BULLETIN OFFICE OF TRAINING MAY - 1963

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-03090A000200040004-1
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 46
• Document Creation Date: November 16, 2016
• Document Release Date: February 25, 2000
• Sequence Number: 4
• Publication Date: May 1, 1963
• Content Type: BULL

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CONFIDENTIAL
OFFICE OF TRAINING
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IN THIS ISSUE....
Counterinsurgency is a magic word in Washington to-
day. One way the U.S. Government prepares to count-
er subversive insurgency is described on page 5 ....
Are you one of those who had to quit your accustomed
haunts and eat in the south cafeteria last 18 April?
Youwill probably read the account of the National War
College visit with added interest .... We've included
some ideas on how to give a briefing in this issue; see
page 13. We believe most readers will find them use-
ful.... For those of you who plan some summer study,
the External Programs section has many items of in-
terest. . . .Since it appears that many in the Agency are
not aware of the full scope of training opportunities in
the field of finance and budgeting, the rather long item
on this subject in the Bulletin Board section shouldbe
of considerable interest.... This issue carries sched-
ules of OTR courses through 31 December 1963 ....
The next issue of the BULLETIN will appear in early
July.
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CONTENTS
1 Bulletin Board
4 George's School Is Progressive
5 Country-Team vs. Counterinsurgency
13 National War College Visit
15 Some Notes on Briefing
23 External Programs
34 Course Schedules
39 Some Generalizations About People
41 OTR Directory
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AFRICAN The Language and Area School has established a De-
LANGUAGES partment of African Languages covering Sub-Sahara
Africa. Courses contemplated for the coming months
include Swahili, Malagasy, Hausa, Lingala and others
for which an expressed desire may arise. To aid in
planning, all interested units and individuals are re-
quested to contact the office of the Language School,
extension 2873.
raVICWIT
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BULLETIN BOARD
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INTERROGATION Joint training seminars in the exploitation of captured
SEMINARS enemy documents and personnel at the strategic level
will be conducted at Fort Holabird during the periods
17 - 28 June and 15 - 26 July 1963. The seminars are
sponsored by the Joint Interrogation Planning Commit-
tee for reserve officers who, in the event of hostilities,
will be engaged in interrogation or document exploita-
tion. From CIA, both reservists and nonreservists
are eligible.
FINANCIAL The 13 May running of the new Travel Procedures
COURSES Course announced in the April BULLETIN is already
oversubscribed and applications are being accepted
for the 20 September course.
Other courses offered by OTR for the Comptroller
include:
Budget and Finance Procedures: two one-week seg-
ments, the first covering support theory for all field
stations and designed as an introduction for the sec-
ond week and the two courses which follow; the sec-
ond segment covers Class B budgetary and financial
accounting and Type II property accounting proce-
dures, and is primarily a skill course for personnel
in small stations.
Financial Familiarization--Class A budgetary and
financial accounting and Type I property accounting
procedures (one week, primarily for personnel in
large stations).
Financial Familiarization--Commercial Accounting
(one week, primarily for employees in commercial
cover or proprietary project assignments).
These OTR courses were designed to give Training Of-
ficers and employees flexibility in requesting only
training pertinent to the assignment; each may be taken
separately or in combination with any of the others as
needed. Two factors limit these courses: each is
scheduled for only 40 hours; and Agency operating com-
ponents have such differing procedures that there is a
point beyond which it is impractical to give detailed
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and uniform procedures to employees of different
components in the same class.
In addition, there are three courses given directly by
the Comptroller: Survey of Budgeting, which is basic
and general, and Budget Execution and Budget Formu-
lation, which are advanced and technical; these are
designed primarily for Headquarters application.
OTR and the Office of the Comptroller wish to meet
the requirements of the operating components. If the
two series of courses outlined above do not meet an
individual or group need, the training requirement
should be referred to the Chief/Operations School/
OTR, or to the Comptroller Training Officer. OTR
can arrange tutorial training and the Office of the
Comptroller can provide on-the-job training. Given
proper definition of training requirements and ade-
quate training time, the Agency is able to meet the
increased demands for financial and budgetary train-
ing which have resulted from new laws, the continuing
federal Financial Management Improvement Program,
and internal Agency administrative and operational
needs.
The Registrar Staff has information on the courses to
be conducted in Washington by the Army Management
Engineering Training Agency(A.META). These courses
are being offered under Bureau of the Budget sponsor-
ship and at no cost. Courses are:
Systems and Procedures Analysis for ADP(13-24 May)
Managing Research and Development Activitie s(20-22 May)
Systems and Procedures Analysis (3-14 June)
Management Statistics (17-28 June)
Operations Research Appreciation(8-12 July)
Seminar for Chiefs of Management Offices (8-19 July)
For further details, call
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CPYRGHT
GEORGE'S SCHOOL IS PROGRESSIVE
When I ran into George in the kitchen the other morn-
ing, my ten-year-old, a rotund egghead already in bi-
ocals, was breakfasting on yogurt, sunflower seeds,
and Kant's "Critique of Pure Reason."
"Well, how's school?" I inquired, being rather good
at small talk.
George attends a progressive school. He can give
you a formula for the alpha rhythm of the cortex and
next year he's going to learn about the alphabet.
"We are starting a new project," George informed
me. Clearly, he expected the Nobel Prize Commit-
tee would be watching eagerly.
Another class project! We'd just have to be brave
about it.
On the last one, two kids were trapped in a bathy-
sphere on the bottom of a lake. This new project
could be anything from a campaign to impeach the
mayor to building a swamp.
"On Monday," George went on, "we start building a
swamp."
"A real challenge, eh?" I knew better than to appear
distraught or to suggest that somebody at his little,
mad schoolhouse was over-dosing with pep pills.
Article six of the school's Code for Enlightened Par-
ents cautions that adult skepticism could injure the
young, inquiring mind.
When George went downstairs to his fallout shelter
to repair a damaged atom, I called his home-room
teacher, Miss Grosskopf.
"What good," I demanded, "is a swamp?"
"Now, now," she scolded, "it's to be no ordinary
swamp. It's one on the moon."
(Continued on page 4)
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ounterin ency
1.
LEARNING THE COUNTRY-TEAM APPROACH
Stop the world, I want to get off! This surrender is
heard today only in "civilized" lands, only in the
"developed" countries. For every individual or group
which panics and calls for the conductor to let them
out of the struggle there is a whole nation clamoring
to get in. Nations which have sat out the flow of mod-
ern economic and social advance have suddenly awak-
ened and are crying "Stop the world, I want to get on!"
They want to be part of the new world they have ignor-
ed so long or of which they have only now become a-
ware. These are the developing countries.
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Take any one of these developing nations--Iran, Thai-
land, South Vietnam, Nigeria, Colombia, almost any
of the countries of Asia, the Near East, Africa, or
Latin America. Any one you consider has economic
problems: its agriculture is inefficient and ineffective,
its industry not in tune with its resources or the needs
of the world of trade or too limited, its wealth poorly
distributed. It has political and social difficulties: a
government system which no longer works or is break-
ing down, wildly too great disparities between its so-
cial classes, ignorance and illiteracy and no plans or
means to overcome them, unrest in social patterns
and institutions, and the surge toward social and eco-
nomic revolution. There may be and usually are threats
to its stability or even existence, whether from subver-
sive insurgency at home or outside pressure.
And on top of all the stresses and strains of the devel-
opmental process, the country is caught in the strug-
gle between Communism and the Free World for pri-
mary influence over the direction and outcome of that
developmental process.
