AGENDA FOR THE 31 AUGUST 1983 EXECUTIVE COMMITTEE MEETING: (1) 1985 PROGRAM REVIEW (2) EXECUTIVE TRAINING PROGRAM

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP85M00364R000500710003-9
• Release Decision: RIPPUB
• Original Classification: C
• Document Page Count: 14
• Document Creation Date: December 20, 2016
• Document Release Date: January 30, 2008
• Sequence Number: 3
• Publication Date: August 24, 1983
• Content Type: MEMO

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EXCOM 83-010
24 August 1983
MEMORANDUM FOR: Executive Corrrnittee Members
FROM: Executive Assistant to the Executive Director
SUBJECT: Agenda for the 31 August 1983 Executive
Coninittee Meeting: (1) 1985 Program Review
(2) Executive Training Program
As you know an Executive Committee Meeting to review the
1985 Program is . u ed for Wednesday, 31 August, at 1400-1530
hours in Background papers will be
provided as soon as they are completed by the Comptroller. The
Executive Director wants the Executive Committee to consider a
proposal for a new Agency Executive Training Program at this
session. Attached is an OTE.proposal, as well as DDI and''DDO
papers prepared on this subject, for your review.
Attachment:
As stated
cc: Inspector General
Comptroller
-vL) L-4,1 ,1SAL
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CONFIDENTIAL
19 August 1983
OTE '83-6303
VIA:
-FROM:
Deputy Director for Administration
Director of Training and Education
SUBJECT: Executive Committee Consideration of Executive
Training
1. The Issue. On 31 August 1983 the Executive Committee
will consider an OT&E proposal for a new Agency executive
training program. At issue is the kind of training OT&E should
offer to meet the Agency's needs for executive development.
2. Background. Since January 1983, the Executive Develop-
ment Staff of OT&E has been studying this issue.
-- The study began with a survey of 20 external programs
to determine how other agencies develop their executives, and
what training courses are available in other agencies and at
various academic institutions.
-- In April, at a conference convened by the Center for
the Study of Intelligence, participants (GS-15 to SIS-3) 25X1
identified and explored issues related to executive develop-
ment. Their observations and suggestions were circulated to the
Deputy Directors and their associates, and to the chiefs of
offices, area divisions, and major staff elements throughout the
Agency for review and comment.
interviewed regarding their views on the effectiveness of CIA's
program for senior officer development, on the competencies
required of Agency executives, and, more specifically, on the
Agency's needs for executive training.
-- In studying the results of these interviews, OT&E
discovered considerable ambiguity and diversity in perceived
needs. We developed a number of options designed to accommodate
these differences. These options--with a proposal recommended by
OT&E--were circulated to the Deputy Directors in a memorandum
dated 14 June 1983.
of these senior officials were then
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CONFIDENTIAL
SUBJECT: Executive Committee Consideration of Executive Training
3. Observations. OT&E offers the following key
observations and conclusions derived from its study.
Executive development is a problem of growing pro-
portions in the Agency, requiring the immediate and continuing
attention of top management to ensure that CIA will continue to
have leadership of the highest quality. (See data in tables at
attachment A.)
-- Many executives consider the Senior Officer
Development Program as currently constituted as not the best
possible approach to selecting, training and developing an
executive force that will enable CIA to"meet traditional
standards of excellence.
-- Because of the diversity in functions and experience
of the various directorates., a centralized Agency-wide program
for executive development would be difficult to implement and
generally is not acceptable to the career services.
-- The range of developmental needs is reflected in the
large number of key executives at or near retirement age, the
relative youth of others, and the number with less than ten years
of Agency experience.
-- Complicating this picture is a trend toward greater
specialization in some directorates, and the reduced opportunity
for junior officers to serve in assignments outside their basic
career services. Our next leaders are not likely to have the
breadth of experience of those currently in SIS-3 and SIS-4
positions. Opportunities for such assignments and changes in
career among officers at the GS-15 and SIS-1 level are
increasingly rare.
-- Finally, we conclude that, to be most effective as an
executive, an Agency officer's career should include a pro-
gression of challenging developmental assignments in his/her
basic career service, and if possible, at least one assignment
outside that service to broaden one's Agency perspective. These
on-the-job experiences should be complemented by internal and
external training courses to help familiarize officers with
concepts and techniques that can help him/her perform effectively
at the executive level. Such preparation can help the officer
make the shift to an executive perspective, and enhance his/her
competence at managing complex intelligence activities.
