of
Commerce Building is an available but unattractive alternative.
S. Determine in FY 1974 the extent to which the content of the
present Information Science Training Program should be revised to
sport the intelligence information systems in CIA and the Cornnunity_
in FY 1975.
4
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
25X1
 Approved` For Release 20(1~6I1 1 CIA-RDP78-06213A000100010001-1
All of the courses offered by the Information Science Training
Staff were reviewed through use of a questionnaire distributed through-
out the Intelligence Community. Response to the questionnaire provided
guidance in terms of both course substance and student load. The FY 1975
Information Science Training Program reflects the changes made as a
result of FY 1974 experience. Results reflect satisfactory achievement
of this objective.
6. Prepare officers at all career levels to ass-Lune increased
responsibility involving decision making and execution of policy,
i n 1 1974, to be operative in FY 1975; develop new or revise
current courses on management training for officers at junior,
middle, and senior levels.
With the exception of the development of a program for senior
level executives, this objective was achieved.
The basic course, Fundamentals of Supervision and Management,
was revised to include segTients on Management by Objectives, Equal
Employment Opportunity, an,3 Performance Appraisal.
The Advanced -Management -Program (AMP) was -initiated in FY 1974
following the reconnnenda:,ions of an Inter=Directorate Task Force spon-
sored by OTR to determine the training needs of middle managers. The
program, designed for middle managers at the GS-13 to 1S level, was
reviewed and approved by the Director of Training as well as by the
then existing Board of Visitors. The three-week program is intended
to familiarize participants with management concepts and Agency
policies and has been conflicted three times on a pilot basis. Each
version has been carefully reviewed by the participants, and the Office
of Training. There is genaral consensus that the pilot versions have
been successful and that the program should be continued.
Planning for an ':'Executive 'Conference," a management and
leadership program designed for senior level officials, was primarily
concerned with appraising similar programs offered by the Civil Service
Commission and private firms. Progress has been slow on the proposal
for an Executive Conference for Senior Officers because it has been
difficult to identify the basic requirements.
Approved For Release 2 Q5 Q$4 : CIA-RDP78-06213A000100010001-1
 Approved: For Release 2005/08/17 : CIA-RDP78-06213 A000100010001-l',-
7. Beginning in FY 1974, to be operative by the end of FY 1975
suport the Agency's effort toward systematic career development of
its employees, (a) by assisting heads of the major components in
developing prototype Training Profiles for key categories of their
personnel, and (b) by developing an information system, using OTR's
co puterized training records as a base, from which requirements of
the congponcnt for training can be projected to permit OTK to adjust
curriculum and staffing to meet those requirements. The system
anticipates use of the terminal cluster planned for installation in
FY 1975 in the Chamber of Coirmrerce Building for the Management
Assistance Program.
The Training Profile portion of this objective has been
accomplished. Detailed instructions for the preparation of pro-
files have been developed and forwarded to the Office of Personnel.
They will be included in the Professional Development Plan (PDP).
Following publication of the PDP, OTR will assist in developing
specific Training Profiles.
The second part of this objective (part b) was not achieved.
Management Assistance Program (vLAP) priorities propose dealing with
the Agency Training -Record.in FY 1976. .1n.-the interim, .OTR_.is
refining requirements and format of the Agency Training Record and
alternatively developing small projects which, collectively, will
aid in the development and use of an OTR data base.
8. Develop a program performance evaluation system to be
operative in FY 1975, for the continued evaluation of O:agoing OTR
prog:iams to determine if cbjectives'are being met, 'and_t permit the
continuing identification of marginal programs and activities that can
be curtailed or eliminated.
An MBO system based on effectiveness areas was proposed,
accepted, and installed in February 1974. OTR managers identified
more than 30 effectiveness areas (output areas) which provide a
framework for developing objectives and establishing management
priorities.
A detailed review of the OTR NBO system is planned for early
fall to identify and correct system deficiencies. One problem to be
addressed, for example, is the apparent bias toward management/
administrative objectives to the detriment of more substantively
focused training objectives.
Approved For Release 200
IA-RDP78-06213A000100010001-1
 Approved For Release 2005/08/17 CIA-RDP78-06213A0001 00010001 -1
'SECTION B. PERFORMANCE AG.UNST FY 1974 OBJECTIVES
FY 1974 OTR-Level Objectives
1. Begin in FY 1974 to develop a training cost-model which
permits identification of OTR's costs and their allocation to
Customer- co;,-ponents as a maans of su;7x)orting 01'P.'s rec{uirements
for pars n1 and other resources. 2
A training cost-model was developed and tested. As a
result of the test, the model was. revised, and in February 1974 the
collection of cost data for each OUR course was initiated. All OTR
courses will have been costed by December 1974. Information Science
Training Staff computational facilities will be used to maintain an
automated cost data base and to produce a variety of reports support-
ing the analysis of CUR training costs.
2. In FY 1974, examine the coverage on international economics,
world ecology and included in traiziillg d)xagra ms in the
0O 1 1`rainmg anc witi in o for col, onents of the-Agency to
? enTT1?e, In COOrr Inatlon wlth t 1C' (JIi2 C~arr~.culun (.O~s71lTt tc e, t
p:)S Of i ocrr ~'.i1S Or courses, or spocitic lectures, or other -oni s
o input ncectecT tosw, pore. ?the FY 1975 requirements of he A~renc}f.
A thorough review of the coverage provided in OTR courses
for the t}rapes of training addressed in this objective was completed
26 October 1973. During the period covered (March-October 1973) over
fifty hours of classroom time were devoted to international economics,
world ecology and demography. This level of coverage continued
through the remainder of F 1974 and will be continued in FY 1975.
3. Beg inning in FY 1974, introduce and advance the use of newer
educational. methods, withd)articular erphasis oft roactive~'leaining
by the student:
a. Intensify the use of existing teaching technology by
modifying two classrooms in the Chamber of Commerce Building
and by introducing color video cassette instructional program-
ming in classrooms and safesites; the latter will require in
FY 1975 the purchase of video tape players, color IV monitors,
and a color video tape recorder. In FY 1975, augment this
program with the purchase of at least two color TV cameras and
related equipment for the production of classified 3/4 inch
video tapes.
7
Approved For Release X3/$17 : CIA-RDP78-06213A000100010001-1
 Approved For Release 2005/08/17 : CIA-RDP78-06213A0001.00010001-1
b. As an additional dimension of technological advancement,
in FY`1974 undertake a study to implement in FY 1975, if deter-
mined to be feasible, a secure closed-circuit TV within the
Chamber of Corrunerce Building, with terminals in other Agency
buildings in the Headquarters area.
There were no significant accomplishments relating to this
objective in FY 1974. Budgetary constraints and uncertainty over
available space (see DD-level objective #4 above) were the principal
drawbac'.s. OTR does plan the acquisition of color TV equipment and
funds are included in the FY 1975/76 Program Call.
The costs of a closed-circuit TV system were studied in
FY 1974 and are prohibitive. In addition, serious security problems
are created when transmission between buildings is involved.
4. To ensure orderly development of the executive cadre in OTR,
in FY 1974 to be operative in FY 1975, identify the individuals and
prepare specific executive development plans for a minimum. of three
members of the Training Career Service for each of two staff positions
at.the GS-1S level and above.
See comrents following-Objective 5 ,below.
5. Strengthen the Training Career Staff, develop in FY 1974,
to be operative in F1' 1975, a systematic program for the professional
develop- ent of each member, with special emphasis on enhancing the
qualifications and skills of the instructor corps. The program for
career professionals will be directed to:
a. Planned rotational assignments within OTR er in other
components in the Agency to broaden experience and to assure
that, as a general rule, professionals below the level of Unit
Chief or the serve no longer than six years continu-
ously in the same Chit or the I I
b. External training of at least one semester (or its
equivalent) every seven years in academic or other programs
to enhance substantive specialties;
c. Staff planning measures designed to reduce the age of
OTR's career professionals from the present (1. January 1973)
average of 48.3 to an average of no higher than. 47.0 by 30 June 1974
and 45.0 by 1975.
25X1
Approved For Release 2005/08/1T prA P78-06213A000100010001-1
 Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
Neither of these two objectives was achieved to a satisfactory
degree. The rapid turnover among senior officers occasioned by retire-
ments and the corresponding adjustments at lower levels within OTR led
to personnel decisions made in response to the immediate situation and
did not result from previously developed plans. These objectives,
restated, have been carried over into FY 1975/76. They are, in fact,
continuing objectives for the Office.
I%hile FY 1974 was not a year of significant achievement in
personnel plaiuling, it was a period when a good base for personnel
planning and management was established. By the end of CY 1974, the
skills of all 0TR professional careerists will have been cataloged,
and all individuals in grades 9 to 15 will have been personally
counseled by senior OTR managers.
6. To determine and implement in FY 1974 a solution to'the present
overenroliment of students in the Basic Dperations Course (BOG), either
by redesigning the course to allow greater student capacity relative to
the nunber of instructors available, or by developing; an alternative
program in operations familiarization which would divert from the BOC
students not really in-depth training. as operations officers.