This country is a problem not just to itself; because
our policy and world circumstances have made it so,
it is a problem to the United States. The U. S. objec-
tive in overseas internal defense is to safeguard and
assist less developed societies in fulfilling their aspi-
rations to remain free and to fashion ways of life inde-
pendent from communist or other totalitarian domina-
tion or control. The susceptibility of developing soci-
eties to dissidence and violence which can be exploited
by the communists requires the development of indige-
nous capabilities to cope with the threat to internal
security in whatever form it appears. Reasonable sta-
bility is. necessary for healthy economic growth and
the evolution of human liberties and representative gov-
ernment.
Briefly: We have a political and ideological interest
in assuring that developing nations evolve in a way
that affords a congenial world environment :or inter-
national cooperation and the growth of free institutions.
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We have a military interest in assuring that strategic
areas and the manpower and natural resources of these
developing nations do not fall under communist control;
that these nations are able to maintain their internal
security and preserve their independence. We have an
economic interest in assuring that the resources and
markets of the less developed part of the world remain
available to us and the rest of the free world. And we
have a humanitarian interest in assuring the achieve-
ment of the social, economic, and educational aspira-
tions of these nations.
When U.S. resources are to be applied to the solution
of these problems, the job goes to the U.S. envoys
in the country in question--the embassy, the U.S. Op-
erations Mission (AID), the Public Affairs Officers
(USIA), the Defense Department representatives, the
CIA station. These form the "country team". U.S.
policy is that the representatives of these agencies
work together, each playing his unique and indispensa-
ble part, but coordinating and cooperating on the prob-
lem as a team.
Because the problems of developing countries, espe-
cially those faced with subversive insurgency, are
so difficult and their solution so urgent, the five agen-
cies named above have joined to sponsor the course
called Interdepartmental Country Team Seminar:
Problems of Development and Internal Defense. The
course title indicates the subject matter and the meth-
od of attacking it. Just as in the country involved, so
here in Washington the country team approach is used
--students from each of the participating agencies form-
ing teams during the course to study an area in a gen-
eral way and then a particular problem of a specific
country. In this way a spirit of cooperation and under-
standing is encouraged which will assure maximum in-
tegration and effectiveness of the U.S. effort in that
country.
The objectives of the course, then, are to familiarize key civilian and
military officers assigned to developing countries, especially those
where insurgency is active or incipient, with U.S. policy, doctrine,
and capabilities applicable to the prevention and defeat of subversion
and subversive insurgency. This is done through examination of the
political, economic, social, and psychological factors which produce
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dissidence and insurgency inimical to U.S. interests; of the nature of
the internal and external threats; of the broad strategic concepts in-
volved in modernization and internal defense; of the availability and use
o U.S. resources to support local governments in their efforts to pre-
vent or defeat subversive insurgency; and of the operational doctrine
and techniques for the application and integration of these resources at
the country team level on the basis of a common understanding of U.S.
purposes and of the limitations on U.S. capabilities.
Students in the Country Team Seminar
study the origins of insurgency and available techniques to de-
feat it;
learn as much as possible of the unique and indispensable con-
tributions the various operational arms of U.S. policy
can bring to bear at the country team level in preventing
and defeating insurgency inimical to U.S. interests;
examine American AID and military assistance programs to
gain a better understanding of their effectiveness;
analyze methods by which U.S. resources can assist local gov-
ernments to increase their acceptability among the "crit-
ical sectors" (students, youth, elites, intelligentsia) and
strengthen the social cohesion of the people through pro-
grams designed to close the critical gaps between urban
centers, the government, and the countryside (civic ac-
tion, community development, agrarian reform);
focus on methods of identifying and encouraging the "innovators"
and entrepreneurs within developing states;
probe the difficulties of inducing traditional establishments,
with the help of our military and other assistance and ad-
vice, to I) move in the direction of effective internal
defense structures based on military, paramilitary, and
police forces; and 2) undertake programs to enhance the
identification of populace with the constituted government.
During the first three weeks of the seminar the en-
',tire group hears two lectures each morning devel-
oping the political, economic, and social problems
which produce dissidence and insurgency in the un-
derdeveloped countries and the question of internal
defense against that insurgency, both the violent and
that which stops short of violence. Country teams
meet each afternoon to discuss the application of U.S.
resources to the problems of development and insur-
gency in their area.
Both the intensive instruction given during the lec-
tures and the country team discussions emphasize
the range of U.S. resources which can be employed
in the field, including assistance to host governments
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with economic and political problems and assistance
in training their specialists in military, police, or
information operations. The lecturers are experts
in their fields and come both from government and
from leading universities. They include ambassadors
and officials of the secretarial level of the State De-
partment, experienced general officers from the arm-
ed services, key officials of AID and USIA, and rep-
resentatives of CIA such as Lyman Kirkpatrick and
During the last two weeks of the course the country
teams meet daily to apply the analyses of the first
three weeks to selected case and country studies.
During this time there are presentations by qualified
experts to show how U.S. resources have been or are
being used; these talks are not given to the whole group
but only to country teams interested in the specific ar-
eas to be discussed. If the team finds that it needs ad-
ditional information or new interpretations of data, the
faculty representatives of the sponsoring agencies
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assist them to obtain briefings or opportunities for
formal discussion with appropriate officers of any
agency or with resource personnel outside of govern-
ment.
Each team examines and discusses an internal de-
fense plan for the country under study with a view
to preparing a plan or part of a plan to cope with a
current vital problem facing the U. S. Government.
The written plan is presented orally to the seminar
and a selected board of auditors for discussion, and
it is made available in written form to appropriate
officers in the participating agencies for their infor-
mation and possible evaluation, and to the Special
Group (CI).
Suggested country team problems might be:
Possible lines of action available to the U.S. Embas-
sies in Phnom Penh and Saigon to assist the Cambo-
dian and Vietnamese Governments to reconcile their
differences in the discovery of common interests for
mutual security against communist subversion and
insurgency. Consider measures to deal with Siha-
nouk's neutrality proposal so as to assure maintenance
of the U.S. MAAG role in Cambodia while protecting
our posture in South Vietnam.
What action should the United States take to secure a
more favorable attitude in Iraq toward the United
States and its programs and policies? Are there ele-
ments in the Kurdish revolt which should be developed
and exploited?
Analysis of the sources of and reasons for the poten-
tial subversion of the Nkrurriah government, and pos-
sible U.S. courses of action in that connection.
What actions should the United States take to isolate
and separate the left sectors of the MNR in Bolivia
and to assure control of that party by moderate ele-
ments in preparation for the 1964 elections?
This course was instituted and developed on the rec-
ommendations of the Special Group (CI) in accord-
ance with National Security Action Memorandum 131.
President Kennedy has noted establishment of the
Interdepartmental Seminar with approval and has stat-
ed that he wishes key civilian and military personnel
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who are being assigned to responsible positions in the
underdeveloped areas to attend the course before leav-
ing for their posts.
Ctudents assigned to this course by State are usually
ambassadors and deputy chiefs of mission; Defense
sends general officers and senior colonels; chiefs of
USOM's (AID) and PAO's (USIA installations) attend,
and the general level for CIA is chief or potential
chief of station and key officials from substantive divi-
sions in Headquarters. The Agency is sending eight
officers to each running of the course, which is sched-
uled about six times a year. Senior people from State,
Defense, and the other agencies, in many cases the
department heads, address the seminars.
The Department of State furnishes on a reimbursable
basis all physical facilities for the course, class-
rooms, auditorium, seminar rooms at the Foreign
Service Institute. It also provides the clerical staff
and the Coordinator of the course is a leading State
officer. Many films have been made available for
screening at the option of country teams, and both lec-
turers and teams may call upon a fully equipped audio-
visual aids department. There is a special library
set up for the seminar, including multiple copies of
books on the required reading list and classified ma-
terial, and a reference staff is at the service of the
students. As mentioned before, faculty representa-
tives from each of the participating agencies are on
hand to aid the student in their discussions and pre-
paration of reports, either by contributing their own
knowledge and experience or by putting students in
contact with expert guidance.