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SUBJECT: Executive Committee Consideration of Executive Training
4. Proposed Executive Training Program. After considering
-the various training options outlined in our 14 June 1983
memorandum, and given the diversity of developmental needs found
in the career services, we recommend a flexible training program,
-comprising a core course to be attended by all officers on their
initial appointment to an SIS-level position, supplemented by a
series of specialized, elective seminars and mini-courses open to
all officers in executive positions. (See attachments B and C
for training options and OT&E's.proposed curriculum.)
-- The core curriculum would focus on those skills which
are in the purview of most Agency executives, such as dealing
with Congress, planning, delegating, preparing a budget, etc. It
would give them an Agency outlook, and help them make the shift
to an executive perspective from which they can focus more on the
conceptual level, and on integrating the work of their component
to the rest of the Agency and the government. It would provide a
training experience that would be common ultimately to all Agency
executives. By limiting the core course to SIS-level officers,
we would reduce the "miss rate" experienced when we attempt to
train prospective executives in the larger population of GS-14s
and 15s.
-- The electives would be organized in close
consultation with the career service panels, in an effort to
tailor what is offered to the needs of individual officers and of
the components. These multiple training opportunities will help
broaden officers in certain skill areas, and provide knowledge
where their prior experience may not have prepared them
adequately to function at the executive level.
5. Views of the Deputy Directors. The DDI and the DDO
responses to our 14 June 1983 memorandum are attached. The DDA
and DDS&T requested that we brief their staffs on the issue.
Directorate reactions to our proposal were generally positive,
although some differences were expressed regarding implementation
strategies. (See attachments D & E.)
6. Action Requested:
-- We request that the Executive Committee approve the
OT&E executive training proposal.
-- We further request that the Executive Committee
members agree that the Career Services should review their goals
and activities aimed at developing the next echelon of executives
with a view to discussing with OT&E representatives the training
needs of specific candidates. Discussion would center on the
OT&E curriculum, but could also include consideration of external
training or other developmental opportunties as well.
3
CONFIDENTIAL
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CONFIDENTIAL
SUBJECT: Executive Committee Consideration of Executive Training
-- The Executive Committee may also want to-consider
whether a broader, more comprehensive review of the professinal
and executive development needs of the Agency is needed. Our
-brief study, although focused on training, suggested that in many
_respects the Agency has not kept pace with other Federal services
nor with much of industry in these fields. In our survey, we
-heard too often that top officers--or the best ones--can't be
spared for assignments intended to provide the breadth of outlook
and experience needed by future executives. Training can
substitute for some of this, but other initiatives beyond our
purview may be in order.
Attachments:
Al-A5 - Executive Survey Background Data
Bl-B3 - Survey Responses on Training and Competencies
C - Proposed Executive Training Curriculum
D - Memo from the .DD I
E - Memo from the DDO
Distribution:
Original & 21 to Addressee
1 - Executive Registry
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AiiacnmenL C
Outline for Two/Three-Week Course for New SIS Officers
Course Objectives:
1. To help new SIS officers make the conceptual shift to an
executive perspective.
2. To heighten awareness of the international and domestic
-context for Agency activities.
3. To enhance the individual's competencies for managing
resources and activities in support of Agency goals.
4. To foster a collaborative, team approach to resolving
Agency management issues.
5. To help build a common experience base for Agency
executives.
Topics to be Covered:
I. External Environment:
Challenges to U.S. national security interests.
Domestic issues affecting national security policy.
The interaction of intelligence with the policy
process.
CIA and the Congress.
CIA and the law.
II. Managing the Intelligence Process:
Human resource management
o Issues in recruiting, retaining and developing
people.
o How to use Agency personnel management controls and
systems.
Regulatory issues and pitfalls confronting the
executive.
Strategic planning and the budget process.
Managing large programs.
Specific management and resource issues
o Collection, technical versus human.
o Improving the quality of analysis.
o Trends in covert action.
o Impact of technological. trends on the executive.
III. Executive Perspectives
On becoming an intelligence executive -- personal and
professional growth.
Executive leadership -- using power and authority
judiciously.
Ethics and the intelligence profession.
The changing role of the Agency -- managing the future.
Corporate wisdom -- goals and views of top management.
Risk -- and taking responsibility for decisions.