Overenrollment in the Basic Operations Course. remains a
problem. The principal concern is that the quality of the training
will reach an unacceptable level as the opportunity decreases for one-
to-one relationships between instructor and student on practical
exercises. Concerted efforts by all concerned have kept. the overenroll-
ment problem in reasonable bounds; alternative training programs have not
proven to be an acceptable substitute. The efforts will continue.
25X1
Approved For Release Q& V: CIA-RDP78-06213A000100010001-1
 Approved For Release, 2005/08/17 : CIA-RDP78-06213A000100010001,-1
8. To increase the value of the Language Qualifications Register
as an effective source of information, for Agency managers to use in
deterlininf personnel assicir;ents requiring language co?;netencies, by
the end of FY 1975, achieve 95 completion of verification of language
skills of er, ploVees whose claijue untestcc proriciencies 700 were
on record as of 31 t'`arch 1973. .
Over 700 people with untested language proficiency claims were
notified that proficiency testing would be required if they wished to
retain a proficiency ranking. All outstanding claims have been resolved
with the exception of those for personnel overseas. For these employees,
notices of outstanding claims have been filed with their component per-
sonnel officers. The claims will be resolved as they return. An Agency
notice which establishes a ninety-day limit for untested proficiency
claims has been published.
During FY 1974, the Language Learning Center conducted tests
at Headquarters and provided support for testing efforts at the
9. Continuing toward the goal of efficient management of OTR's
]Nan cage laboratories, in the Chamber--of Commerce Building, byy the end
of FY 1975 complete the conversion of 8,000-10,000'la-iguage tapes
current7.y reels to cassettes, and pure 1a_se 40 cassette recorcL
playback machines to replace the present stock of reel machines.
The conversion of reel tapes to cassettes was completed during
FY 1974. Conversion of the Chamber of Commerce laboratory from reel
machines to cassette record/playback machines was deferred until after
FY 1976. The cost of new equipment is greater than the potential gain
given the present state of cassette technology.
10. Increase efficiency in conducting language training in FY 1974
by reloca.ti.r g in the Headquarters Building, part-time courses in tiro
languages vend increase the activity in FY 1975 by providing part-time
courses in a minimun of two additional languages.
During FY 1974 part-time courses in German and Japanese were
added to the Headquarters schedule. This brought the total part-time
duty hours courses to six in FY 1974. In these programs were 129
Russian, 41 French, 41 Spanish, 15 Chinese, 20 German, and 26 Japanese
students. There are no plans for increasing Headquarters language
coverage at the present time.
10
Approved For Release 2Q5/,3/;LL CIA-RDP78-06213A000100010001-1
25X1
 ice{
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
11. To reduce, from ten weeks to four weeks, the time required
after completion of a basic or beginning course to achieve a highly
useful level of forei< language competence (from Elementary/
Elementary Plus to Interrlediate) , inaugurate in FY 1974 a total-
im~Tersi.on pro?ram in Ku.ssian, end it sizccessiul, as oronrams in
French and Spanish In FY 1975, introduce a program in a fourth
language.
The Language Learning Center initiated in FY 1974, a program
to total-inmmmersion foreign language training as an experiment to
determine if students of average aptitude could attain a level 3
speaking proficiency while still within the training environment.
Such students ordinarily are not able to penetrate this barrier in
normal classroom instruction. Four-week residential programs were
conducted at the F_ I for groups of 12 students
in each of three languages -- Russian, French and Spanish. Although
the initial program (in. Russian) was least successful in achieving
,the stated objective, it provided enough experience for the Center to
modify the program to the extent that nine of eleven students in French
and eleven of twelve in Spanish did, in fact, achieve this objective.
The Russian experiment used personnel from both outside and inside the
Agency at an approximate cost of $8,000. The successes in the French
and Spanish experiments w,.:re achieved by relying on a combination of
QTR language instructors aad language qualified officers from elsewhere
in the Agency at a cost of approximately $3,000 per program. Three
additional programs are ccntemplated for FY 1975, one each in German,
French and Spanish.
12. To ensure the effectiveness, quality, and efficiency of OTR's
entire training effort, in FY 1974, Unit Chiefs and the I (will 25X1
design and test one or more techniques of acquiring information to
determine the impact of training on job performance. In FY 1974 they
will also apply the techniques to tlTee courses or programs conducted
within their components and, in FY 1975, to anadditional 50% of their
total curricula.
In FY 1974 implement a feedback program for external training
to apply to courses under the purview of the Training Selection Board
and to foreign language training. In FY 1975, additionally, the effort
will be applied to 20% of Agency-sponsored academic training.
Approved For Release 2 Q8T'i7 CIA-RDP78-06213A000100010001-1
zap UUL.1
 Approved For Release 2005/08/17 :. CIA-RDP78-06213AO001 00010001 -1 '
OTR offered 71 courses or programs during FY 1974. Forty-two
of these offerings included some form of student evaluation (formal
testing, practical exercises, etc.). The evaluations were conducted
almost exclusively in "skills" training courses.
The Training Selection Board evaluated 15 long-term programs
and short-term management programs under the Board by use of a ques-
tionnaire designed to be completed by former participants. Over 400
questionnaires were returned and on the basis of these returns certain
of the programs are under review by the Board and will probably be
deleted from the curriculum. The evaluation process is continuing.
13. To respond to the increasedninnber of Midcareerists whose
development moans include attendance at the Midcareer. Course, during
FY 1974, without any addition of staff, conduct the course for an
additional 30 employees above the current FY 1973 level of 120 in
grades CS 12-13, and in FY 1975 conduct the course for a total of 180
employees in grades GS 12-13.
During FY 1974, 149 employees attended five offerings of the
Midcareer Course. Six Midcareer Courses will be offered in FY 1975..
'Phis objective is being -successfully -achieved..
14. Examine Agency policies and doctrines on Non-~Offi.cial Cover (NOC)
while sim ultaneously e ending plans to increase the scope. and
intensity of training required to support the Agency's Non-Official
Cover activities e pected to be operative in FY 1975.
Accomplishment of this objective required coordination with
Non Official Cover Branch (NCCB) officers, and it was not until
1 February of 1.974 that N'OCB officers received direction from within
the Operations Directorate. A paper outlining the weaknesses, current
problems, and areas of suggested subject matter for a "complete" NOC
training program was approved by the DDO on 15 April 1974. In late
May 1974, NCCB outlined the following as areas to be handled by OTR:
tradecraft, Agency orientations, the Agency image today, and a briefing
on the formulation of U.S. foreign policy, as well as language training.
Efforts thus far include the preparation of unproved reporting exercises,
procurement of selected video tapes from internal OTR courses, develop-
ment of practical exercises, mainly in the agent handling area. There
is a useful reporting exercise on the books, and work has started on a
new series of practical exercises. Video tape playback equipment has
been purchased for installation in a training site. Efforts will
continue in FY 1975.
Approved For Release 2005 fi? .Cglb-RDP78-06213A000100010001-1
 Approved For Release 2005/08/17 CIA-RDP78-06213A000100010001-1
SE CTIOI C. ? OilIER FY ACTIVITIES
SB Selection Criteria Study
Together with the Psychological Services Staff, we are now
in the final stages of a study of former CTs on duty with SB Division
that incorporates testing data, division rankings and promotion records
and biographic. variables. The study is? a systematic effort to sharpen
and validate selection criteria by identifying those characteristics
most often associated with successful SB officers. The study, the most
conj)rehensive of its type yet undertaken, will be expanded to include
the IIA Division to broaden the data base.
Contract Conversion
During FY 1974 the Management Committee directed hiring new
CTs on contract rather than staff status, with the CTs to be converted
to staff when they receive permanent assignments. The purpose of this
policy d^cision is to help the Agency meet its authorized ceiling; it
will go into effect with the January 1975 CT Class.
Pre-Processing Interviews
25X1
NPIC Interim Assignments
CTs were sent on interim assignments to each of the five NPIC
Divisions. These assignments provide practical work in imagery analysis
in- areas corresponding to the substantive backgrounds of the CTs and
supplement other interim assignments in the DDO and DDI.
Language Skills
'Di CTs selected in FY 1974 possessed 46 language
proficiencies at the inieniiediate level or better, and the equivalent
of over $400,000 worth of training.
Approved For Release 200 W1kri-CIA-RDP78-06213A000100010001-1
 Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1'
The Maryland Instructional TV System
Negotiations continue with the University of Maryland for
installation of an instructional television system. It will afford
Agency employees the opportunity of taking courses via TV in engineer-
CI C,
ing, science, and management subjects in the Headquarters Building.
The system will probably be operational in early CY 1975.
Instructional Develo m~ent.
Four Instructor Training Workshops were conducted for 29
Agency personnel. Seven instructional improvement projects are
currently in process, for exmTple, ? a 'complete review and modification
of the orientation course for clerical employees. Instructional
development assistance was also provided OEL, OC, the Federal Women's
Program Coordinator, and IH Division.
Self-Study Program
This program acquired nine video courses and 11 audio courses
mostly in the fields of management and supervision. Video cassettes
were viewed by 1700 persons. (The MBO series was seen by 1100 persons.)