For the benefit of those who won't have an opportunity
to take the course but would like to look deeper into
the subject, here are some readily obtainable selec-
tions from the seminar's required reading list:
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ECONOMIC DEVELOPMENT IN PERSPECTIVE, Galbraith
THE EMERGING NATIONS, Millikan and Blackmer
THE REBELS: A STUDY OF POST-WAR INSURRECTIONS,
Crozie r
MAO TSE-TUNG ON GUERRILLA WARFARE, Mao Tse-Tung
PARTISAN WARFARE, Ileilbrunn
AFRICAN DEVELOPMENT, Moran
SOCIAL CHANGE IN MODERN AFRICA, Southall
CASTRO'S REVOLUTION, Draper
SOUTH AIVIEFUCA, Hanke
SOCIAL FORCES IN THE MIDDLE EAST, Fisher
CONTEMPORARY ARAB POLITICS, Kirk
DEFENSE OF THE MIDDLE EAST, Campbell
THE POLITICS OF SOUTH ASIA, Weiner
INDIA'S CHINA POLICY, Chakravart
BORDERLANDS, Kuhn
SOUTHEAST ASIA TODAY AND TOMORROW--A POLITICAL
ANALYSIS, Butwell
PEOPLE'S WAR PEOPLE'S ARMY, Vo Nguyen Giap
GUERRILLA COMMUNISM IN MALAYA, Pye
Committee chairmen should be selected
with great care, advises W. S. Gillingham,
president, Schlumberger Well Surveying
Corp. , whose company considers commit-
tees a "necessary evil, useful only for
gathering and discussing information, and
making recommendations. It is a mistake,
he says, to treat a committee as a decision-
making body. A good chairman should have
answers to all the problems before he goes
to a meeting, and better answers when he
leaves. While a good chairman can make
a poor committee function well, he adds, a
poor chairman cannotget good resultsfrom
a good committee.
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NATIONAL WAR COLLEGE
Tours CIA Headquarters
On 18 April, the Agency was host to the entire student
body and faculty of the National War College. At the
invitation of General Marshall S. CarterDeputy Di-
rector of Central Intelligence, they visited Langley
Headquarters for an all-day orientation into some of
the more important aspects of CIA activity.
The reason for the invitation, as expressed by General
Carter, is that the men now at the National War Col-
lege are or will be ranking military or civilian officers,
both in Washington and at overseas posts, with whom
CIA will be working and upon whose cooperation much
of the Agency's work will depend. A better understand-
ing and appreciation by them of CIA's function, opera-
tions, and capability cannot but be helpful. This is a
major objective of those Agency employees who are
now students at the NWC, and is the goal of those who
planned the NWC visit. Briefly, their intention was,
through a program of talks, visits to several areas of
the Headquarters building, and special exhibits, to
"surface" CIA to this group of military and civilian
leaders.
During the morning the NWC students met in the audi-
torium. After a brief welcome by General Carter,
DrAlbert D Wheelon Assistant Director for Sci-
entific Intelligence, and Major General Jermain F.
Rodenhauser, Chief of the Air Force Technical Appli-
cation Center, talked about U. S. capabilities in the
detection and study of Soviet missile launchings and
nuclear tests. Colonel J. C. King, Chief of the Western
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Hemisphere Division, then described insurgency in
Colombia and efforts to counteract it. Closing the
program, General Carter answered questions on CIA.
Lunch was served to the visitors in the north dining
room. CIA hosts were senior Agency officials and
Agency alumni of the NWC.
During the afternoon the visitors divided into nine
groups. Each group was able to see at least three or
four of the exhibits prepared for the occasion. These
included a very complete display of Agency publica-
tions,
ment, selections from OTR training films, and tours
of the Cable Secretariat, the Security Control Room,
and Records Integration Division's computers and
document machines.
The Agency hopes to make a visit by the students and
faculty of the National War College an annual event.
QUOTED WITHOUT COMMENT....
"Too often learners do not receive the kind of help
and guidance that will enable them to habitualize
their behaviour for the benefit of the group. They
are allowed to become individualists."
(From INTRODUCTION TO EDUCATION--FUNDA-
MENTAL PRINCIPLES AND MODERN PRACTICES,
L. D. and Alice Crow)
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SOME NOTES ON
BRIEFING
MOSTLY OF THE HOW-TO-DO-IT SORT....
Most readers of this BULLETIN will at some time
have the opportunity to give a briefing (note use of
the word "opportunity"--briefing need not be a chore).
Your briefing may be given just to a new employee
who has to be shown the office ropes; it may be an
explanation of the work of your office to a large or
small audience, to Agency employees or to outsiders;
briefing may be an intermittent assignment for you,
or you may be the briefing officer of your component.
A briefing is by nature explanatory,
expository; it is not a sales talk or a
welcome address or an after-dinner
speech. Neither is it a part of a
course, where you have more time
for development of your topic, an op-
portunity to assign reading, and ex-
ams; a briefing must achieve maxi-
mum impact in mimimurn time.
A veteran briefing officer lays down the following as
essential elements of a successful briefing technique:
I. KNOWLEDGE OF SUBJECT
This sounds obvious, and normally you will not be
asked to brief on a subject you know nothing about.
But many a briefer has tried to explain something
without really understanding it himself, or at least
without having clearly thought it out in his own mind
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so that he can give a lucid explanation and answer
questions. While it is a truism that subject knowl-
edge is basic to successful briefing, it is one often
honored in the breach and worth consideration both
by those newly come to the game and by experienced
briefe rs.
If, for example, the briefing you are giving is on
the organization of an office, make sure you have
that organization clearly pictured or charted in
your mind, and that you are not dependent on a
chart or vu-graph for the basic facts of your talk.
If the purpose of your talk is to explain a proposed
course of action, make sure you know exactly what
action is to be recommended; what are the prelim-
inary steps, in what order, the reasons for each;
what results are expected; what obstacles are pos-
sible, probable; what can be done to overcome
them..., and be prepared to answer objections.
II. ORGANIZATION
This involves many aspects:
1. You must have your purpose clearly in mind, know
what you want your audience to understand or believe
or do.
2. You must figure out and decide how this purpose is
to be achieved.
3. You must fit your briefing to your audience..., each
is unique. Learn beforehand whom you will be speak-
ing to, why they are there to hear you, what they want
to know, how much they already know. This brings in
the idea of selectivity, choosing material for its utility
in this particular situation, throwing out what is not
helpful or is harmful.
4. You must organize your talk to fit the place and
physical circumstances?the size of the room, need
for or availability of loudspeakers, the ease or diffi-
culty of using visual aids there, possible disturbances.
These things should be seen to before the briefing.
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5. You must plan the talk: putting the points you
want to cover in some order so that you can empha-
size your central idea, make your main points, group
suppo ring material where it belongs, throw out every-
thing which is not pertinent, come to a conclusion
without leaving out anything important. Make it logi-
cal; build each statement on a foundation. Tailor
your material to the time available to you.
6. In preparing your talk, don't fear to be basic. This
does not mean talking down to your audience, for ev-
ery talk should compliment the intelligence of its
hearers--but it is most effective, even necessary, to
be basic, to stress fundamentals, and to give peri-
pheral aspects of your subject short shrift, or at
least subordinate standing.
7. You will probably have to keep in mind the require-
ments of security and the need-to-know principle.
III. COMMUNICATION
This, of course, is the purpose of all that went be-
fore. The best studied and organized and planned
briefing will not be a success unless it gets through
to the audience, unless your ideas become theirs.
