5TH ANNIVERSARY OFFICER OF TRAINING

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP62-00939A000100020003-6
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 19
• Document Creation Date: December 19, 2016
• Document Release Date: September 19, 2006
• Sequence Number: 3
• Publication Date: January 3, 1951
• Content Type: REPORT

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THE FIRST FIVE YEARS
OF THE
OFFICE OF TRAINING
THE BEGINNINGS
Creation of the Office of Training: The Director of Cen-
tral Intelligence asked Matthew Baird to come to Wash-
ington in October 1950 and proposed that he join the
Agency in order to establish a career corps within it. This
mission involved two separate approaches: (1) selection
of employees already on board for such a corps; and (2) re-
cruitment of young men and women who would enter the
Agency as internes, prepared for a period of rigorous train-
ing before assignment to any task.
When, however, Matthew Baird assumed his duties on
3 January 1951, he found his responsibilities broadened.
He had been appointed Director of Training. On 19 Jan-
uary 1951 a special regulation assigned him these specific
functions in support of his mission: selection of qualified
employees from all sources for career development and
initiation of Agency training operations as need arose.
The Assets: The new Director of Training was a mem-
ber of the Office of the DCI. In the DD/P Office at this
time was a small but firm Training Division dating from
OSS days. Under the joint staff direction of both OSO
and OPC, it had built up a curriculum of orientation and
operational courses, and at this period was deep in several
projects that entailed training of large numbers of people
in paramilitary and political warfare techniques. The
Director of Training had no immediate interest in assum-
ing control of this group; it was capably managed. In
the DD/I Office there was no training organization at all.
The immediate problem of the Office of Training was to
establish a concept of what a career service in intelligence
was, to provide a means of selecting people for a career
service and select them, and to erect a structure of courses
that would support the fundamental concept. To do
this it had no personnel and no precedent. What pre-
vious training had been done within the DD/I Office had
been largely external: attendance at an external language
school or enrollment of small numbers in the schools of
the Military Services.
The Early Development: On 3 January 1951 when the
Director of Training took office formally he had a staff
of two, a stenographer and an assistant. A month later
he had only five members, but he had already begun to
develop a training organization. The Office of Training
offered the first CIA Orientation course in February; in
May it began to offer professional but unclassified training
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to people awaiting full clearance and established the first
Clerical Refresher course; in June, in cooperation with the
Office of Personnel, it began to train clerical workers
awaiting clearance.
At the same time, the Office was busy on its chief mis-
sion: the creation of a Career Service Program. The Office
established standards and the means of selection of young
college graduates who would become the Junior Officer
Trainees. Next, it was concerned with a career plan to
identify about 30% of the people on board and permit
special training for them. Finally, it had the task of pro-
viding the mechanisms for the operation of the career
plan: courses, rotation, and on-the-job training.
The first class of Junior Officer Trainees was assembled
and put through its first training course, the Basic Orien-
tation course of 14 weeks, in July 1951. By fall the first
of these trainees were entering on office training; some of
them went directly to operations. The Offices to which
they were referred accepted them gladly; the high abil-
ity they displayed and their drive and energy were
exceptional.
In recruiting these young college graduates, OTR faced
the hurdle of the draft; young men who had been deferred
from the draft till after their college careers were being
picked up for a two-year tour of duty. By agreement with
the Services, OTR arrived at a plan whereby its new re-
cruits eligible for the draft had the opportunity to enter
Officers' Candidates School, receive commissions, and
serve from six months to one year in the field. They
finished their period of military service within CIA. The
results were very satisfactory: the Services were pleased to
have the extra officer talent; the Junior Officers received
valuable military experience; CIA was able to recruit
young men it otherwise would have had to forego.
Career Service Plan: On 3 July 1951 the Office of Train-
ing submitted to the Director of Central Intelligence a
"Proposal for the Establishment of a Career Corps in CIA."