The DD/i\ 1S approved the concept of a Media Center ...at. headquarters -to
bring together the OTR and OJCS Self-Study Programs, the University of
Maryland Instructional TV System and the Headquarters Language Laboratory.
Training Support
Thirty-five TV productions were undertaken ranging from tape
size reductions and editing to taping training presentations and
language materials. Thirteen film productions were ccnpleted including
25X1 assistance on film projects too OS, and DDS;T. Tlhiee hundred ninety-
three requests for graphic support were serviced resulting in 6200
separate products. The OTR Library received 6700 boobs, catalogs, and
periodicals for its own collections J. and for OTR instructors and students.
Lair gua;e Learning Projects
The Language Learning Center collaborated with the Interagency
Language Roundtable in a number of projects during the year. One that
should be noted in particular was a Language Testing Symposium con-
ducted at Georgetoti%n University for linguists and language instructors
from the United States and eight foreign countries; the principal
organizer of the symposium was a linguist from our own staff. A second
Approved For Release 200%5 / 1 laIA-RDP78-06213A000100010001-1
 Approved For Release 2005/08/17: CIA-RDP78-06213A000100010001-1
was the initiation of a two-year project to develop a modular prototype
course which could, with minor adaptations, serve the needs of all the
Federal agencies involved in foreign language training. Chinese was
chosen as the language for this project although it is expected that
the model will be applicable to the development of training courses in
other languages as well. The Agency bore 25o of the first year's cost
of $20,000, as did the Foreign Service Institute, National Security
Agency rung the Department of Health, Education and Welfare. In the
coming Fiscal Year, the Defense Language Institute and
military training school will also bear equal shares of the $72,000
projected budget. The Deputy Chief of the Language Learning Center is
one of the five members of the planning council for this project; the
Center also has assigned one Chinese instructor full-time to the project.
External Training Program
In support of the Agency-wide External Training Program, in
FY 1974 OTR processed 3,374 external requests, representing 3,227.
instances of external training, a 7% increase over FY 1973. Other
areas of activity supporting the External Training. Program follow:
179 a .finis rat?ve briefings for Training Selection -Board
and FSI courses.
2400 external training announcements circulated.
810 critiques of external training received.
730 travel orders prepared.
484 reimbursements approved.
289 accountings completed.
686 advances issued.
349 billings and invoices processed and certified.
The Program showed a marked increase in areas, from Management
by Objectives, and Equal Employment ,Opportunity to metric system famil-
iarization, computer science and new analytical techniques.
Off-C&,,,ants Program
At the beginning of FY 1974, an Agency Off-Campus Program was
reinstituted in cooperation with the Northern Virginia Regional. Center
at the University of Virginia. In the fall semester, 17 courses were
given by 16 instructors. There were 261 registrations (representing 238
employees) at a total cost of $18,339. In the spring semester 16 courses
ran with 15 instructors; there were 270 registrations (248 employees) for
a cost of $18,267. Costs were centrally funded by- the Office of Training.
15
Approved For Release 2005/08 2 GLA. DP78-06213A000100010001-1
25X1
25X1
 Approved For Release 2005f08/17 : CIA-RDP78-06213A000100010001-1
T-,ro courses were conducted in one course each
semester was held in the Chamber o Corr.erce Building; all
others met in the headquarters Building. All Directorates
were represented in the enrollment figures, writh 72% under
age 35 and median grade being CS-0S. This Program has now
been included as an integral part of the CIA Affirmative
Action Plan.
Information Science Training
A number of significant improvements were made in the
Information Science Training Program. Classroom and computer
terminal facilities improved with the move from the Defense
Intelligence School to the Chamber of Commerce Building.
Courses in Systems Dynamics, and special courses requested by
the Office of Fin,u-zce and the Imagery Analysis Service, have
been added to the schedule of courses. The quality of the
courses has improved as more and more case studies based on
practical application of information science methods to
intelligence problems have been added to the content of the
courses.
.Guest...Speaker P.ro~ ram
One of the most successful programs inaugurated in
Fiscal Year 1974 was the Guest Speaker Program which began in
the CIA Auditorium in October 1973 and continued on a r gular
monthly basis through May 1974. During the year over 3,000
Agency and Community personnel heard eight outstanding speakers
from government, business and the academic connntmity discuss
such wide-ranging topics as science and technology, interna-
tional econoii cs, and foreign affairs. Each presentation was
videotaped in order that interested employees who could not
attend the presentations could view them at a later date.
The Guest Speaker Program will be resumed in September 1974.
Special Programs
A total. of 27 special programs for outside groups--
both governmental and from the private sector--were conducted
at Headquarters during Fiscal Year 1974. The types of briefings
conducted ranged from the now fairly regularized "Day at.CL4,"
chiefly for groups within the Intelligence Coi.m.unity, to the
Brookings Conferences for Business Executives on Government
25X1
Approved For Release 2005/08f1lj?3CC DP78-06213A000100010001-1
 Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1-
operations. One of the most effective presentations was a
day-long series of briefings and tours for 135 State Department
officers on 14 June. This program received uniformly high
praise from participants for providing the opportunity for
further personal as well as official contact between Agency
officers and their opposite nurbers at the Department of
State. A highlight of the special programs was a briefing
conducted in May 1974 for 14 students and faculty members
from Malcolm X College in Chicago. Other groups who were
briefed atHeadquarters for the first time during. Fiscal Year
1974 were members of the USAF Foreign Teclunolog division
Junior Officers course and Fellows of the La' on Journalism
Association.
From late February through early Apr'' total of 1887
high school students were briefed in seven evenx programs held
in the Auditorium for the Presidential Classroom for Yotmg
Americans program. Designed to acquaint participants from. all
over the nation with the work of government during a one-week
stay in Washington, the program includes CIA as part of its
coverage.
Special Tutorial Programs
Three special tutorial programs were presented at the
request of the Directorate of Operations during Fiscal Year 1974.
The first was a program for an officer of an East Asian intelli-
gence service destined to have responsibility for intelligence
analysis o:~ matters relating to China. The other two programs
are illustration of the varied and changing training needs of
the Agency and were useful, experiments in coordinating and
managing training requirements of a collection unit with the
production component which provided the substantive content.
The first was a survey of the USSR and East Europe for Africa
Division officers and the second was a seminar on basic economics
for officers of the jW'esterim Hemisphere Division.
Mod-ifications to Basic Core Courses
In a continuing effort to meet changing training require-
ments, some of the general courses offered Agency personnel were
modified.
Intelligence in Wlorld Affairs
A ntunber of significant changes were made in this
basic orientation course for new professional employees.
In mid-1973 the course was revised and reduced in
17
Approved For Release 2005/W~,,,,ggl17,,i CA-RDP78-06213A000100010001-1
 Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
length from four to three weeks, followed by a two-day
conference in February 1974 held to review the course
thoroughly. As a result of the meeting the decision
was taken to limit course enrollment to 40 students
in order to facilitate greater use of small discussion
groups and better student interaction. A test, given
at the start and at the end, was installed on a trial
basis to measure the attendees' learning.
b. Preparing for Overseas Assignment
This course, a successor to "Orientation to Overseas,"
was launched in April 1974. The first phase of the
course takes up legal, medical, security
problems which CIA employees and dependents may have
overseas. It also includes limited exposure to
intercultural problems encountered in working and
living among foreigners. The second phase, developed
at the request of and with the cooperation of the
Cover and Commercial Staff, is designed specifically
for those going abroad
?c. CIA Today and Tomorrow
Inaugurated. ir., the spring of 1973, this program moved
into the IT ac ; 44rters Auditorium last fall to accommodate
the la r;e ni of applicants. It has proven highly
successful i ;cs present format and has been publicly
endorsed by the Director. Average attendance has been
about 200. Four runnings have been scheduled fir
FY 1975.
d. DF1eS Review: Trends and Highlights
After polling DRNI&S Office Chiefs as to their views
on this program, the course was reduced from five to
four days and evening sessions were introduced. A
decision was made to run separate courses for Career
Trainees twice a year in the Chamber of Commerce
Building, and four runnings for regular M&S careerists
will be held in FY 1975. A review test on the
18
Approved For Release 208 11,- -jjCIA-RDP78-06213A000100010001-1
25X1
25X1
 Approved For Release 2005/08/17: CIA-RDP78-06213A000109010001-1
final day of the course was also added on. an experimental
basis to provide feedback to instructors and attendees
on material learned during the course.
Word Processing Center
OTR is the site for one of three Word Processing Centers
to be established in the Agency. The results reported here
are the culmination of tasks begun in mid-FY 1974.
In addition to a manager, four OTR clerical employees
have been selected to operate the Word Processing Center and
are. currently being trained in the operation of the MagCard
II machines at IBM. -
'A o dictation seminars will be held for OTR officers.
Additional seminars will be scheduled at a later date as more
users are added to the system. Most of the furnishings of
the Center have been delivered and are in place. The Ma-Card II
equipment will be delivered in late July ; 19 portable
dictation units have been received.
Books of operating procedures for both Center secretaries
.and users-have been prepared. User manuals are at PSD and will
be distributed at the conclusion of the dictation seminars.
One of the first jobs of the Center secretaries will be
to type and assemble their oi4n operating procedures manual in
an effort to familiarize them with its content.