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aI
EXECUTIVE TRAINING ELECTIVES
The following list is representative of the kinds of
training modules that could be presented as part of an executive
development program. These short courses could either complement.
or substitute for an executive overview course. Course-content
can be adapted to the specific interests and needs of the
participants. Additional subjects can be added as necessary.
A. Dne Week Courses
These seminars and workshops provide a more in-depth
coverage of types of executive management topics introduced in
the two/three-week core curriculum. They would require greater
student involvement (through case studies and outside
preparation) and would focus on Life competencies identified as
necessary for effective performance in senior executive positions
in the Agency.
1. Creative Problem-Solving: Covers a variety of
approaches to problem-solving at the executive level,
including ways of analyzing the problem and gathering
information to lead to more creative and effective decisions.
2. Planning, Budgeting and Financial Management: The
use of strategic planning as a device for management control;
our budgetary system; and the mechanics of the budget
process.
3. National Security Policy and Processes: The
national security and foreign policy formulation process, and
how intelligence is used in support of that process.
4. Organizational Change and Development: How the
Agency executive relates to the work of the organization from
a macro or institutional perspective. Would cover
organizational maintenance, introducing change and
innovation, organizational reform, and evolving role of the
executive.
5. Program/Project Management and Evaluation:
Instruction in the principles of managing mega-programs,
major projects and other large-scale organizational
activities. Program planning, evaluation and control,
contract management, how to manage well with limited staff
resources.
6. Information Management: Recognizing the special
role of the Agency as a supplier of information, this course
would review executive skills relating to information
resource management and office automation.
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7. Personnel Management Systems and Career
Development: Looks at personnel management from the
perspective of an executive, focusing on Agency systems and
controls, exploring career development as an element of
personnel management, examining the stages of professional
and career development and processes such as managing a
career service panel, ranking and performance evaluation.
B. -One/Three-Dav Courses
Short symposia involving some outside preparation or
readings.
1. Covert Action (CA): Covers the current status of
our CA, our capabilities, techniques, and perspective of
future trends. Also addresses how CA programs are initiated,
approved, managed and implemented, the role of Congress,
political considerations, and what CA can and cannot do.
2. Intelligence Collection in the 1990s: This seminar
focuses on changes in the environment for technical and human
source collection, and initiatives being considered to meet
this challenge.
3. Quality of Intelligence Production: An-examination
of the issue, including consumer reactions (speakers), the
status and findings of recent product evaluation activities,
management views on current qualitative trends, an exercise
in product evaluation, and the effectiveness of Agency
efforts to improve the quality of analysis.
4. CIA and the Congress: A workshop on the interaction
of CIA with the Congress, covering,roles of relevant
committees, Agency responsibilities to the Congress, budget
and oversight implications, and guidelines for Congressional
presentations. Includes talks by senators, representatives,
staffers, and appropriate Agency executives.
5. Automation: Examines the human and organizational
impact of the computer revolution.
6. Seminars on Substantive Issues: Reviews of major
foreign trends or issues affecting U.S. interests with
respect to (for example) Soviet policy, the strategic
balance, the Middle East, international economic develop-
ments--using outside experts from the media, academe, and
policy agencies as well as Agency specialists.
7. Understanding Economic Chan: Explores topics
-found to be important to the Agency executive in the fields
of national and international economics.
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8. Understanding Technological Change: Examines topics
found to.be important to the Agency executive.
? C. Executive Skills and Personal Development
Allows participants to focus on improving practical skills
that they will use in their jobs.
'1. Writing for the Executive: A workshop focusing on
the principles of rhetoric, plus selection of the appropriate
form and writing style for different readerships. Methods of
clear, concise expression would be practiced.
2. Oral Presentations: 'A workshop to assist the
inexperienced executive who must give briefings to Congress
or make public addresses. It would cover techniques, the use
of briefing aids, and practice in oral presentations.
3. Computer Skills: Examines how computers can be used
to support executive management, including hands-on exercises
with a variety of useful programs.
4. Executive Health: This seminar would include an
executive physical examination and personal risk
assessment. Physicians from OMS would discuss factors such
as diet, exercise, and stress in executive performance.
There would be an opportunity for individual counseling.
5. Conflict Resolution/Negotiation: An ability to
arbitrate and resolve conflicts within one's own organization
and negotiate with others is one of the key competencies of
an executive. This workshop would introduce some techniques
and provide some practice in their use.
6. Guest Speakers on Timely Topics: Prominent
authorities would be invited to address selected executive
audiences on key issues of policy, management, substantive or
professional intelligence interest.