Several elements enter into the communication of
your thoughts to your audience: your delivery, your
contact with the audience, your use of visual aids,
your personality (sincerity, conviction, directness,
humor, as manifested in your platform manner) your
reaction to and handling of questions.
Each of these is good for an article all its own. But
we can give a few ideas on each right here (these are
stated very sketchily, and if you don't have access to
a good textbook on speech or if you plan to refer to
these notes later, you will have to flesh them out
yourself.)
DELIVERY
a) Diction is your choice of words. These should be
correct, while avoiding grammatical pur-
ism. Selection of words should be precise;
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your choice may depend somewhat on your
audience, but there should never be an oc-
casion when you want to appear uneducated.
Slang is only seldom appropriate.
b) Voice quality. Your voice should be easily audible
to all, but not sustained at maximum vol-
ume; clear, not harsh or breathy; flexible,
able to vary constantly in volume, pitch,
rate, inflection; unaffected; pleasant, with-
out (to damage a metaphor beyond repair)
a chip on its shoulder; lively, reflecting ani-
mation and emphasis.
c) Articulation. Without clear and distinct pronuncia-
tion and enunciation of your words, your
ideas will not be understood or even heard
by your audience. Even mild failure in
articulation subjects the audience to unwar-
ranted effort. Most bad enunciation is
caused by not opening the mouth adequately
and not using the lips.
d) Speed--too fast and no one can understand you, too
slow and all will go to sleep. Your aim:
clear enunciation, logical grouping of words,
and a fairly even rate of speed.
e) Volume. Make sure you are being heard--that's the
level you want. Shouting may antagonize
your audience and will certainly injure your
throat.
f) Gestures should be natural and uncontrived, empha-
size what you are saying, not draw attention
away from it (which can happen both if they
are inept and if they are too flamboyant).
Remember that head movements and facial
expressions are also gestures. A good rule
for the hands: unless you have a good nat-
ural reason for a gesture, do nothing with
them.
g) Platform manner should show confidence (felt or
unfelt), create a good impression, induce a
positive response. This will happen if you
are alert, pleasant, friendly, natural, en-
thusiastic. Look at the audience, at indi-
viduals in the audience, not at the ceiling
or out the window or at the floor. Control
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body actions, avoiding up-and-down move-
ments, swaying, pacing, jiggling change
in pockets. Stand erect, at ease, every
movement under control.
VISUAL AIDS should be
a) easy to see (did you ever try reading half-inch
letters from the rear of a large room or viewing
a slide when the projector is in the way?)
b) easy to handle (examples of what not to use are a
chart too heavy or awkward for you to lift, a map
folded 17 times, a picture rolled so tightly it
won't stay unrolled, a projector which won't pro-
ject.)
c) attractive, but not distracting (remember that it
is an "aid", not the purpose of the briefing.)
d) clear (expressing the ideas you want to get over
or emphasize, and no others); simple (not clut-
tered with extraneous material or so elaborately
lettered or designed as to confuse more than help.)
e) dynamic (it's better to limit yourself to black-
board and chalk than to depend on a static display;
parenthetically inside these parentheses, the use
of chalk can be very creative, illustrating a talk
as it develops and in accord with audience need
and interest.)
f) designed, if possible, for the particular audience
with which it is used.
g) thoroughly planned in advance, including an attempt
to anticipate everything which can go wrong.
(Editor's Note; The use of visual aids will be the sub-
ject of a separate article in an early issue of the
BULLETIN.)
HANDLING QUESTIONS--How To
Often there will be a question period following your
briefing; there may be questions even if not expected.
Here are some suggestions on how to handle them:
Try to anticipate what points may be raised and pre-
pare for them.
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If the questioner is asking for information, answer
him, if you can, by expanding, amplifying, or re-
phrasing your briefing material. If you don't know
the answer, say so.
If the question is argumentative it may support your
stand or take issue with you. If the former, be grate-
ful for the support; if the latter, answer as best you
can, recognize the questioner's right to differ, and
turn as soon as possible to another question.
If the query is irrelevant, handle as gently as possi-
ble, trying to avoid offending the questioner, who is
sure his problem is pertinent.
Do not repeat a question unless audience cannot hear
it or you are not sure you understand it.
If you have a question period but no one asks any, try
to stimulate some. When time is up, firmly cut the
questions short.
SOME COMMON PROBLEMS
1. Nervousness. Even years of experience are no
guarantee that you won't feel the familiar "butter-
flies". One thing you should remember is that
the audience is not likely to know you are nervous
unless you tell them. And one of the best ways of
hiding and dissipating nervousness is through con-
trolled bodily movement; perhaps read your in-
troductory remarks, begin by writing on the black-
board, take a moment to adjust a visual aid or
begin the talk by drawing attention to it, or begin
with an extra forceful voice. These and other
types of physical activity release the emotional
tension which is making you nervous.
2. The vocalized pause, usually a long or short "uh",
sometimes one or more per sentence. There is
only one solution--be conscious of the habit and
practice getting along without it.
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3. Avoid dropping your voice at the end of sentences.
4. The mental blackout--you can't for the moment
remember a thing. First, realize it won't last
long, even though it may seem long to you. You
may be able to make it seem a deliberate pause,
Remember too that you are the only one who knew
what you were going to say and thus the only one
who knows that you have forgotten. Check your
notes. Forge ahead on the next topic of your
briefing. If what you have forgotten comes back
to you, fit it in if appropriate; otherwise, ignore
it.
5. Disturbances inside or outside the room. Ignore
them unless they interfere with communication
between you and the audience. If they do, pause
until they end; if they refuse to end, do something.
6. Should you read your talk? Although there are
some occasions which demand that a speech be
read, this is not true of a briefing. In addition,
a talk read to an audience is seldom as effective
as one (seemingly) ad libbed or given extempora-
neously. The use of a script ties you to the lec-
turn, inhibits gestures and the use of visual aids,
may distract or displease audience. And it doesn't
make last minute changes or inspirations easy.
If you must read, try to follow the same rules of
composition given above.
7. Hands?what to do with. If not gesturing, they
should hang at your sides, relaxedly.... not in
your pockets.
8. How do I end my talk? Restate and stress the
main points, succinctly and vividly, if you can;
summarize anything else worth repeating; and
end;
9. Do I need an introduction? It helps, but make it
short.
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10. Talking down to the audience. This results
more from an attitude of mind than from choice
of words. Remember that your hearers are in-
telligent men, not children. Choose a nontech-
nical vocabulary, though, unless you are talking
to technicians.
Editor's Note: In a sense, what you have been read-
ing was a briefing. For your own benefit, go back
over it and decide whether it follows its own rules,
where it fails. Does the "briefer" seem to know what
he is talking about? Can you see any evidence of a
plan? Has he made his purpose clear and achieved
it? You can't judge delivery, of course, but has he
done everything required of him before presenting it
orally? Has he anticipated most of your questions?
The teaching machine?still in the process of estab-
lishing a place for itself in the educational curricu-
lum?has won recognition as an interesting historical
development. The Smithsonian Institution in Wash-
ington has asked Ohio State University for the loan of
the first teaching machine for display with the origi-
nal patent models of such historic inventions as the
phonograph, telegraph, sewing machine and cotton gin.
Invented by Dr. Sidney L. Pressey, who retired from
the university as professor emeritus in 1959, the
teaching machine was shown to the American Psycho-
logical Association in 19Z5, the year it was built. Dr
Pressey, now 74 years old, teaches educational psy-
chology at the University of Arizona.