A data base of 0TR clerical costs under present
operating procedures has been collected and sent to ISAS for
analysis. These figures will be compared to costs incurred
with the Word Processing system.
Utilization of the
L"Y 71-FY 74
OTR has made a strong ffort to increase the utilization
of the
F The following statistics
indicate the e ort has been successful.
25X1
Approved For Release 2005/08/t' ?I CI~< "m of
:-a6 lJ.A. J. rY: 2.j. r?. t.,:3 4r'S `. s'i 1. i.?: in ilw^?t~k.a~.~lc.-A 1*~e~il-llr~~~~ce :*
e: t
}rcti ?vit ms`s o i',:
i.lt-S, {
fi%( ~,3 of Joint
L-iiti
1{:GSC~%F~.u E_Sc'>' i 5...~;e..,r?e-iw.'.~y I_;"'..: ?'_.'as'i. i`." r~ i::;.:.Z L.ie
c :: . ,.-7 zA's) os tv o v L'. o i3H`+ ,-ty. y;.?'
for t---,,
i :.t~~c.`J`'?....~vr-?.?a ar
11 (y
a:.i` we i.iso ,' would "k,,c
pp ya _.
b5 s~-4 .1+ f?. i 4- to Cr.
art' Cmi- r ou scp. V,~rc feet
o. sp?ct..
in uva t..~l. ..141- .A 0 la }ti iy~ w la:i 3.-. w: C/ Vw ~~: C:\?. ~~, .lr
a7i~ i, a+i. .!? L~.:a.
41
N~q +5e tr Ira ~~ ~:1'? tryri :4 i'; ~: ~:~t~ f3c #~:a
t
+4.(-a11i.! E..L:~:. i~t:is i?k....iv ?s (10 Apr 74)
Director
This request has been approved by
the ADD/ffS, subject to the limi-
tations and constraints identified
by the Director of Logistics in a
memorandum of 7 May 1974, attached
Approved For Release 2005/0 /17 : CIA-RDP78-06213A000100010001-1.
1+.+...:111 .:...+..... ~... .._... ... .. ... II
/,? t0 2s',
 Approved for Release 2005/08/17: CIA-RDPT8-0621:3A000100010001-1
M.
t I t
H
I
A - Admin Office
'Shop
B - Repair 8 t'aintenence
O - Projection Area
0 .- Storage for Materials
E - University of Maryland instruci
Foreign Languanc Fill:
Special Video Prc)ran.
H
ka - Carrci:; f~r
1-14 - L
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
 Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
Furnishings & Equipment for Headquarters Media Center
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.,
12.
No.
Est. Cost
Chairs with arms
46
Desk with side piece.
1.
Coat racks (1 large and 1 small)
2
Bookcase 4 section
1
File cabinet
1
Storage cabinet
1
Videocassette instructional carrels/station
6
$1,500
Work bench with drawers
1
200
Snail parts cabinet
1
50
36 inch wood grain table
12
300
Projector table
1 V
50
Video & text material storage cabinet
4
200
$2,300
Items 7 thru 12 are special items and will have to be purchased.
13. Audio and.study carrels 22
14. Audio storage cabinets 12
15. Text book storage cabinet 1
16. Audio-active cassette r.ecordir/plaver 16
17. Audio cassette recorder./plaver with headset 10
18. Videocassette playback unit with color TV receiver'
and headset 6
19. 1/2 inch video tape playback unit with B&W TV
receiver 2
20. Mobile videocassette console 1
21. 16 mm film projector 1
22, 3/4 inch videocassette player/recorder unit with
tuner 1 1,150
23. Audio--active cassette recorders/players 4 1,000
24. 25 inch color TV receiver/monitor ]. 650
25. 35, tim slide nro.lector. 1 150
26. 35 nm f ilu strip projector 1 125
27. Movie screen, electric Sx 1 200
28. Vacuum tube volt meter & miscellaneous tools 500
$3,775
items 22 thru 28 have to be purchased.
TOTAL TO BE PUIZCI!ASED FOR MEDIA CENTER $6,075.
NOTE: Not included is cost of U. of Maryland ITV classroom equipment and
services to be funded by the DI)SE:T.
Approved. For Release 2005108/17 , :.CIA-RDP78-06213A000100010001-1
 Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
Duties andRespnsil-i.lities for OTP Yedia Center Supervisor
1. Process course enrollments - except OJCS self-study courses and lectures.
2. Schedule the use of training materials, carrels, and Center equipment.
3. Issue to students the cassettes, supplemental course materials, and
equipment.
4. Demonstrate proper usage of equipment.
5. riaintai.n record-keeping systems related to users, materials, and equipment.
6. Prepare form 1961 "Agency Training: Internal." (Course Poster) for input
to the Agency Training Record of students satisfactorily completing OTR
administered courses or programs.
7. Operate audio/visual equipment for class or group participation.
8. Provide maintenance and first-echelon repair for Center equipment.
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
 Approved For Release 200?/08/17 : CIA-RDP78-06213A000100010001-1
1 7 mAY 197=
MEMORANDUM FOR: Deputy Director for Management and Services
SUBJECT . Establishment of a Media Center in the
Headquarters Building
REFERENCE
Memo dtd 12 Apr 74 to DD/i~MES fr DTR,
Subject: Same
I. The Office of Logistics (OL) would like to make
certain comments regarding subject and reference.
2. OL has an existing requirement for 1,000 square feet
r to U _ n
l T1c,__. ,. (1...'
of sps. L. r..
Language Laooratory :tooth 1D1600 in order to a t Jl.l :4J~. e
the Office of Joint. Computer Support ORACLE ccmputer support
requirement in the ID1600 area. No specific a--:ca- has been
_Identified for the .lartgua.ge. lab relocation; ho,~wever, we hope
to be able to free suitable space on the first floor. The OTR
Media Center levies a total requirement of 1,300 square feet
of space and supersedes and includes the space requirements
for the language lab.
3. A special. project of the Office of i7evelapment and
Engineering now occupies some square feet of space on
the fifth floor of the Headquarters Building and has been
proposed to be relocated to the 0 Building. Should this
relocation occur, we will, then be able to per,.:.: of ect a
for the OTII s.a Cent.e1,. 1is nay be seen, we are dependent
upon the actions of other Agency elements before We can commit
ourselves to a date and specific area for the establishment
and location of the Media Center.
4. We agree with OTR on the desirability of the Media
Center and see no insurmountable problems other than those of
O L 4 ?.1 7
25X1
STAT
Approved For Release 2005/08/17 CIA-RDP78-06213A000100010001-1
 1, L
:Ap r y?~ 2C9 5/ 8ti za !Q-~~~ 46 rA44Q104P 44 1i11arto1?s
SUBJEC
Buildin
;
F: r1v resoI.ution of the proposed project's move
x;iuld c r~< .~:ly onl-iaiiicv the c.:p: bilities of this Office to
moot the September deadline for establishment of the Media
Center.
Fr. anca.s an amm
Director of Logistics
At t
Reference
Approved For Release 2005/08/17,: CIA-RDPT8-Q6213AQ0010001.0001-1.
 Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
 OF EN
STAT
-I
(Z l
l ~ ?' ?
NrVCrs~ti o nr~ GTjZ o C e, C n cnecrrrt
U ? f V 7 t ~,1 -
COLLEGE PARK. MARYLAND 20742 ? [phone]
Approved For Release 2005/08/17: CIA-RDP78-06213A0100010001-1
Office of Training
Central Intelligence Agency
Washington, D.. C. 20505
STATDear
The purpose of this letter is to bring you up to date
on the Maryland - ITV plans and prospects, and to outline the future
course of events as well as can be anticipated at this time. Early
this past Spring we had anticipated that we would have reached the
firm eecision stage by this time, but an unfortunate, and unpredict-
able, series of events has caused a delay.
At the present time we have firm commitments from nine
,.rganizations (government and private industry) with an. additional
wive that have indicated (orally) a very strong positive intent. As
a consequence of the "firm" commitments assuring us approximately
(2/3) of the funding income necessary, we prepared a proposal to the
Chancellor of the College Park Campus recommending that we proceed
with the installation utilizing internal University resources and
amortizing the capital requirements over a five to seven year period.
The Chancellor endorsed the proposal, added more specific details on
fundirg resources and procedures, and the intent was to seek the
approval of the University President and Board of Regents in April.
If this had materialized, we estimated that we would be in operation
for the Spring Semester of 1975.
Unfortunately, due to a variety of circumstances the
Chancellor was not able to place the proposal before the. Board of
Regents before their summer recess period and the earliest possible
consideration by the Board would not appear to be September. Many
of you have probably read, also, where Chancellor Bishop has resigned
to become President of the University of Arkansas System and this
adds an additional unknown complicating factor. We will shortly have
an Acting Chancellor while the search proceeds for the new Chancellor.
Just what effect this will have on our planning is unknown although
I am sure it will undoubtedly cause some additional delays as the new
Chancellor will want to thoroughly review the situation.
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
 STAT ? -
Approved For Release 2005/08/17 : CIA-RDP78-06213A 0100010001-1
We still hope to place our proposal before the Board
of Regents at the earliest opportunity once the Fall Semester begins.