7. History and Lore of the CIA (Directed Readines): We
serve in an organization with an illustrious past, much of
which is not known to our newer officers. This program would
include outside readings and discussions with officials who
participated in selected operations.
9. Executive Practicum: (One day) Incumbent Agency
executives (SIS-3s and SIS-4s) will analyze and evaluate a
current Agency policy or management problem identified by top
leadership. They then discuss their findings with a senior
Agency manager (DDCI or EXDIR).
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5 July 1983
MEMORANDUM FOR: Director of Training and Education
FROM: Deputy Director for Intelligence
SUBJECT: Executive Training Program
I concur with the recommended approach in paragraph 6 of
your memorandum to the Executive Director. I would add the
following comments:
The Program should be limited to SIS-01s and 02s. The
shotgun approach of trying to choose who among the
entire GS-15 population will become supergrades results
in the waste of considerable training resources on GS_
15S who will always remains GS-15s. By taking new
SISers, you cut the candidate population to manageable
proportions and make it possible to contemplate
providing training for virtually all senior officers-to-
be in the Agency.
By working with a smaller. candidate population, you also
make it possible to develop a program of seminars and
workshops that deal with issues that actually confront
senior managers and are very concrete (vice the more
abstract or philosophical approach). For example, these
officers should be exposed to the Agency-wide budgeting
-process and the tradeoffs that take place,,Congressional
affairs, public affairs, how the Agency fits into the
NFIP and practical senior management issues.
I would have found your memorandum more useful had it
indicated what the significant differences were in the
approaches taken by various components as well as the
perceived needs and recommendations for an Executive
Training Program. Should there be an EXCOM on this
subject, I would recommend a summary of those
differences be provided. Moreover, I think it would be
especially useful to have summaries of the positions
taken by those who will be attending the EXCOM,
including explicit identification of those who hold that
view to help focus the discussion. Such candor is
characteristic of EXCOM meetings and could be useful.
STAT
Rober a es
cc: EXDIR
OTE STAT
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C O N F I D E N T I A L
4 AUG 1983
MEMORANDUM FOR: Executive Director
FROM: John H. Stein
Deputy Director for Operations
SUBJECT: OTE Memorandum on Executive Training
REFERENCE: OTE 83-6300, 14 June 1983
1. Pending issuance this fall of the detailed report on the
OTE executive development survey, we would reserve final judgment
on the several options outlined in Reference. However, the
approach recommended by the Director of OTE in paragraph six of
Reference appears most appropriate for the DO at this time.
Limiting the course for newly promoted SIS Officers to two weeks
would make it easier to assure'attendance of DO Officers, although
this still cannot be absolutely guaranteed. The modular approach,
using one to three day seminars tailored to the individual needs
of the senior officers, has considerable appeal since it allows
for the flexibility in selection of courses and timing necessary
to assure attendance by DO senior officers.
2. A major difficulty faced by the Directorate of Operations
in participating in an executive training program is the current
manpower limitations which make it difficult to project our
participation in even the most modest courses or programs. An
example is the where we were forced in
the June 1983 running to give up three of our allotted six seats.
operations officers, much against their personal preferences,
had to drop out as candidates for the seminar. These limitations
dictate that we must qualify any suggestions concerning DO
participation in Agency-wide programs. Current projections are
that we are very likely still several years away from having the
necessary manpower to participate broadly in middle and senior
level training courses. Consequently, the suggestion that the
Executive Short Course be made mandatory for all new SIS Officers,
would have to be applied with some flexibility since many of the -
new DO SIS Officers are assigned overseas when promoted. For
example, of DO Officers just promoted to SIS-1, are in
the field and will be there for at least another year. To offset
this, the DO would be willing to include the participation of
promising GS-15s in the program if it would be helpful.
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C O N F I D E N T I A L
3. An important principle which must be kept in mind as we
work towards defining the role of formal training courses in
executive developmment is that this process should not replace the
existing promotion system within the DO. The multiplicity of
challenges and opportunities for professional and personal growth
in the DO, especially in field assignments, may well be unmatched
in any other organization. Thus, regardless of the shape, length
or format of any formal training courses, we in the DO think it
essential that early, formal identification of "comers" be avoided
in favor of the system of merit which has been developed with such
care the past two decades. In sum, training can,and should
complement officer development but it is, overall, subsidiary to
the work itself as a development tool.
Jo nn ein
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