His teaching machine, built from typewriter parts,
asked the student questions with a choice of four pos-
sible answers. If the student selected the wrong an-
swer, he was helped to find the correct answer. The
machine also recorded his attempts and rewarded
good performance with a piece of candy.
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EXTERNAL
PROGRAMS
BROOKINGS The Brookings Institution proposes to continue during
INSTITUTE the fiscal year 1964 its series of conferences concern-
PROGRAMS ed with "Executive Leadership in Democratic Govern-
ment". Two series of conferences will be held: one
primarily for administrative and program officers,
the other, for scientists, engineers, and administra-
tors of scientific and technical activities. Science ad-
ministrators may, however, be admitted to either of
the programs. The two-week conferences for pro-
gram officers are scheduled for 1-13 December 1963;
1-13 March 1964, and 7-19 June 1964; the one-week
conferences for scientific officers are scheduled for
13-18 October 1963, 12-17 January 1964, and 10-15
May 1964. The Agency usually receives one slot for
each conference. Nominees should be in grades GS-15
and above. Nominations should be submitted as soon
as possible to Deputy Directors for final selection.
SUMMER Radiation Shielding, 1-26 July, Kansas State Univer-
SCIENCE sity: Shielding against residual radiation from nuclear
COURSES weapons and from initial neutron and gamma rays; top-
ics will be covered in theory and experimentation.
Infrared Spectroscopy, 13-23 August, Fisk University:
fundamentals, interpretations, and techniques of infra-
red spectroscopy.
Pictorial Data Processing and Pattern Recognition,
19-26 August, Yeshiva University: lectures and work-
shops on pictorial image quality, redundancy, encod-
ing, analysis, and synthesis.
tzi
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FAR
EASTERN
LANGUAGES
NEAR
EASTERN
LANGUAGES
HARVARD
PROGRAM
FOR
MANAGEMENT
DEVELOPMENT
The first of five rotating Far Eastern Language Insti-
tutes, sponsored by the Committee on Institutional Co-
operation (CIC consists of the Universities of Chicago,
Illinois, Indiana, Iowa, Michigan, Michigan State,
Minnesota, Northwestern, Ohio State, Purdue, and
Wisconsin) of the "Big Eleven", will be held at the
University of Michigan from 24 June-17 August. The
faculty will be drawn from the Chinese and Japanese
teaching staffs of the CIC institutions and from spe-
cialists at other universities. Intensive courses will
be offered in first-, second-, and third-year Chinese
and Japanese. In addition, the following courses of
lesser intensity will be offered: Reading Course in
Chinese, Chinese Phonetics and Phonemics, Compara-
tive Chinese Dialects, Contrastive Studies in Chinese
and Japanese, Structure of the Japanese Language,
and Studies in the Japanese Language.
An interuniversity program in Near Eastern languages
will be offered 18 June - 15 August at Georgetown Uni-
versity's Institute of Languages and Linguistics. The
other universities cooperating in the program are Co-
lumbia, Harvard, Johns Hopkins (SATS), Princeton,
UCLA, Michigan, and Texas. Courses of instruction
are: Introductory Colloquial Moroccan Arabic; Intro-
ductory, Intermediate, and Advanced Standard Arabic;
Introductory Armenian; Introductory and Intermediate
Persian; Introductory and Intermediate Turkish; Semi-
nar in Modern Arabic Syntax; Survey of Iranian Lin-
guistics.
The Harvard Business School will conduct the 6th and
7th sessions of its Program for Management Develop-
ment (PMD) during the 1963-64 academic year. One
session of the intensive 16-week course will be from
26 August to 16 December; the other, from 3 Febru-
ary to 23 May.
PMD seeks to develop in the young manager the skills,
understanding and attitudes essential to the effective
execution of administrative responsibilities.
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MICRO
ANALYSIS
COURSE
ELECTROMAGNETIC
MEASUREMENTS
AND
STANDARDS
TECHNICAL
COURSES
The curriculum includes: General Management, Hu-
man Behavior in Organizations, Finance, Quantitative
Analysis, Issues in Business.
CIA has had participants in all five sessions of the
PMD conducted to date. Although the program is com-
pletely business-oriented, Agency participants have
said that most parts of the program are helpful to any-
one in a management position and that the faculty and
guest speakers are for the most part first-rate.
Candidates for admission to PMD should be from 28 to
37 years of age and should have demonstrated leader-
ship ability and a potential for broader management
responsibilities. Candidates must also have completed
the Agency's Management Course. Requests to attend
the Program should be submitted to the Registrar/TR
through the candidate's Deputy Director. Harvard's
deadlines for receiving applications are 15 June 1963
(6th session) and 1 January 1964 (7th session).
In addition to the special courses listed in the April
OTR BULLETIN, the Massachusetts Institute of Tech-
nology will offer: Quantitative Electron Micro Analy-
sis, 8-12 July; Tuition: $200.
The Graduate School of the National Bureau of Stand-
ards, in association with the University of Colorado,
is offering an intensive, three-week, graduate-level
course in Electromagnetic Measurements and Stand-
ards from 22 July to 9 August 1963 at Boulder, Colo-
rado. A bachelors degree in electrical engineering,
physics, or equivalent academic or practical experi-
ence is required. Attendance will be limited, so
early applications are necessary to ensure considera-
tion. Registration will be closed on 1 July 1963. Tui-
tion for the course is $300.
Case Institute of Technology will offer two summer
courses in 1963: Operations Research, 10-21 June,
tuition: $400; Bearing Technology, 8-19 July, tui-
tion: $300.
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SPECIAL
PROGRAMS
IN
PRECISE
MEASUREMENT
COLBY
COLLEGE
LANGUAGE
SCHOOL
CSC
INSTITUTE
The George Washington University's School of Engi-
neering and Applied Science will present two one-week
courses in precise measurement during June 1963.
Reliability Engineering in Practice will be conducted
10-14 June; Microwave Measurements, 17-21 June.
Reliability Engineering in Practice is intended to de-
velop a thorough understanding of the fundamental
concepts and powerful techniques which are in use or
which can be utilized for Reliability Engineering. Mi-
crowave Measurements will be a detailed treatment
of the many techniques for measuring the electrical
parameters of microwave circuits and systems. The
fee for each course is $250.
Requests to attend one or both of these courses should
be forwarded to the Registrar Staff/TR as soon as pos-
sible; applications for admission must be received by
GWU prior to 20 May.
The sixteenth session of Colby College Summer School
of Languages (Waterville, Maine) will be held from
22 June to 9 August. Intensive instruction will be giv-
en in French, German, Russian, and Spanish at the
elementary, intermediate and advanced levels. Tui-
tion for students who do not live on Campus is $260.
Books and supplies are extra.
The U.S. Civil Service Commission will conduct an
Institute for Leaders in Scientific Programs 17-21
June. The institute will explore important concepts
and current issues related to the organization and
administration of scientific and related activities of
the Federal Government. Participation will be lim-
ited to 40 scientists and scientific administrators at
the GS 15-18 level or PL 313 and similar appointees.
Cost of the Institute will be about $100 per partici-
pant. Requests to attend should be forwarded to the
Registrar/TR not later than 16 May.
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SUMMER
SESSIONS
LOCAL
UNIVERSITIES
Registration dates of area universities for the 1963
Summer Sessions are listed. The dates classes be-
gin are also shown. Training requests (Form 136)
from individuals seeking Agency sponsorship must be
sent to the Registrar at least three weeks before the
registration date so that arrangements can be made
for an advance of funds to cover tuition.
American University
1st 5-week, 8-week, &
10-week sessions
2nd 5-week session
Catholic University
Georgetown University
1st session
2nd session
Registration
21 June
26 July
26-29 June
18 June
25 July
George Washington Univ.