If the Board's decision is negative, this will obviously terminate
the project. If the Board's decision is positive, one of our first
actions will be to seek a representative from each of the sponsoring
government/industry organizations to serve on an advisory board to
assist and advise us with the necessary details and planning to get
the sytem operational. I would anticipate this group to meet at
monthly intervals. With approval at this late date, the system
would not be operational until the summer (late) of 1975, in time
for that Fall Semester.
Again, it is unfortunate that the sequence of events of
this Spring and Summer caused this further delay in reaching a
definitive decision. With the College of Business and Management
now a partner in sponsoring the ITV Network and the participation
.of the physical sciences such as mathematics, physics, and computer
science we are certain the Network will bea major asset for educa-
tional and employment opportunities in the area.
As further developments progress I will keep you informed,
1d thank you for your patience.
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
 Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
A PROPOSAL FOR
THE UNIVERSITY OF MARYLAND
INSTRUCTIONAL TELEVISION NETWORK
Prepared
The College of Engineering
College Park, Maryland 20742
February 1972
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
 Approved For Release 2005/08/17 : CIA-RDP78-06213A00Q100010001-1
Introduction
Limitations of Existing Educational Programs
for Employees
The Instructional Television Network and Its Uses
Video Taping
Comprehensive Educational Programming
Administration of the Off-Campus Television Class
Scope of Educational Progr.aiing Available to
Participating Organizations
Effectiveness of Television Teaching
Description of Proposed Television System
Charges for Television Courses
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
 Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
LIST OF FIGURES
Page
Figure 1 -
Student Categories
7
Figure 2 -
Coverage Area Map
10
Figure 3 -
Rear View: Typical. ITV _Univers.ity Classroom
11
Figure 4 -
Front View: Typical ITV University Classroom
12
Figure 5 -
Estimated cost of. ITV Equipment and Services
Required by Participating Organizations
14
Figure 6 -
Typical Off-Campus ITV Classroom
15
Approved For Release 2005/08/17 :_CIA-RDP78-06213A000100010001-1
 INTRODUCTION Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
The University of Maryland's College-of Engineering plans to bring
"'to the Baltimore-Washington, D. C. metropolitan area an entirely new advance
in continuing education. This, new concept will involve a TV Network linking
the classroom and the part-time student's place of employment. This concept
will enable organizations to plan and carry out a "continuous continuing
education program" for their employees. The planned program will. make it
easier and more convenient for employees to participate where they work. It
impacts on a broad cross-section of types and levels of employees and it can
be carried out at a cost comparable to an organization's present education
budget. All of these attributes are inherent in the Maryland plan.
The University of Maryland Instructional Television Network is the
"Educational Delivery System!' which makes it possible for employees to partic-
ipate in educational courses where they work. Live TV broadcasts (supplemented
by video tapes) of courses originating from classrooms on the Maryland campus
will be transmitted throughout the Baltimore-Washington D. C. metropolitan area
to participating organizations. Students at those organizations will participate
in the regular course offerings from the regular faculty without leaving their
place of employment, and "talk-back" to the instructor by means of FM radio or
telephone lines during the regular class.
This concept is not new or experimental. It is proven. Similar
systems have been in successful operation in Florida, Texas, Michigan, New York,
California and Minnesota for several years.
The Maryland ITV Network will program a broad cross-section of
-e'ourses directly responsive to industry's needs. These programs include courses.
for credit leading to the Master of Science degree as well as some of the courses
leading to the Ph.D. degrees. In these same courses employees---perhaps for
"refresher" purposes---can participate "not-for-credit" but with testing and
grading or alternatively, as auditors with no testing or grading. Maryland will
utilize the Network for graduate courses (plus undergraduate) in engineering and
some related sciences. However, special non-credit courses will also be offered
in subjects which could impact on employees at all levels and in most disciplines.
These courses may be chosen by the users to be directly responsive to their needs.
They will be administered by DELTA, a non-profit educational corpcration to be
formed by the users of the Maryland ITV Network. DELTA is discussed in more
detail in a later section of this proposal.
Cost is an overriding consideration. Even the most enlightened
organizations, which believe strongly in continuing education to upgrade and
update their employees, are limited in what they can do by cost considerations.
In general, costs have been tied to individual student participation; i.e., the
more students involved, the greater the cost. In the Maryland plan unlimited
student participation at a fixed cost is a vital ingredient. This fixed cost
is sufficiently small that it is within the present budget allocations for
education of most large organizations or, in some cases, may require a budget
comparable to the existing budget.
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
 For thApq%vsed ?omReIgppq 2%_T9. 117 csgj - V P-0621cffl0Pn19S )0991Anuing.
education" program where employees are "expected" to participate, not merely c-n-
couraged or even discouraged from doing so. With the attributes built into the
Maryland plan, continuing education becomes a management and scheduling problem
`~ with a programmed cost rather than a variant and unknown increasing financial
burden.' Further, long range programs directly aimed at organizational needs
can be planned and implemented. By offering this program, the University is
demonstrating its desire for increased involvement and service to the community.
LIMITATION OF EXISTING EDUCATION PROGRAMS FOR EMPLOYEES
Although existing educational programs in the Baltimore-Washington,
A.C. metropolitan area have contributed greatly to the education of government
and industry personnel, they have fallen short of the impact required. One of
the inhibiting factors has been the problem of commuting. Many employees work
or reside so far from the campus that they are discouraged from undertaking a
program of advanced professional development by this method. Present programs
require students to travel to the campus with a loss of valuable time---both
personal and company.
Although some attempt has been made by the University to alleviate
the commuting problem by offering courses at remote sites, it is clear that ex-
isting faculty resources could never provide the required diversity of courses
nor make the best teaching abilities simultaneously available to all interested
students.
The student who must take his courses on campus in the evenings is at
a particular disadvantage. Besic'es the burden of commuting, he must devote one_
or more evenings to class attenaance and several more for preparation and study.
Moreover, after a full day's work.and the fatigue of travel, the benefit he de-
rives is often below his normal capabilities. Only the most dedicated student
can maintain such a regimen over a long period of time, After years of con-
fronting these obstacles, the student often abandons his educational goals, or
at best, carries on a protracted and discontinuous program from which he derives
marginal benefit. Clearly, government and 'industry could benefit greatly if some
way could be found to overcome this situation.
Another serious problem facing the part-time student employed in a
governmental, or industrial position is the priority demand often placed on his
time by his organization for travel, meetings and emergency schedules which
causes him to miss classes, sometimes several in succession. These absences
are impossible to fully make up and the corresponding disruption of the stu-
dent's program often discourages him from long-term educational efforts.
Finally, there is a large potential body of government and industry
employees who do not participate at all in postgraduate educational efforts, but
who need to upgrade, update and broaden their technical knowledge and proficiency.
These problems are all resolved by the Maryland approach. It includes
diversified educational offerings, both degree and non-degree oriented, at the
graduate and undergraduate level, presented to the government/industry employee
as an extension of his normal work routine, the convenience of taking courses
where employed and the fixed cost which overcomes budgetary constraints which
N+. have previously inhibited upgrading of many employees.
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
 THE. INSTRUCTIONAL TELEVIS ON NETWORK AND ITS USES
Approve~t
PUr f rtease -RDP78-06213A000100010001-1
The University proposes, with the support of the industrial and
governmental community, to establish a network through which each participat-
ing organization can receive up to four simulaneous channels of diversified
educational programming, eventually from 7:00 a.m. to 10:00 p.m. in the evening.
A. Academic Prograrmnin
The academic programming would be planned and coordinated by the
University of Maryland ITV Network offices within the College of Engineering.
The system will enable the government/industry student to avail him-
self of the regular course offerings (primarily at the graduate level) from the
regular faculty without leaving his place of employment. A "talk-back" system
will be provided which will enable the off-campus student to participate in the
campus class in the same manner as an on-campus classroom student.
Government/industry students can therefore participate in the in-
structional television program without suffering lost hours and wasted energies
in commuting and with minimal disruption of their work and their home routines.
It is planned that receiving installations will include video taping
capability with which a temporary library of lectures (erased at the end of each
semester) can be maintained for replaying to employees who miss class during the
term. This minimizes the effect of absences due to priority demands of the stu-
dent's work responsibilities.
B. Non-academic Programming
A new non-profit educational organization, called DELTA, will be
formed to administer and manage the non-academic programming activities spon-
sored by those organizations participating in the University of Maryland ITV
network. DELTA would be formed by and represent all government/industry or-
ganizations participating in this plan. DELTA is an added incentive for gov-
e.rnment/industrry participation as it allows these sponsors to use the network
to provide specialized programs for all their employees, at nominal cost. DELTA
would use the network facilities during the non-academic hours and give courses
directly responsive to the general. and educational needs of its constituents.
The DELTA network woulc offer an unprecedented opportunity, outside
of normal working hours, to make available courses which the participating or-
ganizations would like to use for their employees' professional development
other than those obtained through formal degree oriented courses. These cour-
ses may be regular University of Maryland Continuing Education courses, or
courses or seminars especially arranged for the participating 'organizations.
