PROFESSIONAL INTELLIGENCE OFFICER EDUCATION

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP05T00644R000401310009-7
• Release Decision: RIPPUB
• Original Classification: C
• Document Page Count: 7
• Document Creation Date: December 22, 2016
• Document Release Date: June 23, 2009
• Sequence Number: 9
• Publication Date: May 16, 1980
• Content Type: MEMO

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16 May 1980
MEMORANDUM FOR: Director of Central Intelligence
Robert Gates
SUBJECT: Professional Intelligence Officer Education
Attached is our proposed outline of an educational program for pro-
fessional intelligence officers. The outline includes (a) a concept paper
spelling out in broad terms our approach to this program and (b) a general
curriculum. The latter takes the form of the basic questions we believe
the students should be able to answer as a result of the course, together
with our thoughts on what subjects and issues ought, at minimum, to be
incorporated into each unit. We have deliberately avoided too much speci-
ficity in the belief that considerable flexibility and initiative should
be left to the faculty in order to attract the high quality professional
staff essential to the success of the program. Finally, we consider the
attached program to be a suitable framework for all levels of study--CTs,
mid-career and senior level. The faculty will need to determine the degree
of detail and length of study for each level of students.
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EDUCATION FOR
PROFESSIONAL INTELLIGENCE OFFICERS
CONCEPT
I. Proposal
That a program of education be developed which would provide the pro-
fessional intelligence officer the opportunity for substantial intellectual
growth at the three major career thresholds where the scope and nature of
responsibilities change: on entering the intelligence service, at mid-career
and on promotion to supergrade.
II. Discussion
At each of the three major career thresholds, the intelligence professional
faces greater and substantially different responsibilities. Often these
responsibilities demand a comprehensive understanding of areas and relationships
beyond the individual's personal experience. For example, the new intelligence
officer must learn fundamental skills which are unique to the intelligence
profession. Early years are spent mastering those skills. As one approaches
mid-career, however, understanding how the parts of the intelligence effort
fit together, how to manage larger budgets and more people, and how to develop
as well as carry out requirements become more important. At supergrade, the
professional's responsibilities often span the Agency, or even the entire
Community.
Performance and potential for further advancement are largely functions
of how well these career transitions to new and different responsibilities are
made. It can be left to the individual to adjust as best he can as he pro-
gresses, or we can help him acquire the understandings and capabilities needed
to fully realize his potential. The latter seems preferable if it can be done
well.
Many training courses exist to help the professional. But here a clear
distinction must be made between training, which is specialized instruction or
practice; and education, which is the growth of knowledge, wisdom, and qualities
of the mind or character. The program being proposed here would educate, not
train.
III. Curriculum Concept
The curriculum at all three levels would consist of the same four building
blocks:
*The Product
*Collection
*Analysis
*Management
The course content and emphasis would differ as dictated by need and sophistica-
tion for the CT, the mid-careerist and the supergrade, but the blocks would be
taught in the above sequence for all three. The advantage of starting instruction
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by considering the product is that all intelligence work has as its ultimate
objective the product. If the product and the product's consumer are well
understood first, then collection, analysis and management can be discussed
from that perspective. Once all aspects of the intelligence process are
covered, management can consider their competing requirements.
The contents of each block of study will be developed by the faculty with
the close cooperation of the deputy directors.
See Appendix A for a more detailed curriculum.
IV. Course Philosophy
The program will be rigorous, demanding and fast paced. Class time will
not be spent for the transfer of information which can be accomplished more
effectively in readings, research and private study. The onus will be on the
student to master the course materials on his own initiative. The course will
be taught primarily through case studies. Extensive outside reading will sub-
stantively support the case studies. Lectures will be the exception rather
than the rule. Guest lecturers will be used only when they represent unique
sources and can commit adequate time also to participate in subsequent seminar
discussions. The faculty will guide the student in his research, stimulate
him in discussions, help him to apply what he is learning to new situations,
and assess his progress. There will be no guarantee of successful completion.
However, successful completion will count heavily (degree to be determined)
in future promotion and assignment.
V. Faculty
The program will be taught largely by a dedicated, resident faculty which
the Program Director will assemble. Those selected for the faculty will meet,
at a minimum, the following qualifications:
* recognized by seniors and peers for exceptional
professional competence
* substantial, recent field experience
* potential for considerable future advancement
* ability to inspire and teach
VI. Students
A. CTs. All CTs will be enrolled in the program.
B. Mid-Career and Supergrade. Top 20 percent as rated by promotion
panels/fitness reports.
VII. Length of Program
Six months.
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VIII. Location
Except for tradecraft portions of the CT program, a campus would be
established at Langley adjacent to the Headquarters Building or at another,
STAT nearby Agency facility If a Headquarters site were
chosen, classroom trailers might be used as the nucleus of an educational
complex until monies were allocated for a permanent building. Locating the
school at Langley is probably preferable to simplify or lessen the problems
of cover, access to library and other sources, family separation, logistics,
etc.
IX. Relationship to OTR
Initially, the Director and faculty would constitute a separate and
special entity not coming under the auspices or direction of OTR. The
Career Trainee Program, Mid-Career Course and Senior Seminar would be absorbed
into this program.
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EDUCATION FOR
PROFESSIONAL INTELLIGENCE OFFICERS
CURRICULUM
I. Product
A. Analysis
-- Who are the generic consumers and what are their diverse
intelligence needs?
[This unit will include examination of how decisions actually
get made, how policymakers use intelligence, and how they view
intelligence. Reference the chart below, this section also will
identify for the intelligence professional the institutional consumers
of intelligence analysis, including what products different level
officials of diverse agencies use (along the lines of the chart).
"Al
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This section also will make clear through case studies that the same
consumer will often use a variety of intelligence products--current
intelligence, estimative intelligence, and policy support papers.
The unit additionally will examine the ethical issues inherent in
providing analysis to policymakers, e.g., danger of slanting judgments
to accommodate policy objectives, the role of intelligence in the
preparation of policy options papers, etc.]
-- What makes an intelligence product successful or a failure?
[This issue involves developing criteria for judging success
or failure, including an appreciation that a successful/failed paper
from a policy standpoint may be judged differently by intelligence
professionals and vice versa. Questions to be addressed might include
whether, in fact, success or failure is really only in the eyes of the
consumer. More concrete aspects of success, such as timeliness, pre-
sentation and accuracy will be examined. Case studies of past
successful and unsuccessful products will be reviewed to identify
features common to each.]
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