REPORT ON OPERATION OF AUDIO SURVEILLANCE EQUIPMENT COURSE

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP63-00309A000100040055-2
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 7
• Document Creation Date: December 9, 2016
• Document Release Date: May 8, 2001
• Sequence Number: 55
• Publication Date: May 23, 1960
• Content Type: REPORT

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Chief,
'Educational Ipoolel
Petrort on , AticAl of ito
lame tqu pneut Course*
44.1.161003097000100040055-2
r
23 May 1960
Document No.
NO CHANGE in Class. 0
E] DECLASSIFIED
Class. CHANGED TO: TS S
DDA Memo, 4 Apr 77
Auth:
42,251
To iNVOITTZTPff,
The writer of this aemoratdunam1tr,d tte 7p4rtitIon of Audio
3urvellance C,:umve fres. 943 May 1960 as a result of a request
from the Chief, T51/Traiming dated 9 jay 195'9* The purpose or
this moottorinz wee to point 4nt the, strengths end. VIDOWitalos of
this ookxse end to %eke sueeestions pertinent to the improvement
of smell -training*
IT. gaa
The objectives as st!ted t the instructor mores
01* rAerfors operation of certain antlio equipmen
2. Perform minor that sechelon maintenance of this
3* Present instruction in: the 'under the
ation of selected audio equipment**
It is esseested that these objectives be repbrasea to
statemento in terms of eturZent learning ael auto-mess)
umul,commvps
There were four studenta nehrodvaed for this ?curve but, because
of persounl res, WI three attended. Their ranks were: 1 43.12,
ns.a3, and I 1,9.4.4. Two were sateduel for overseas asalneent.,_
one in June 1960, the otter in Aur ret 196D* rine woo from =YAM' 25X1A
and was preparinF:: tr, run a one n*t stetiot for whAth he desired
this cc-,rse ktowledre In the event he had to use such equineent.
25X1A The second was from Allend was prepring to be a member of a tech-
nical toes for which be Ilea to heve the capability of operetilv
audio equipment. 'Pe is s recett grathite of the Audio Surveillance
25X1A Management Course The thir4 vs.% th*, writer ^f ttds
mootormIll, or 1911111111111111,he :;3,,Intert3?svres Criurse at
25X1A etro3 to mleo reteoneby famill*r with the Audio lorveilisnee
Yanarement
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of this onurse is a vary sdtpt instructor giving
pelication of many good prime plea of learn
struotion. 714 we worthwhile use of questioning
instruction, particularly in tne *review or su? m-
had a nuMber of good training aids and illustrated
cepts in their use. The class demonstratiors were
rformed.
The following suggestions are
will contribute to 90M* degree in
and student learning. These sugge
the instructor prior to completing
made with thoeght that they
e improvement of instruction
ions have been diseussed with
this memorandum.
1. Tt Is suggested that the most lemedia critical need
for the improvement of this 00Uraa would be the rroductiofl of
lesson plans, which in feet, do not exist. A general course
outline and subject coverage is in being and from this the
instructor presenta his daily work. Because of eaergency per-
sonal reasons the regular instructor was absent the firat day
of this course. A substitute instructor, well qualified from
the technical aspect, took over. The instruction the first
day obviously did not go as smooth as the remaining Says or as
smooth es if adequate lesson plans were available end Gould
be followed. This situation served as a beautiful illustration
of one important use of good lesson plans.
2. Coupled with the eamment on lesson plans would be the
suggestion 'Vat TM/Training personnel should be adequately
oross-trnined in several courses other then their own special
ity. This means more than just being a graduate of a course
and then &seemed to be qua ified as an instructor in the course.
This means actually towelling as east one complete running of
the course under the Faidance of the reenCer instructor.
3. The subject matter presented in this course should be
included) in the Audio Surveillance
Inclusion of this material
t is studied in the Aim would
course but would be assumed
25X1A included (if not
Management Course
since most or all et
not 0ailaa any lengtbaninC of t
to be a requirement as a functional pert of understanding and
operating the equipment. This would eliminate the necessiny of
e graduate of the ASMe taking the Operstion of Audio Surveil
lance Equipment Course at headquarters.
4. If the subject matter content as presented
in this
course is retained in future courses it is suggested tha
t the
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sequence par iculerly be revised. As resntly taught, the
course sequence- skip* from one generel type of equipment to
another, which- does not provide good ntriuity of thought
for the student in reinforcing his knowledge and skills in
learning the maintenance and operations reeuired in this
course. or example, it is suggested that the eeveral types
of tape- and wire recorders tn taught as a first unit, point-
ing out their specific uses, advantages, dleadvanteges, main-
tenance, ard repair considerations,. The next several units
'meld: be the radios, , tranasitters evolvers, microphones,
25X1A etc. followed by the and associated eqeiement.
As presently constituted, proseute these last two
units in sequence but the stab3ectter ratted to the re-
cordone is dispereel through th course.
5. The vriter of this mestoranthat makes no claim to be
a stibject matter spetieliet In this field of Audio Surveil-
lance Fqeipmente. The suggestion la- made; however, that the
OA= instruetor review end analyve the subject natter offered
to determine the ectual necessity of giving tt es a formal
*aurae. In fact, it would he highly desirable_ If the instrao-
tor would entertain from former students the extent of their-
use of this course knovledge as well as any eugeestion* they
might have to use ir passiby revising the course. Making
the assumption that all students it this course have an aver
age- or above mentality and mental dexterity ability., the
questions are raised, *Cannot the studert adequately perfOrm
the operstion and. maintenence of this eqeipmeet (es presently
taught) by reading the operating and first esehelon main.
tenance Instructions published by the etemActurerTior oultl
TD see to it that clear, concise and illustrated operating
and first *scholar. maintenance Instructions are prepared_ for
such equiement and weconpany the eqelemeet eben it is sent to
the field?" An sesumptineralso appears to be true- that a
*teehnloian" is on hand to install, adjuet, and start opera-
of this equinmert. It seems logicel that, at the time,
this "tecbnicier* weuld *eheek-out" peraonnel on band to
cortinue the operation of the equipment and to perform first
*scholar. maintenaree, nn4 these: pereonnel? In terve could
*checkeout* their replacements. Bather than suggest *lett
this course be declared superfluous and written-out of the
regular Tat) treining catalogue? it Is suggested that formal.
training capetIlity of this present course be available on
a need basis.?