In addition to its non-academic programming activities, DELTA would
also act as the registration/fiscal agent for those students participating under
the non-Regular Option or Auditor classifications as described in later sections
of this proposal and appropriate coordination with the Maryland ITV network ad-
ministration. The management and operational details of DELTA will be finalized
after the basic subscription plan for participation in the program, in general,
is complete and the installation of the Maryland network is assured.
- 3 -
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
 VIDEO TAPING
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
Video taping capability, and use,.is an important feature of the
Maryland Instructional ITV Network system. Video taping will serve two major
functions in the ITV system, concept. It will:
a. Enable both on-campus and off-campus students to use video
tapes of the lectures for make-up and review.
b. Enable use of video tapes for students outside of the live
television area so that these students might take courses
originating at the University on the same credit basis avail-
able to those students within the live TV reception area.
Video taping will be allowed at the receiving locations for ms.ke-up
and review. This capability negates a major disadvantage of existing continu-
ing education programs. Companies must agree to erase these tapes at the end
of each term. The benefits of make--up and review tapes will also be extended
to on-campus students.
Video tapes of the live classroom TV presentations will be made avail-
able, on a delayed basis, to students of participating organizations located in
areas not reached by the live TV system. Such students will be required to meet
all entrance requirements, standards and regulations established for students in
the live TV area. Regular students taking courses for academic credit will be
encouraged to "talk-back" to the instructor once per week during prescribed of-
fice hours; this requirement may be modified by an individual faculty member to
suit particular course needs. Special registration, counseling, and advising
-...%' procedures will be provided for these students in the "video-tape only" reception
areas; included is the possibility of periodic (once-a-semester) visits to the
College Park campus for consultation and performance review purposes.
COMPREHENSIVE EDUCATIONAL PROGRAMMING
The Instructional Television Network will offer government and industry
in the Baltimore-Washington, D.C. metropolitan area educational programming designed
to meet a broad cross section of employee needs and interests. The Network will
transmit not only regular degree courses for both credit and ncn-credit purposes,
but will also transmit material tailored to meet the specialized training needs of
participant organizations. The regular academic courses will be offered primarily
during the hours of 8:00 a.m. - 6:00 p.m. daily; the non-academic courses will be
offered by DELTA primarily during the hours of 7:00 a.m. - 8:00 a.m.; Noon - 1:00
p.m.; and after 6:00 p.m.
The College Park campus of the University of Maryland offers graduate
engineering education leading to M.S. and Ph.D. degrees in such engineering fields
as Aerospace Engineering, Agricultural Engineering, Chemical Engineering, Civil
Engineering, Electrical Engineering, Engineering Materials, Mechanical Engineering,
and Nuclear Engineering. In addition, within the above fields or through appropriate
interdisciplinary planning, students may concentrate or diversify their studies to
such areas as bioengineering, applied polymer sciences, environmental and water
resources engineering, transportation and urban systems engineering, biomedical
- 4 -
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
 engineering, comps4 rrovvesp os egedasaev9~r0 of other ducational speciali-
zations with an engineering ounclHicTn. 9t?n~
course, whether graduate or advanced undergraduate, offered as a part of these
programs should be available for television transmission, assuming that it is
being offered on-campus and assuming there is sufficient interest on the part
of the off-campus, government/industry, participating students. In addition,
the instructor must be willing to teach the course on television and the
University must be able to schedule it. Every effort will also be made to
augment the programming of engineering courses with appropriate related
courses from the sciences and business-management areas as interest warrants.
The non-academic program to be developed by DELTA will consist of
a wide variety of courses that could provide for the personal development of
all segments of participating organizations' personnel. Typical. offerings
might include: computer programming, review of differential equations, basic
electronics, secretarial skills, review of business law, labor relations,
supervisory training, accounting, rapid reading, and financial management.
In short, any course government/industry believes it needs for its own pur-
poses may be programmed. When available, regular University courses will
support this program.
The policies and registration procedures for students taking
courses by television are described below. The various student categories
are listed in Figure 1.
1. Regular Student: the regular student is the fully-qualified
part-time degree-seeking or non-degree student-who is admitted to the University
in accordance with the existing requirements and standards. The regular student
may complete a major part of his course requirements for the Masters degree via
.~. televised course offerings. The regular student may take any of his courses
either by television or on campus. Fully-employed regular graduate students
may not take more than two courses per semester without special, permission
from the appropriate academic department and the Graduate School.
2. Non-R istered Option Students NRO): this category is reserved
for students who may take regular academic courses only by television (not-on-
campus) for no academic credit. The non-registered option (NRO) student may,
for example, be someone who seeks -o demonstrate his academic abilities and
qualify later for admission as a regular graduate student. Ile may also be
someone who wishes to develop his knowledge and capability in selected tech-
nical subjects, but who does not wish to participate in a recognized degree
program. Or, he may be someone who already has a degree but is in need of
updating to keep abreast of rapid changes in his field. In all these cases,
the student may wish to be tested and graded in order to ensure his full
participation or because he requires a record of performance and successful
completion for his own or his organization's records. Enrollment and record
keeping for non-registered option students will be handled by DELTA, which
will issue certificates of completion and grades if appropriate.
Permission for participation in the NRO category must be obtained
from the appropriate academic department. Although the NRO student will be
tested, graded and provided class materials, he will normally-not engage in
classroom discussion nor avail himself of professors' office hours without
prior approval and arrangement. His grades will not be allowed to affect the
Nw~ grade distribution of regular students. After the grade distribution is estab-
lished for regular student performance, NR.O students will be graded relative
Approved For Release 200/08/17 : CIA-RDP78-06213A000100010001-1
 Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
to that distribution. NRO students who perform well in competition with
regular students may subsequently petition the appropriate academic depart-
ment and the Graduate School for award of credit for courses taken, to be
applied to a regular degree program, provided they are accepted, by the
Graduate School, as a fully matriculated student.
3. Auditor: auditors may not be tested nor graded but will
receive class materials. The auditor will not be permitted to ask questions
during class nor take advantage of professors' office hours. Students who
wish to audit courses may take them only via television (unless they wish to
attend campus classes under regular University rules and charges pertaining
to on-campus auditors).
4. Seminar Attendees: any employee of an organization partici-
pating in the instructional Television Network may attend televised seminars
or other special event lectures at no cost, except that if the seminar is
taken for University credit, costs will be-assessed as though it was a regular
course. Prior notification or registration is not required. All seminar
attendees can participate in active discussion. Attendance at seminars on
campus is, of course, permitted subject to normal campus rules. Seminars
will generally be scheduled for the late afternoon.
5. Students Taking Continuing Education (DELTA) Courses: another
category of student is the employee who registers for special courses offered
through DELTA. These courses may be taught by experts from industry/government
or by faculty members of various teaching institutions. DELTA will issue cer-
tificates of completion for courses taken. In many instances, these courses
will replace current efforts to provide after-hours instruction for employees.
vow . These courses are typically the "short courses" given by many institutions
throughout the country. They are frequently three to ten day intensive effort
courses in specialized fields. The DELTA system provides a means of offering
such courses over a more extended period and at a lower net cost.
ADMINISTRATION OF TIIE OFF-CAMPUS TELEVISION CLASS
An ITV Director will be designated by the University. In order to
simplify registration procedures and other details of the program, he will
work with government and industry representatives in setting up operational
plans. All students who take degree courses by television will be registered
in the appropriate department of their major and the Graduade School in the
usual manner. Degree seeking students will be advised and administered by the
faculty in the same manner as the full-time, on-campus students. Because of
this personal contact with the faculty and the campus will be maintained.
No specific limitation on total class size (i.e., the on-campus
class plus its television extension) is presently contemplated except that
actively participating students in a class will be restricted to a manageable
number with respect to the effectiveness of the two-way communication feature
of the Network.
Participating organizations will be permitted to video-tape lectures
as outlined in the section on Video Tape Recording.
- 6 -
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
 Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
 Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
1 -_2 14
12 July 1974
MEMORANDUM FOR: Director of Training
SUBJECT : "Total Immersion" Language Training
Experiment
1. The Language Learning Center completed its three-
part Total Immersion (TI) language training experiment on
14 June 1974. You received a report on the first phase of
the project (Russian) on 17 December 1973. Following is
a brief description of the French and Spanish segments,
together with our conclusions about the experiment as a
whole.
2. French and Spanish Programs
25X1
Although there were a number of substantive
differences between the Russian program and those in
Romance languages, the basic concept remained much the
same: 12 students (determined by the capability of ,the
training facility) spent four weeks in the language with
native speakers. The target language was used exclusively
except for a weekend off at the midpoint. This format,
and the 4:1 student/teacher ratio appear to be about right.
The curriculum and daily workplan was modified somewhat
from the (Attachment A), but included
generally the same ma.x of activities.- formal grammar
sessions, vocabulary-building exercises (often with visual
aids), news discussion, lectures and discussion by native
(or near-native) speakers from the DDO, films, operations
problems, and social activities. Following are some of
the changes made as a result of thel
experience:
a. Proficiency criteria for entrance to the
program were more restrictive. We learned from
the Russian program that a range of proficiencies
from 1+ to 3+ is too wide and adopted the policy
that only students at S-2 to S-3 would be accepted.