Law School
1st, 2nd, & 13-week
sessions 10 June
1st& 13-week sessions
2nd session only 26 July
School of Education
9-week workshop
1st Block 17 June
2nd Block 8 July
3rd Block 29 July
6-week session 8 July
All other Schools (8wks. ) 17 June
Howard University 17 June
University of Maryland
Department of Agriculture
Graduate School
University of Virginia
Northern Virginia Center
24 June
27 May-1 June
13 May-10 June
Classes
Begin
24 June
29 July
1 July
19 June
26 July
11 June
29 July
18 June
9 July
29 July
9 July
18 June
18 June
25 June
3 June
10 June
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COLORADO
SPECIAL
SUMMER
PROGRAMS
REGISTRATION
FOR
EXTERNAL
PROGRAMS
25X1A
25X1A
8 July-30 August--Chemical Engineering Institute:
four courses in the area of the ultra high vacua,
the super pressures, cryogenics, and the higher
temperatures.
16 June-13 July?The Executive Development Pro-
gram: a program offered by the School of Business
to prepare executives in middle management for posi-
tions of greater scope and responsibility.
19-21 June--Computer Engineering Conference: a
forum for idea exchange in computer utilization;
emphasis on the application of computer science to
the solution of new problems.
14-16 August--Electronic Circuit Packaging Sympo-
sium: a technical education program for engineers
working in all phases of circuit packaging design.
20-22 August--Cryogenics Conference: for engineers,
physicists, and chemists who are interested in low-
temperature work; certain fundamental characteris-
tics of low-temperature effects will also be studied.
Applications for external training under Agency aus-
pices should be sent through Training Officers to the
Chief of the External Training Branch, OTR, exten-
sion 5231. An employee who wants to take outside
courses at his own expense is required to make ar-
rangements in accordance with the provisions of
, paragraph 7e.
Further information on the external programs listed
here and on others maybe obtained from the External
Training Branch or from the Admissions and Infor-
mation Branch of the OTR Registrar Staff; call Mary
extension 5517, or come in person to
Room GC-03. AIB maintains a collection of catalogues,
brochures, directories, and other publications of aca-
demic, commercial, and government institutions.
Class schedules of local universities are available.
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SUMMER The University of Michigan has scheduled the follow-
ENGINEERING ing intensive courses during the summer of 1963:
Pzi
COURSES
Human Factors Engineering--Concepts and Theory 8
(10-21 June)
Semiconductor Theory and Technology (10-21 June)
Introduction to Digital Computer Engineering
(10-21 June)
The Physics of Computer Devices (10-21 June)
Automata Theory: Advanced Concepts in Informa-
tion Processing Systems (10-21 June)
Advanced Automatic Programming (10-21 June)
Numerical Analysis (10-21 June)
Systems Engineering (8-19 July)
Measurement of Human Sensory Processes--
Theory and Applications (8-17 July)
Automatic Speech Recognition (8-19 July)
Engineering Applications of Reliability: Problems
of Design, Research, and Testing of Mechanical
Components and Assemblies (8-19 July)
Underground Storage of Natural Gas (8-19 July)
Application of Analog Computers to the Solution of
Partial Differential Equations (8-13 July)
Value Analysis and Engineering--Theory and Appli-
cations (8-12 July)
Written Communications for Engineers, Scientists,
and Technical Writers (5-9 August)
Foundations and Tools for Operations Research
and the Management Sciences (12-23 August)
Recent Mathematical Advances in Operations
Research (12-23 August)
Use of Computers in Metallurgical Engineering
(12-23 August)
Flight Mechanics of Space and Re-entry Vehicles
(12-21 August)
Random Processes: Noise, Optimum Filtering,
Detection, and Information Theories (15-23 Aug)
Quality Control by Statistical Methods (19-29 Aug)
Production and Inventory Control Systems
(19-23 August)
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SURVEY
RESEARCH
INSTITUTE
The University of Michigan will hold its sixteenth
annual Institute in Survey Research Techniques from
24 July-17 August. The Institute is designed to meet
some of the educational and training needs of men
and women engaged in business and governmental
research or other statistical work. The following
introductory courses will be given during the first
four weeks of the summer session, 24 June-20 July:
Introduction to Survey Research
Questionnaire Construction, Interviewing, and
Coding
Analysis of Survey Data
Advanced Survey Research Methods
Methods of Survey Sampling
SLAVIC The University of Michigan will offer intensive
LANGUAGES courses in first-year Serbo-Croatian and first-,
second-, third-, and fourth-year Russian from
24 June-17 August 1963.
NDEA
GRADUATE
FELLOWSHIPS
The Office of Education has approved 623 graduate
fellowship programs at 155 colleges and universities
for the 1963-64 academic year. These fellowships
are distributed as follows; humanities, 21 percent;
education, 10 percent; social sciences, 24 percent;
biological sciences, 18 percent; physical sciences
and mathematics, 16 percent; and engineering, 11
percent. Graduate fellowships are awarded to able
students working toward a doctoral degree in prepa-
ration for teaching careers. For each fellow en-
rolled in an approved graduate program, the partic-
ipating school receives up to $2500. The fellows
receive $2000 in the first year, $2200 in the second,
and $2400 in the third, plus an allowance of $400for
each dependent.
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FIREMAN'S
COURSE
DEFENSE
INTELLIGENCE
SCHOOL
COURSES
FOR
FY 1964
The University of Maryland has scheduled its annual
Fireman's Short Course for 8-11 September. There
is no charge for the Course.
The Defense Intelligence School (DIS) has announced
its schedule of courses to be conducted during fiscal
1964. The courses and dates are:
Defense Intelligence Course (9 months)--a broad
education in the fundamentals of intelligence. Stu-
dents should be in grades GS-11 through 13 or have
the rank of 1st Lieutenant through Major and have
a baccalaureate degree. Top Secret clearance is
required.
9 Sep 63 - 12 Jun 64
Attache Course (16 weeks)--purpose of the course
is to prepare commissioned officers for assign-
ment as military attaches and assistant military
attaches. Top Secret security clearance and spec-
ific cryptographic access authorization are required.
3 Sep 63 - 20 Dec 63
6 Jan 64 - 24 Apr 64
27 Apr 64- 14 Aug 64
Strategic Intelligence Course (4 weeks)--provides
a working knowledge of strategic intelligence, its
primary purpose and major functions, and the ap-
plication of the components of strategic intelligence
to the study of major world areas. Students should
be in grade GS-12 or above or hold the rank of Cap-
tain or higher, have at least two years of college
education and Top Secret clearance.
8 Jul 63 - 2 Aug 63
7 Nov 63 - 6 Dec 63
16 Mar 64 - 10 Apr 64
Attache Staff Course (11 weeks)--consists of three
phases: administration, finance, and communica-
tions security, any one of which may be taken sep-
arately. Secret security clearance is required.
Students attending the communications security
course must have specific authorization for access
to cryptographic material.
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8 Phase Dates
rz4 Administration 1 Jul 63 - 26 Jul 63
P-1 ComSec 1 Jul 63 - 19 Jul 63
)-1
-t Finance 29 Jul 63 - 23 Aug 63
Administration 26 Aug 63 - 20 Sep 63
ComSec 26 Aug 63 - 13 Sep 63
rzl
E4 Finance 23 Sep 63 - 18 Oct 63
X
fx1
ComSec 23 Sep 63 11 Oct 63
Administration 21 Oct 63 15 Nov 63
ComSec 21 Oct 63 - 8 Nov 63
Finance 18 Nov 63 13 Dec 63
Administration 6 Jan 64 31 Jan 64
ComSec 6 Jan 64 24 Jan 64
Finance 3 Feb 64 28 Feb 64
ComSec 3 Feb 64 - 20 Feb 64
Administration 2 Mar 64 - 27 Mar 64
Finance 30 Mar 64 - 24 Apr 64
Administration 27 Apr 64 - 22 May64
ComSec 27 Apr 64 - 15 May64
Finance 25 May64 19 Jun 64
ComSec 25 May64 12 Jun 64
Strategic Intelligence Officer Refresher Course
(Reserve cornponents)(2 weeks)--provides com-
missioned officers of the reserve components re-
fresher training in, or a working knowledge of,
current concepts, methods, and content of the stra-
tegic intelligence process. Top Secret security
clearance is required.