It established the outlines of the Junior Officer Program
and proposed methods for the selection of a career corps
from those who were already members of CIA. The Junior
Officer Program was accepted as a pilot plan for a career
service. The Agency did, however, object to the idea of
an exclusive corps selected from present members. A spe-
cially appointed committee worked through task groups
for a year and in June 1952 presented for the DCI's ap-
proval a more inclusive plan, administered by Office Career
Service Boards, that permitted application for the career
service after three years of duty.
Language and External Training: Fundamental to the
idea of a career service is knowledge of language and area.
Before the creation of the Office of Training, the Agency
had tried to satisfy this demand by assignment of students
to outside institutions, but had run into difficulties with
security. The Office of Training formally explored the
means of external training, worked out secure government
and private contacts, and began an increasing list of
assignments to selected institutions. Since this process
was expensive and potentially dangerous from a security
standpoint, OTR began very early to establish its own
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means of instruction in preparation for increasing num-
bers of students and widened demands for many lan-
guages. It was offering instruction in four languages in
the spring of 1952; by fall of that year it had established
its own language laboratory to supplement its own courses
and to provide for private study by students.
The Office of Training also took under its control all
contacts for external training, establishing quotas at
service schools, publicizing opportunities, and widening its
contacts slowly and carefully. Centralizing the function
of external training made possible the establishment of
standards of admission and evaluation of both course and
student.
Clandestine Training: The Training Division of the Of-
fice of Special Operations had been in existence since the
end of the war. It had developed under its own chief a
small staff of instructors, and offered a limited curricu-
lum, that consisted of an Orientation Course, a basic
Operations Course, and a course in Advanced Operations.
The school struggled with such difficulties as getting
sufficient classroom space and qualified instructors. The
pressure of operations was at this time great enough that
training was frequently ignored in favor of getting a man
overseas. In 1949 this Training Division also undertook
training for the recently created Office of Policy Coordi-
nation. This Office foresaw requirements for training in
and Paramilitary
work. It evolved successively three projects, each of
which demanded the training of large numbers of recruits
and the acquisition of field or safehouse facilities.
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The Office of Training became involved in these projects
when in the summer of 1951 the Training Division of
DE0/13 became part of OTR under its own Deputy Director,
and with a large autonomy in its own administration.
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THE MIDDLE YEARS
Organizational Changes: The year 1953 was one in which
functions were clarified, strengthened, and combined.
The Assessment and Evaluation Staff, heretofore divided,
became a single staff serving the whole office. This staff
could now broaden its base of operations, conduct more
effective research, and extend its standardized system of
evaluations across the board. The new employee of CIA
began to pass through a series of tests and assessments
as he entered on various phases of his new career. They
were designed to reveal the innate bent of the subject
and direct him to the positions where he could best serve.
Supporting Services: This year, too, saw the develop-
ment of a series of supporting services that lent intensity
to the instruction in courses and improved the means of
communicating information. The Office of Training had
its own autonomous library with a research section avail-
able to prepare bibliographies on subjects suggested by
instructors and ready to secure for them the materials
they needed. It had its own visual aids section to prepare
charts, graphs, demonstrations for class work, and an
audio-aids section, with a staff to maintain the language
laboratory machines, to monitor the showing of films of
all types, and to handle debriefings. It had begun to
develop its own training films to drive home the points
of instruction in doctrine and techniques and was getting
ready to make full length films on types of operations
never filmed before. It could therefore demonstrate to
neophytes actual conditions of operation which otherwise
they would have to experience in straight transition from
theory.
Career Service Program: In this year also the Career
Service Program was launched in final form. The JOT
Program was now operating as a complete pilot plant.
The Junior Officers were now kept on OTR slots until they
had had full preparation for an Agency career. They took
basic courses, were assigned for periods of on-the-job
training to various offices, returned for additional formal
instruction, and when finally assigned were trained in
depth as well as breadth.