This proved to be a much better student mix.
Restricting admission to DDO officers (as opposed
to DDT participation in the F_ I was also
25X1
25X1
25X1
Approved For Release 2005/08/17 : CIA-RDP78-062 HA000q 000q 000q q
 Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
[e. ea(a~.+. Vn4 ~~47.1~
7 t'i''? yi~~ ~ P
a positive change in the student population. We
would, however, like to have more female students
in the program. was coed and
was better for it, o ze French and Spanish
programs were all-male operations except for the
faculty.
b. Without doubt the most important change in
the French/Spanish programs was in the staffing.
We ran the two Romance language programs entirely
with resources already in the Language Center. Our
original plan, which envisioned using recently-
retired, officers for their
operations exper ise, was not fully workable. Not
only was the cost much higher to hire outside help,
but the program was less effective for the lack of
professional teachers on the staff. There is no
question that the was a success,
particularly as a p oneer ex-or but the French and
Spanish programs were significantly better because of
the professional competence of the instructors. We
were not certain how well such a demanding job would
be received by our faculty, especially since it
involved a lengthy stay away from home and families.
Total immersion programs also make extra demands on
the teachers who stay behind in the Center to handle
regular classes. But the faculty response was
gratifyingly positive. They gave extra effort
throughout the strenuous month at and worked
together beautifully as a team. o a man they
commented on how challenging they found the work;
and most felt they had grown professionally as a
result of having been there.
c. Planning for the FTench/Spanish. programs
was more extensive than for the and
materials more carefully organized. Although the
time allowed for planning was about the same, we
lost a lot in false starts because the
was building a new program from scratch. Not only
did we learn from the experience, but
the Program Directors tor t He French and Spanish
houses were the Chief and Deputy Chief of the
Romance Languages Department, both of whom were
professionally better equipped to develop such a
program than was the Director of the
did an outstanding
25X1
25X1
25X1
25X1
25X1
25X1
Approved For Release 2005/08/17:'CIA-RDP78-06213A000100010001-1
 Approved For Release 20
P78-062'3A000100010001-1
301
job of putting the programs together and carrying
them through to completion. Their pre-course
organization was so well thought out that each of
the 300 hours of training was used to good'',effect.
d. A major change in scheduling was made to
improve the programs' treatment of operations-
related language material. Where the
worked on general language skills for two wee Ks
before moving into more job-related exercises, the
French/Spanish programs started operations-related
language exercises after the first week. There
seemed to be no slowdown in the students' gains in
general vocabulary because of the change, and we
were able to spend more time on vocabulary of
direct use to the case officer.
h Romance language programs were conducted
atI (instead of F_ 7 The proximity of
25X1
25X1
25X1
o the main fact i ti es at 0 resulted in
isracting conversations with English speakers
(during the French House), but these were offset by
gains in being closer to mess and recreational
facilities.
3. Cost
25X1
Since the most expensive item in this type of
program is instructor salaries, the exclusive use of LLC
personnel reduced costs dramatically in comparison to the
Not counting costs to for normal
operating expenses (air transportation~od, general
support) comparative cost of the three courses was as
follows:
Russian: $8,258
French : $2,685
Spanish: $3,505
The use of compensatory time for some faculty Instead of
overtime pay accounts for differences between the two
Romance language programs; but either way the courses are
cost effective if run entirely with existing assets. It
seems likely that no future course of this kind would
cost more than ca. $3500 - $4000 above the LLC's normal
operating costs. If, as we propose, the Center were
to offer three or four such courses each year,
25X1
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
 Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
we would have to budget ca. $14,000 - $16,000 for them.
it seems clear that we are getting a lot for our money.
The cost of the now defunct BAHLT program, for example,
was $20,000 annually; and it contributed virtually
nothing to the Agency's inventory of useable language
skills.
4. Results
a. As in the probably the single
most noticeable gain -or a students in the program
was in speaking confidence. This is an ingredient
usually missing in normal intensive training, and
the key to reaching S-3 proficiency. In the French
program nine out of 11 students who started at
S-2/S-2+ came out as 5-3 or better; in Spanish 10
out of 12 achieved it. (Attachment I3)
b. Changes in planning and scheduling resolved
the question left over from the
of whether operations-related vocabulary could be
taught effectively while raising proficiencies to
.S-3. We are now satisfied that it can.
c. All of our questions regarding the feasibility
and potential benefits of such programs have now been
answered. We dco not know whether the difference
between the Russian and Romance programs in producing
5.3 was due to a difference in the difficulty of the
languages or to refinements made in the later.programs.
But we suspect it was the latter.
demonstrated that such programs are feasible; the
Romance language programs showed us how much they can
accomplish if they are done optimally.
d. In addition to the immediate gains for the
students involved in these courses, the Language Learning
Center gained a number of spin-off benefits from the
experiment: curriculum innovations for regular LLC
classes (including new applications of video tape),
relevant new teaching materials, professional growth
for staff and faculty participants, productive
liaison and stronger ties with our chief consumers,
and an enhanced reputation as a school that can
provide a unique service for the Agency.
5. Conclusion
The Language Learning Center now has no reservations
about the potential contribution of long-term Total Immersion
-4-
Approved For Release 2QQ5/0&17 C1A'i l P78-06213A000100010001-1
25X1
25X1
25X1
 Approved For Release. 20 68i1t7'gC$1i- RSL3P78-06213A000100010001-1
.courses to its language training mission. It is felt that
such programs could become one of the strongest tools we
have to make a direct and noticeable impact on the Agency's
Language Development Program. Although it would be
desirable to use such TI segments to shorten and strengthen
our regular full-time courses, we recognize that it probably
cannot be done, given the nature of DDO planning for overseas
assignments. We propose, therefore, to offer one program a
year in each language for which sufficient in-house staff is
available. To judge from consumer response to the
experimental project, such a proposal would be well received,
particularly if the courses are given during the months
before the summer exodus of officers to overseas posts.
For FY 1975 we have tentatively scheduled programs in
French, Spanish and German during the months of March -
Atts
Deputy CUUT, anguage earn ng Center
25X1
Approved For Release 20OW08H7 : CIA-FDP78-06213A000100010001-1
 Approved For Release 2005/08/17 : CIA-RDP78-06'213A000100010001-1
ATTACHMENT (A)
WEEK I _Day 3
0830 Grammar : The Subjunctive
1030 Exercise : Description (Students watch slides of various
people and describe what they see).
1215 Lunch
1315 News . (Each student prepares a news item to present and
discuss with his Grammar Group).
1 500 Lecture "French Cuisine" - Guest Speaker
1615 Free Time (During this time most of the students engaged in
sports together. The instructors also participated).
1815 Dinner
1900 Discussion of Tomorrow's Program
1930 Student Lecture
2000 Discussion of Technical Vocabulary (After a discussion of job-
related vocabulary, the first week's guest divided the.students
into groups of 2's and 3's. Each group prepared a skit to present
to the rest of the group. The guest gave them such topics as:
Cold Approach, Live Dead-Drop, etc).
2200 End of Day's Program.
WEEK III Day 2
0830 Grammar : Relative Pronouns
1030 News
1215 Lunch
1330 Cocktail Exercise (Role-playing)
1500 Linguistic Critique of Exercise
1700 Free Time
1815 Dinner
2000 Preparation for exercises: Walk--In, Briefing, Recruitment
(Students prepare these exercises in small groups with their
instructors and guests).
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
 Approved For Relete'~2005io$117. ~"LIA-RDP78-Odf1 gi4du0J
FRENCH TOTAL IMMERSION
2"Tl1DENT NAME
BEFORE
R S U
ATTACHMENT (B)
910001-1
AFTER
R S U
1+ 2
3
2
3 2
2
3+
3 2+
2+
3+
3+ 2
2
4
2 2
2
2+
2 2
1+
3
1+ 2
2
2
2+.2
2+
3
3+ 1+
2
3+
2+ 2
2+
3
2+ 2+
3
3
SPANISH TOTAL IMMERSION
y,4DENT NAME
BEFORE
R S
U
3+ 2
3
3 2
3
3+ 2
2+
3 2+
3
4+ 3
4
4 2+
3+
3 2
3
4 2+
3
5 2+
3
4 2+
3+
2 2
3
4 2
3
3 3
4 4
3 3
3 3
2+ 2+
2+ 3
3 2,+
3+ 4
3 3
3 3
3+ 3+
AFTER
?R S U
4+
3
3+
:3+
3
3+
3
2+
3+
3
3
3+
5
.3+
4
it
3
4
3
3'
3+
4+
3
4
5
3
3+
4+
3+
4
3
3
3+
4
3
3+
25X1
Approved For Releas 00510 ~ 0 -A-RDP78-0621
 p -? r3 W
For Approved For ReI~jCIA-RDP7$-0Q213A0001Q00101-1
9 July 1974
I Et p.M, U4 FORt
scni : Total Tm rsion Langgu
1. in confiiz Lion of our telephone discussion with
of your staff, the language learning Center would like to reserve
for total i rsion an uage training programs as follows:
French 24 February - 21 Perch
Spanish 7 April .. 2iay
German s 26 May - 20 June
in the light of vV own discussion with you, it is understood that
wr-11l be vacated irmze:c1iately after lunch on the final Friday
c ea of the programs to permit custodial personnel .to prepare the
facility for the ensuing activity the folling week.