10 Jun 63 - 21 Jun 63
17 Aug 64- 28 Aug 64
INTERNATIONAL The Tenth Annual Meeting of the National Conference
DEVELOPMENT on International Development will be held at the May-
flower Hotel, Washington, D. C. , on 28-29 May to
discuss current trends in national and international
assistance programs in all developing countries of
Asia, Africa, and the Americas.
PROFESSIONAL 24-29 June Inter-American Conference on Phys-
MEETINGS ics Education, 1st, Rio de Janeiro,
June 24-29, 1963. (Pan American
Union, Washington 6, D. C.)
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9-11 July
9-11 Sept.
International Symposium on Space
Telecommunications, Boulder, Cob.,
July 9-11, 1963. (1963 PGAP Inter-
national Symposium, Boulder Labora-
tories, National Bureau of Standards,
Boulder, Colorado)(Institute of Elec-
trical and Electronics Engineers, Pro-
fessional Group on Antennas and Prop-
agation.)
International Conference on Weak In-
teractions, Brookhaven, N. Y., Sept.
9-11, 1963. (Dr. Gian Carlo Wick,
Brookhaven National Laboratory, Long
Island, N. Y. )(International Union of
Pure and Applied Physics)
28 Oct.-1 Nov. International Symposium on Plasma
Phenomena and Measurements, San
Diego, Calif., Oct. 28-Nov. 1, 1963.
(Secretary, Institute of Electrical
and Electronics Engineers, Box A,
Lenox Hill Station, New York 21, N. Y.)
(Institute of Electrical and Electronics
Engineers, National Aeronautics and
Space Administration, U. S. Atomic
Energy Commission and U.S. Air Force
Office of Scientific Research.)
AMA The Registrar Staff has three copies of Technical
PUBLICATIONS Planning in the Defense Industry, published by the
American Management Association. The publication
may be borrowed by calling
extension 5517.
Copies of Solving the Problems of Employee Absence,
an AMA research study by Frederick J. Gaudet, are
also available.
25X1A
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SCHEDULES OF OTR COURSES
(through 31 December 1963)
Courses marked with an asterisk are given away from headquarters; registration closes two weeks in
advance. All other registrations close the Wednesday before the course begins.
As other courses are scheduled by the Office of Training, they will be announced in OTR BULLETINS.
For further information call Admissions and Information Branch, extension 5203 or 5517.
COURSE TITLE
Administrative Procedures
Americans Abroad Orientation
Anticommunist Operations
Budget & Finance Procedures
Cable Refresher
China Familiarization
CIA Introduction
CIA Review
CS Records Officer
CS Review
DESCRIPTION DATES
full time, 80 hours
8 Jul-19 Jul 16 Sep-27 Sep 14 Oct-25 Oct
25 Nov- 6 Dec
hours vary on request, call x3477
part time, 80 hours
full time, 80 hours
part time. 4 1/2 hours
full time, 40 hours
part time, 3 hours
part time, 2 hours
part time, 20 hours
full time, 64 hours
13 May- 7 Jun 4 Nov-27 Nov
8 Jul-19 Jul 16 Sep-27 Sep
on request, call x5113
in fall: dates undetermined
for EOD's, every Monday afternoon
14 May, 11 Jun, 9 Jul, 13 Aug, 10 Sep, 8 Oct,
12 Nov, 10 Dec
25 Nov- 6 Dec
3 Jun- 7 Jun 16 Sep-20 Sep 21 Oct-25 Oct
2 Dec- 6 Dec
17 Jun-26 Jun 30 Sep- 9 Oct
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61111...mo
COURSE TITLE
Clerical Refresher
Communism- -Introduction
DESCRIPTION DATES
part time, 20-30 hrs 27 May-21 Jun 1 Jul-26 Jul 5 Aug-30 Aug
9 Sep- 4 Oct 14 Oct- 8 Nov 18 Nov-13 Dec
(typing pretests given every Wednesday morning
before course begins; shorthand pretests given
every Thursday morning before course begins)
full time, 80 hours 13 May-24 May 24 Jun- 5 Jul 23 Sep- 4 Oct
18 Nov-27 Nov
CP Organization& Operations part time, 80 hours 7 Oct- 1 Nov
Conference Techniques
part time, 24 hours 28 Oct- 4 Dec
Counterinsurgency Program
Planning full time, 80 hours 27 May- 7 Jun 23 Sep- 4 Oct
r-1 CI Familiarization full time, 80 hours 13 May-24 May 9 Sep-20 Sep 4 Nov-15 Nov n
I-,
>
.-1 full time, first week; 14 Oct- 1 Nov
z
mi part time second and rn
P71 third weeks 80 hrs zicn
zrn
>n >C)
r? = t- 7:.
Cr1 rn
C .-3 part time, 60 hours 14 Oct- 1 Nov
cn
cn
rri ro
0 0
z full time, 80 hours 7 Dec-18 Dec z
r- r-
-< -?
5X1C Dependents Briefing part time, 6 hours 4-5 Jun, 2-3 Jul, 6-7 Aug, 10-11 Sep, 1-2 Oct,
5-6 Nov, 3-4 Dec
Effective Speaking part time, 24 hours 16 Sep-23 Oct
Geography of USSR part time, 120 hours 4 Sep-14 Oct
L.)
Info Reports Familiarization part time, 40 hours 21 Oct- 1 Nov
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COURSE TITLE
IRR&R
MEND
DESCRIPTION
DATES
full time, 120 hours 3 Jun-21 Jun 23 Sep-11 Oct 18 Nov- 6 Dec
Intelligence Production for JOTs full time, 520 hours 28 Oct-10 Jan 64
Intelligence Research (Map
and Photo Interpretation)
Intelligence Research Tech-
niques
Intelligence Techniques for
JOTs
Instructor Training
Intelligence--Introduction
Intelligence Review
Language Courses
*Management
*Management: Seminar in
Management Practices
25X1C.
part time, 50 hours
7 Oct- 8 Nov
part time, 144 hours 25 Nov-20 Dec (for all offices)
full time, 160 hours 23 Sep- 8 Nov (for OSI)
full time, 120 hours 22 Jul- 9 Aug
full time or part time on request, call x6044
full time, 80 hours
full time, 80 hours
See end of schedule
full time, GS11-12
GS-14 and above
full time, 64 hours
GS-14 and above
full time, 168 hours
full time, 720 hours
full time, 240 hours
full time, 160 hours
10-21 Jun, 9-20 Sep, 4-15 Nov, 2-13 Dec (tent.)