In-Service Training: In-service training had also taken
on a new significance. With the establishment of the
Career Service Program, OTR began an Agency-wide pro-
gram to explain the administrative base for the new
Service. After a long series of seminars given at all levels
of supervision, it began to offer in 1953 two courses in
Management Training. Its Clerical Refresher course and
its Clerical Induction training had begun to raise the
level of clerical work and also form the basis for promo-
tion. OTR had, finally, developed various other courses
basic to intelligence: courses in Intelligence Writing, and
in Intelligence Briefing, in Effective Writing, in Reading
Improvement.
The Field Base: The most significant advance took place,
however, in training for the Clandestine Services. When
requirements for paramilitary training vanished, the Of-
fice of Training seized on the opportunity to advance its
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separate schools and set up three staffs ministering to
them and supporting the Director.
The Office's Catalogue of Courses now could present four
articulated curricula, with prerequisites for each course
stated. Through the Basic School it could offer a single
orientation course for all newcomers to the Agency and
then progression either through the Operations School
or the Intelligence School. The Language and External
Training School could serve all Agency employees. Spe-
cial courses assigned to appropriate schools now provide
types of orientation work of Agency-wide significance;
others indoctrinate members of the IAC Agencies. OTR
is undertaking Departmental Briefings for members of the
IAC, briefings for dependents going overseas, a review
briefing on CIA structural changes for those returned from
overseas. It offers an introduction to the theory of Com-
munism in its Basic Orientation, a full length intensive
course in the revolutionary theory of Communism and
the mechanisms by which it works, and a course in oper-
ations against Communist organizations. It has a pro-
gram for briefing important State personages on the
mission of CIA abroad before they leave for overseas, and
special courses for members of the Armed Forces. For
Agency people, OTR offers a course which gives them a
knowledge of CIA war plans and the relationship of CIA
to the Services in time of war.
It offers a full schedule of language courses and has the
facilities for getting instruction for Agency members in
rare or unusual tongues. It has also begun to offer area
courses.
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ACCOMPLISHMENTS
The Operating Plant: The Office of Training is now so
organized and so manned that it can meet the routine
demands levied upon it and yet remain flexible enough in
its approach so that it can reply to unusual requests, or
concentrate on the type of training demanded in an emer-
gency. It has an unused physical potential at
which could be used for the training of the pro-
posed Action Cadre, for concentrating all tutorial training
for indigenous people, or for becoming a wartime training
center. Such an expansion of training would demand
new facilities and an increase in the training staff, but the
basic methods of instruction, the core of a curriculum for
these expansions, and the nucleus of a trained faculty
already exist. The Office of Training could work toward
a new goal assigned it without trial and error or costly
experimentation.
At Headquarters, the Office has in its Intelligence School
a not fully utilized capacity for training in the principles
and techniques of national intelligence. From its earliest
years, the Office has held to the idea that this type of in-
telligence, new to the United States, needed the support
of a professional school similar to the Graduate Schools
of the learned professions, or to the National War College
of the Armed Forces. Only through such a school can
a common doctrine be established and taught, the new
profession be given the dignity it deserves, and its practi-
tioners secure the satisfactions of professional men. It
has laid plans for a University of Intelligence that
shall provide neophytes with an understanding of the
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basic tenets of the profession, give courses that will enable
practitioners to improve their skills, and hold seminars
for the advancement of doctrine and the development of
greater efficiency in practice.
The Junior Officer Trainee Program: In its JOT Program
the Office of Training has to a large extent realized its
ideal of making training integral to a career, since it can
hold the Junior Officer on its own rolls until it judges he
is competent enough for permanent assignment. Under
this system of training the Junior Officer may remain
unassigned for from six months to two years while train-
ing courses alternate with on-the-job training. Under this
system, too, the Office can develop the true specialist;
it has found that the long period of academic work that
is necessary to acquire special knowledge of an area and
its languages is particularly suited to the young Junior
Officer and it is holding some of them two years in the
program for this purpose.
Moreover, in its Junior Officer Program the Office is
aiming at creating an intelligence officer with as wide a
horizon as his capacities permit without sacrificing depth
in his area of projected assignment.