The instructor m gtt consider the advisabiLity of
using a trouble-ohooting" technique- of nes
the course- is to teach certain levels of
operetion of equipment, givirg the studentequipment
prepared with "troubles"- and requiring blel to leaste-? and remedy
the "trouble" would be a rood problem-eolving method of instruc-
tion which woeid be more effective and retained longer than the
routine method- of adjusting tird oiling.
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ratio of lea or less, the treIdng aide
peear adequate particularly sirce the
used in lieu of any aids. If, however,
. be 1.6 or *orators sophieticated type
uld be developed.. ?or- example, iv adjustieg
25X1A relay a series of colored slides or vile
es would be appropriate sice onleeone or
4 observe at one time- the actual proper
ree. VUegraph slides illustrating micro..
one, proper conneetions of the various audio
led be advantegeens and preferred, over charts.
ntictor shoeld give consideretion to the developmeut
o. Tu.-graph slide. using the techteical erteetion technique
since this device is meet approprinte to tbo subject of eurre
nt
flow- and operetior of equipment. Centrally speaking, *ere
there is adequate eqmipment available, Where- the class site
Is enell., vhere no daeger is possible to either the student
or the, equiement0 etc, actual eeelenent is preferred to sock-
ups, etc. If, however, any of these elements cannot be met,
then the instructor should have the proper type of treieing
side evailetam.-
8. Atteohment Course Critique tors) appears to-
te: useful to the instructor since most of the questions ask
for fairly specific inferastion. The first question probably-
provides very little of value to the instructor in making
eourse modifications bedause of its generality. The limited
space provided for writing responses probably discourages
nese students from getting specific enough to be of saxionza
use. There : should be at least twice as much space: provided
for each item, particularly the lest main gustation. A system-
atic analysis of responses from past critiques. might throw
some light on whether this form hoe beer producing anything
of Intim. If only worthless generalities show up, it would
suggest that more pirpoirted questions would be in order.
Although stoweWhet general in nature, two questions which fre-
quent:II produce inforeation of some value to course modificae
tioe ere: (1) What do you consider the best features of
the course? and (2) What do you feel were the weakest rarts.
of the courant?
9. Attache B (TT5 Evaluation form) eight merit cone
sideratior es to modificetioe. During the course the instruc-
tor- uses no objective means of evaluating student eerformanoe.
Tor this type of course such a technique is not a erime require
sent but could be Instituted to: aseist him in forming, final
evaluation statement. The Evaluation Fora, bovever4 recerires
the instruetor to choose one of four specific rating levels on
his oen observation en0 judgment of stuOent performance (mental
and physical) during the course. This type of sUbjeative
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1 eetion is not the soundest nor the most valid and
ceivably misinform the student's supervisor when he
reads And interprets the cempleted eveluetion. If it is the
intent and desire of the instructor to factually rate each
student en certain, knowledge and skill* using scaled retings,.
it is suggested that some objective moans be developed to
assist in this evaluttion. If, however, It might be the desire-
'of the instructor to Inform the studert end bio supervisor as
to the studeet's strengths and weaknesses or level of attain-
ment as demonstratei. in this course, a different method of
reporting Should be devised. For example, a revised !:valuation
Form mieht include a stateeentef the course ebjectives and a
nerative stetementef Teem and what the etudent was taught and
just what activities the stueent Wee requred to perfore. The
form- weuld also include- etatements by the instructor describ-
ing whet he believed_ was the stu4ente5 strengths end weak-
as noted by his performance in the course. Further,
the seventh. Item "Tecteician Potentials including the. explana-
tory "VW places the instruotor In an extremely critical_
situation in trying to predict or *estimate a student's future
potential especially when no fectual beck-up date are available.
It is believed that the instructor should not attempt an
assessment type of rating but hold to current course- ratings
since too many feests enter into making a rating -which is sen.
_eotiatite of the technical ability the student gagjaacquire
after e4vaeced instruction and erectice . ? .'
5
.SECIETis
CONE' AL
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25X1A
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TAB
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NAME
SDEVECT
DATES TRAINED
1,41,4,41aLLASA
1, Comprehension of Principles
2, Alertness and Interest
3, Operational Appreciation of Subject
4, Manual Dexterity
?5, Care in Work '
6, Aptitude
7, Technician Potential
-
;
NOITs "Teahnictan Potential" is gn estimate of the technical, abiliq the
student agleg sugar* after advanced'inairnation and?practice--it
is= au estimate of his currant leel of technique
an tf1ge PoPm Ilvovige 0
Exce,ila.ct
Please return five of0114-ea of this fem TiORD for overt 4ietribttion.
Pleaap return three c4pies of 'this form 0 for covert diiitelbutim.
QLflzv
2 - Sanicr Staff Try:Laing Off$cer
1 - DAviatan T Lialava Offiw
1 - QTR Rogistrar
1 - ()Meer If PorJonuel
1 - TO,SiTRD
2aWQIPTUB14494
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