2. If these arrn.gew nta are not possible, please let me kncFw
as quickly as poasible as we must begin now to integrate the scheduling
of our personnel and other wage programs with those of the total
irmarsion programs at the
Chief, IanguaSe r
25X1
25X1
25X1
25X1
ograms for FY 1975
Approved For Release 1Ot )OSti 2' `Cik-RDP78-062
 Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
 Approved For Releas
a
MEMORANDUM FOR: Director of Training
25X1
25X1
25X1
25X1
SUBJECT . Report on the
Persuasion Ski s
Summary
WENT,
RDP78-06213A000100010001-1
11 April 1974
(Pilot Course in
1. The pilot course was run for 13 officers from 25-29 March
The class included DDO, OTS/BAB, OMS/PSS,
and OTR officers, among whom were a number of skeptics. By the third day all
seemed convinced the analytical method and use of the target's viewpoint as
the point of departure were solid advances and set the stage for a flexible
sequential recruitment approach to a target. Critiques were uniformly favor-
able without being euphoric: all of the participants believed the course,
modified in its terminology and with Agency-oriented examples, should be
included in our training. Specific recommendations to this effect are
included below. DDO officers will be making their recommendations to the
ADDO via DDO/TRO who will rece:,ve a copy of this memorandum. Costs may be
initially relatively high, but in view of the consensus on the benefits of
the course they are considered minimal.
Objective
2. The objective of this trial course was to determine whether the
in persuasion was adaptable to the needs of the DDO
and could be incorporated into our training curriculum. This course was the
culmination of a long series of explorations to attempt to fill the void in
OTR training in the human relations side of our business, particularly in
agent recruitment. Both students and faculty have long recognized the excel-
lence of OTR's training in the mechanics of "case officering" but many have
also felt a distinct gap in OTR's handling of the human communications skills
as applied to clandestine operations.
Class Composition
3. The class was made up of 13 officers, GS-13 to GS-15, representing
all area divisions except NE, whose nominee was unable to attend, the DDO/TRO,
-1 ALT, OMS/PSS and OTS/BAB. The DDO officers were selected because of their
Appro4'
I 1A-RDP78-06213A000100010001-1
25X1
25X1
25X1
 Approved For Release 20 f/ U.RDP78-0621 3A0001 00010001-1
Col
interest in the subject. All were approved for attendance by the ADDO.
The.,behavioral scientists were included both for their special relation-
ships with the DDO and in the realization that if the course were to be
adapted, their help would he needed. We also wished to insure that sound
psychological principles were being purveyed. It was unfortunate that no
one from the Management and Administration faculty was able to attend the
course, though its management application is obvious and well tested in
private industry. (See student roster, attachment A)
The Course
4. The "system has two phases - the analysis and the presentation.
The analysis is performed by identifying those things the target is doing
which we would like him not to do, then the actions we would like him to
take and the benefits which would accrue to him if he adopted our desired
actions and the losses he would suffer if he does not. It isolates his
own known or probable objectives and identifies the conditions beyond his
control which may cause him unfavorable results if he continues his present
actions. It takes cognizance of the most often encountered reasons (both
rational and emotional) why people reject proposals made them. Once completed,
the analysis, in its columnar form, provides a sequential basis for the
presentation, "pitch" or appeal. The entire approach operates from and
around the viewpoint, the goals and objectives of the listener or target
himself.
5. Roughly the first two days were spent familiarizing the class with
the structure of the analysis system, the most common obstacles encountered
and means of assessing them. For the next two days the class applied the
system to actual cases out of their experience and engaged in some role playing.
The last day was spent almost entirely on a single current case faced by one
member of the class, with everyone contributing to the analysis phase and
the instructor and the student concerned doing the role playing. The officer
concerned felt that the experience gave him new insight into his target and
some ideas for changing his approach. Use of this current and unsolved
example was most effective with the class.
6. This course usually lasts two weeks. For our purposes 0 com-
pressed it into one week. He had prepared himself extremely well having
capitalized on his briefings and done some independent reading of both
Allen Dulles' and Lyman Kirkpatrick's books. He seldom slipped in his use
of terminology. There was nevertheless some interpretation necessary as
the class laid out its examples, I had to change some of his business-
oriented emphases. This was done smoothly and with no loss of class interest
and enthusiasm. The shortened time span deprived the group of some of the
role playing experience they would have had in the regular length course.
25X1
Approved For Rel p; W,
98147 : CIA-RDP78-06213A000100010001-1
UAL &
 Approved For Release 2005/08/17 CIA-RDP78-06213A000100010001-1
Student Evaluations
7. The following evaluation form was used:
(1) Does this course meet its objective: i.e.,provide the
student a useful and practical "system" for dealing with
others?
(2) How relevant is this system in the operatinnal context.?
Would you recommend modification to make it more so?
If so, please explain.
(3) Do you think your contemporaries might have profited from
such a course early in their careers? (Do you know of
instances where a recruitment attempt failed because of a
disorganized or faulty approach?)
(4) What new techniques, insights or procedures did you learn
from this presentation?
(5) Do you think that the =system would have applied in
foreign cultures you worked in, provided you knew the
cultural differences involved and took them into account?
(6) Do you think this course could or should be incorporated
into the Agency's operational training scheme? If so, at
what levels?
(7) If no to above, is any part of it adaptable to our operations
training?
(8) If no, does it suggest directions in which OTR might look with
respect to training in persuasion skills?
(9) Do you see such a course, or variations thereof, as more
readily adaptable to a small group of recruitment specialists
or to the case officer group at large?
(10) Please make any further comments you may desire.
8. The students' answers to questions 1, 2, 3, and 5 were unanimously
affirmative. As regards question four, the students felt that, while SAT's
identification of basic psychological principles and techniques of interpersonal
relationships was sound but not new, its systematic analysis was both new and
productive. In replying to question six, most of the students said that the
full course should be made part of the AOC where the students have live exper-
ience to draw on, and that an abbreviated version should be included in BOC,.
A-RDP78-06213A000100010001-1
Approved For ReleAU "f (fi At,
 J Ij I I IT,
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
Costs
11. Following the training of instructors, the Agency will be charged
$100 per student by SAI for the use of its copyrighted materials. It will
be necessary to negotiate the details of modification with Q Once
the instructors are trained, and using the AOC as the principal vehicle,
the course would cost OTR about $4500 per year, considerably less than is
now spent for the Managerial Grid.
25X1
25X1
CNAF1ETIAL
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1
 Approved For Release 2005/08/17: CIA-RDP78-06213A000100010001-1
25X1
stressing the analysis system but omitting the discussion and role-playing.
One student said that all case-officers should have this training at one
point or another, and two others recommended sending instructors overseas
to teach the system to case officers who are having recruitment problems.
One student even suggested an Advanced Recruitment Seminar. None of the
students favored restricting the training exclusively to a small group of
specialists, as suggested in question nine, but three of them did suggest
offering the course first to a select group, after which it could be opened
to a larger number.
9. The DDO/TRO, who himself took the course, has been furnished copies
of the critiques. He will forward these to the DDO, together with his
recommendations, through proper channels. Given the interest in this course,
its apparent usefulness to the DDO, and the probable costs involved, it is
strongly recommended that the critiques (Attachment B) be read in their
entirety.
Recommendations
10. Based on the class reactions and our own observations, we recommend:
a) The course be accepted and modified in conformity with Agency
i
ons.
terminology and containing Agency illustrat
That plans be made to incorporate the course in its complete
form into the AOC, as soon as modifications and instructor
training permit.
c) That be engaged at $1500 per student to train five or six
tors
i
OTR officers and two
.
nstruc
or three DDO officers as :
That OTR consider defraying the cost of training, two or three
DDO officers who might then be sent to a few selected field
stations to train officers engaged in recruiting problems.
This could be the most effective means of evaluation possible:
the problems would be real and current and there would be no
gap between the training and the application.
e) That no precipitous move be made to incorporate the course into
d evaluated
d
own an
the BOC until it has had a chance to get shaken
in the AOC.
That great care be used in selecting instructors - they should
have enthusiasm, fairly extensive recruiting experience, and
those on rotation with OTR have at least two years left to serve.
Approved For Releas"'!P'jWjj h-RDP78-06213A000100010001-1
 Approved For Release?2005/08/17 : CIA-RDP78-06213A000100010001-1
ATTENDEES AT TRIAL COURSE ON PERSUASION SKILLS
5-29 March 1974
SB
WH
PS
EUR
EA
GS-13
GS-13
GS-14
GS-15
GS-13
GS-14
GS-15 (DO Careerist)
GS-15 (DO Careerist)
GS-13 (OTR Careerist)
GS-15 (DO Careerist)
GS-14 (DO Careerist)
OTS/BAB GS-15
PSS/OMS GS-12
Approved For Release 2005/08/17 : CIA-RDP78-06213A000100010001-1