Relation to Career Service: The Career Service Plan
proposed by the Office of Training and as exemplified by
the JOT Program was exclusive, dependent upon severe
selection and hard training. This plan had prototypes in
the academic world, the business community, and in the
Military Services particularly. The plan adopted by CIA
differed markedly from that of the Office of Training be-
cause basis of selection was very wide. That plan is still
in the formative stage of completing selections and its
real impact upon the Office of Training cannot yet be
determined. When the whole stage of selection has been
completed, the Agency faces the need for planning the
careers of those selected; in this planning, training should
play an important part. At that time, when the career
boards of the various Offices must determine the criteria
of promotion, and set up programs for the development
of talent, the Office of Training should receive a new influx
of students. In the Junior Career Development Corps,
the Office of Training sees a parallel to its JOT Program
that is already having its effect upon training courses.
Relation to Agency: For the first four years of the
existence of the Office of Training, the Director reported
directly to the DCI. This placed what was essentially an
experimental device, the new Office, in an advantagous
position for growth and development. Early in 1955,
upon recommendation of the Inspector General, the Office
was brought under the Deputy Director (Support). The
arrangement provided it directly with logistical support
but permitted the independence necessary for working
with the Offices of the Agency in its task of clarifying
doctrine and disseminating that doctrine through its
schools.
Conclusion: The Office of Training has been entrusted
with a mission perhaps unique: training the personnel
of a large Agency under conditions of tight security in
techniques heretofore usually imparted tutorially or only
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to small groups. It can report that in the past five years should indicate a growth of a common understanding and
enrollments in all of its courses * totaled 34,455. This a common language throughout the Agency.
* Exclusive of National Intelligence Orientation and CIA In-
troduction.
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INTERNAL
EXTERNAL
WINTER MONTHS
NO.OF STUDENTS
250
200
150
100
50
MONTHS OF 0
THE YEAR JULY S
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NUMBERSoFEXTERNAL
AND INTERNAL LANGUAGE
TRAINEES, 1951-1955
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A AND E STAFF
LABORATORY
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LANGUAGE LABORATORY
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SCHOOLS OF OTR
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MANAGEMENT PROGRAMS
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READING ANALYSIS
1 READING IMPROVEMENT (FRENCH)I
AFRIKAANS HUNGARIAN RUMANIAN
ARABIC INDONESIAN RUSSIAN
BULGARIAN ITALIAN SERBO-CROATIA!
CHINESE JAPANESE SPANISH
CZECH KOREAN SWEDISH
DUTCH NORWEGIAN THAI
FRENCH PERSIAN TURKISH
FINNISH POLISH URDU
GERMAN PORTUGUESE VIETNAMESE
AREA
BASIC COUNTRY SURVEY - BURMA
BASIC COUNTRY SURVEY - GERMANY
REGIONAL SURVEY - ARAB STATES/ISRAEL
REGIONAL SURVEY - ECON.DEV./S.E.ASIA
REGIONAL SURVEY - WVQTPNlOPE
AMERICANS ABROAD -
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READING IMPROVEMENT
INTELLIGENCE WRITING
INTELLIGENCE BRIEFING
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SCIENTIFIC INTELLIGENCE
WORLD COMMUNISM
INTELLIGENCE PRINCIPLES AND METHODS
EFFECTIVE WRITING
ADMINISTRATIVE REFRESHER
INTERVIEWING AND REPORTING
INSTRUCTIONAL TECHNIQUES
CLERICAL COURSES
MANAGEMENT COURSES
ADMINISTRATIVE COURSES
BASIC ORIENTATION
INTELLIGENCE SCHOOL
BASIC SCHOOL
CLERICAL REORIENTATION
CIA REVIEW
DEPENDENTS' BRIEFING
CLERICAL ORIENTATION
CIA INTRODUCTION
ORIENTATION COURSES
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OPERATIONS FAMILIARIZATION
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OPERATIONS SCHOOL
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