7 Oct-18 Oct
4 Nov - 8 Nov
21 Oct-25 Oct
6 Jun-14 Jun Possibility for fall
9 Aug- 7 Sep
16 Sep-24 Jan 64
16 Sep-25 Oct
10 Jun- 5 Jul 19 Aug-13 Sep 28 Oct-22 Nov
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25X1 C COURSE TITLE
Basic
Supervision
Travel Procedures
USSR-Basic Country Survey
DESCRIPTION
full time
part time, 40 hours
GS 5-10
part time, 20 hours
full time, 80 hours
Writing Workshops part time, 27 hours
Basic
Intermediate (DDS only)
Intermediate
Advanced (NPIC only)
Advanced (For DDS GS-15 and above)
Correspondence
DATES
22 Jul- 1 Nov
30 Sep- 4 Oct 2 Dec- 6 Dec
13 May-17 May 16 Sep-20 Sep 9 Dec-13 Dec
4 Nov-15 Nov
14 May- 6 Jun 10 Sep- 3 Oct
14 May- 6 Jun 19 Nov-12 Dec
19 Nov-12 Dec
10 Sep- 3 Oct
22 Oct-14 Nov
Register any time; use Form 73
(Pretests, Int. and Adv., Room GD-12 on last Monday of month. To register,
call extension 6282.)
Language classes will be offered as indicated below if there is sufficient enrollment. Other languages
will be offered if there is a requirement for them and to the extent that scheduling and instructor availa-
bility permit. Inquiries concerning instruction not listed here should be addressed to Language and Area
School, extension 2873. (R--Reading S--Speaking W--Writing)
SEPTEMBER
CHINESE
Basic RSW, full time (1600 hrs, 40 wks)
Intermediate RSW, full time (1600 hrs, 40 wks)
Advanced RSW, full time (1600 hrs, 40 wks)
Basic RW Phase I, part time (120 hrs, 20 wks)
Intermediate RW Phase I & II, part time
(120 hrs, 20 wks)
.Advanced RW Phase I, part time (120 hrs, 20 wks)
GERMAN
Basic RSW, full time (800 hrs, 20 wks)
Intermediate RSW, full time (400 hrs, 20 wks)
Basic RSW Phases I & II, part time (120 hrs,
20 wks)
PERSIAN
Basic RSW, full time (960 hrs, 24 wks)
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SEPTEMBER (continued)
FRENCH
Basic RSW, full time (800 hrs, 20 wks)
Intermediate RSW, full time (400 hrs, 10 wks)
Basic RSW Phase I, part time (100 hrs, 10 wks)
Basic RSW Phase LU, part time (60 hrs, 10 wks)
RUSSIAN
Familiarization, part time (80 hrs, 20 wks)
OCTOBER
ARABIC
Basic Lebanese-Palestinian RSW, full time
(1600 hrs, 40 wks)
Basic Classical R, part time (160 hrs, 40 wks)
EAST EUROPEAN LANGUAGES
Workshop R, part time (15 wks)
FRENCH
Basic R, part time (60 hrs, 10 wks)
ITALLAN
Basic RSW Phase I, part time (100 hrs, 10 wks)
Intermediate RSW Phase I, part time (60 hrs,
10 wks)
SPANISH
(Full time courses offered on request)
Basic RSW, Phases I and II, part time (100 hrs,
10 wks each)
RUSSIAN
Basic RSW, full time (1600 hrs, 40 wks)
Intermediate RSW, full time (520 hrs, 13 wks)
Advanced RSW, full time (520 hrs, 13 wks)
Familiarization, part time (24 hrs, 12 wks)
Basic RSW, part time, Phases I, II, and III
(120 hrs, 20 wks each)
Advanced RSW Phase I, part time (90 hrs,
15 wks)
Intermediate Seminar RS (40 wks)
Advanced Seminar RS (40 wks)
Basic R Phase I, part time (90 hrs, 15 wks)
Intermediate R Phase I, part time (90 hrs, 15wks)
Intermediate Scientific & Technical R(15 wks)
Intermediate Economic & Political R (15 wks)
Basic R Special, part time (200 hrs, 40 wks)
Intermediate Interpreter, part time (90 hrs,15 wks)
Advanced Interpreter R, part time (90 hrs, 15 wks)
Intermediate Refresher RSW, part time(45 hrs,
15 wks)
Intermediate Refresher R, part time (45 hrs,
15 wks)
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SOME GENERALIZATIONS ABOUT PEOPLE
IHII 1111 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
The following observations and generalizations are drawn
from the experiences of a number of successful managers.
These are by no means rules for human relations. Their ap-
plication as such without the presence and underlying support
of a sound managerial outlook is not likely to be successful.
These observations do not establish techniques but may as-
sist the manager to develop and mold useful attitudes toward
himself and toward those people with whom he must deal to
achieve a smooth operation within his organization.
People's behavior is caused to a very great extent by habit
and emotion, and to a much lesser extent by consid-
erations of reason.
People are different; they expect and deserve to be treated
as individuals.
People work best when they know that their chief is interested
in them.
People work harder when helped to feel important than when
motivated by fear. They like to get credit when they
deserve it.
People are generally averse to sudden changes; they are more
likely to accept them if they are prepared for them.
People try to live up to the supervisor's expectations of them.
Subordinates often copy the way the chief does things.
People like to receive simple, clear, understandable instruc-
tions so that they know what is expected and how the
supervisor wants it done. They work best when inform-
ed of matters that concern them.
People work best when they feel that they belong; they wish to
participate in an organization's undertakings.
People will work best for a supervisor whom they trust and
respect; they look for consistency of treatment from
the standpoint of knowing what the supervisor will per-
mit and what he will not allow.
People work best for a supervisor who likes people and mani-
fests an interest in their personal affairs.
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People expect and deserve to be punished or reprimanded
when it is required. Supervisors should establish
standards of behavior and effectiveness that must be
met.
People dislike and resent public criticism and unfavorable
comparison to others in the group; they dislike "losing
face".
People will produce more when there is some incentive pres-
ent; they like to know the objectives of the team.
People like to feel that they are using the abilities they have
and that their future will be secure if they do a good
job
People like to be told, in the right way, when they are doing
something wrong; but they also like to be told the cor-
rect way or how to improve.
People like to be understood and to know where they "stand".
(From Air Force Manual Z5-1, THE MANAGEMENT PROCESS)
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OTR DIRECTORY
Director of Training
Deputy Director of Training
SCHOOLS Intelligence School
Briefing Officer
School of International Communis
Language and Area (Arl. Towers)
Language
-3
Tutorial
Vol. Program
25X1A
Area
Operations
STAFFS Junior Officer Program
Plans and Policy
Educational Specialist
Registrar
Deputy Registrar
Admissions and Information
External Training
Support
1D-0418 7211
1D-0418 7211
1D-0011 5963
1D-0023 5941
1D-1617 7371
2206 A. T. 3065
2206 A. T. 2381
2206 A. T. 2873
2206 A. T. 2470
2210 A. T. 3477
GD-5321 5191
1D-0009 6093
1D-0410 6044
1D-0423 6044
GC-03 5513
GC-03 5513
GC-03 5517
GD-2603 5231
1D-0420 7214
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CPYRGHT
CONFIDENTIAL
(Continued from page 4)
"But are there any swamps on the moon?" I inquir-
ed, attempting to suggest she might be practicing a
deceit the school directors would view dimly.
"That," she replied severely, "is neither here nor
there."
Possibly Miss Grosskopf was a little weak on lunar
bogs.
"We mustn't predispose the young imagination, sir, "
she cautioned, gently now, intimating that perhaps it
would not be necessary after all to keep me in after
class.
"The children will discover and interpret as they prog-
ress. Should they decide on the evidence that there
are no swamps on the moon, then they will create one
proper to a lunar environment which would permit
swamps. We do want to encourage creativity, don't
we? We do see now, don't we?"
I felt I had been burped.
Walking down the hall, I reported to my wife: "George's
class is going to build a swamp."
"That's odd," Myrtle said as she went on setting tile
in the bathroom, "you'd think a school like that would
have gotten one long ago."
(Franklin P. Jones in SATURDAY REVIEW)
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CONFIDENT/AL
SE ET
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