SUPPORT BULLETIN FOR INFORMATION OF HEADQUARTERS AND FIELD PERSONNEL

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-04724A000700030001-5
• Release Decision: RIFPUB
• Original Classification: C
• Document Page Count: 25
• Document Creation Date: November 11, 2016
• Document Release Date: May 6, 1999
• Sequence Number: 1
• Publication Date: August 1, 1965
• Content Type: BULL

Apprg or Release : CIA-RDP78-04724Q00700030001-5
OW
Auk ust 1965
SUPPORT BULLETIN
FOR INFORMATION OF HEADQUARTERS
AND FIELD PERSONNEL
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GROUP 1
Excluded from automatic
downgrading and
declassification
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 or Releas (I . tDPT8-047
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milts to resent reins which, in general, are of interest to all
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TABLE OF CONTENTS
Page
What Is The "Grid"? . . . . . . . . . . . . . . . . . . . . . . 1
Writing Out Loud . . . . . . . . . . . . . . . 2
Ready To Retire? . . . . . . . . . . . . . . . . . . . . . . . 4
Program Evaluation And Review Technique (PERT) . . . . . . . 6
Possible Estate Tax Savings On Flight Insurance . . . . . . . . . 7
Communications . . . . . . . . . . . . . . . . . . . . . . . . 8
Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Educational Aid Fund . . . . . . . . . . . . . . . . . . . . . 12
Aid To Travelers . . . . . . . . . . . . . . . . . . . . . . . . 12
How Much Training? . . . . . . . . . . . . . . . . . . . . . . 13
What Price Progress . . . . . . . . . . . . . . . . . . . . . . 13
How To Be A Better Boss As Secretaries See It . . . . . . . . . . 15
Interpersonal Communication . . . . . . . . . . . . . . . . . . 18
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WHAT IS THE "GRID"?
A strange language is being heard around
the halls and offices these days. "My boss is
such a nine-one, I've gone completely one-
one." "Stop acting five-five." "Well, it's
better than being so one-nine."
What does it mean? To those who have
taken management training within the last
year, these numbers describe various kinds
of managerial and supervisory behavior.
Several hundred people have by now acquired
this handy descriptive device through their
study of "The Managerial Grid," a theoretical
framework which is currently attracting a lot
of attention in government and business
circles. For example, it has been recently the
subject of a lengthy article in the Harvard
Business Review (November-December 1964).
"The Managerial Grid" plots the behavior
and attitudes of managers along two axes,
one of which represents a concern for people
and the other a concern for production.
Some managers overemphasize work and its
problems while ignoring the people who are
doing the work. Others overemphasize people
and their problems while paying little atten-
tion to the work. Still others try to balance
or compromise the needs of people and work
conceding first to one and then to the other
as the situation demands. Are there other
and better ways to organize people and work
to get maximum effectiveness?
The conceptual framework is described in
the textbook, The Managerial Grid, by Pro-
fessor Robert Blake of the University of
Texas. This book assigns descriptive num-
bers to the principal kinds of behavior and
explains the application of the system. This
book and a number of specific exercises form
the base for a one-week course which has
been taken by 225 employees from all parts
of our Organization, 147 of whom were GS-15
and above.
The one-week course (Phase I) is designed
to enable the participants to:
analyze their own managerial styles and
assumptions;
recognize the advantages and limitations
of various styles;
learn more effective ways of resolving
conflict;
learn how to use individual resources for
team efficiency;
improve problem-solving skills by learn-
ing ways to reach consensus and com-
mitment in a group.
The teaching method is also an innovation.
Participants are grouped into teams of six or
seven each and given a series of exercises de-
signed to promote competition among indi-
viduals and teams; these exercises are based
on Grid concepts and are scored. The learn-
ing situation is an active one; there is almost
no lecturing or interference from the instruc-
tors; students have to work out their prob-
lems themselves.
For example, pick from the following sen-
tences the one which best describes the way in
which you normally handle a situation when
two subordinates are in open conflict:
a. Let them work out their differences by
themselves.
b. Smooth it over by pouring oil on troubled
waters.
c. Get them together to "talk it through"
to resolution.
d. Suppress it by dealing firmly with both.
Conflict can't be tolerated.
e. Talk to them one by one to understand
the problem and yet to explain how fight-
ing on the job can cause everyone to lose.
The answers you pick to this and a number
of related questions will give a definite clue
to how you see your leadership style. By the
end of the week, your teammates may esti-
mate you somewhat differently and you may
recognize ways to improve your effectiveness
in dealing with others. By the end of the
week, many found that they had better aware-
ness of their own attitudes and behavior. For
example, some people realized for the first
time that they talk too much or too little,
that they don't really listen to others, that
they have been unwilling to face up to conflict
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or too willing to compromise in general. The
course lays the grow dwork for more effective
working as a membe4 of a team (for example,
a boss and his immediate subordinates) and
for sounder problem-solving through demon-
strating the blocks that commonly exist and
ways to remove them.
The Managerial Grid Program has addi-
tional phases beyond the one-week course.
In Phase II, a boss and his immediate sub-
ordinates sit down together as a team to work
through a set of exercises designed to help
them identify problems and blocks which are
hindering them from turning in a maximum
performance as they then identify solutions
and plan for corrective action. This is done
throughout an entire component, starting at
the top and working down through all the
echelons.
Because of the interest in the Grid, a high-
level decision was made to select one office
of the Organization; and put the entire com-
ponent through Phase -I and II, as a pilot
project. If, after evaluation of the results in
terms of increased efficiency and effectiveness,
the program proves, to be worthwhile, addi-
tional pilot projects; will be considered.
The Office of Finance was selected several
months ago to be the "guinea pig" for this
very significant experiment, and all managers
and supervisors, from GS-18 through GS-6
have gone through the Grid week. Phase II
began in May with: the Director of Finance
and his immediate staff leading off. The
lower ranks will follow. The exercise will be
conducted over a period of six or eight months,
a few hours at a time, and participants will
address themselves to actual Office problems
with minimum intrusion from trainers and
consultants.
Several thousand employees in the last ten
years have taken "management" training in
some form or other, but there is some question
as to the impact on the managerial effective-
ness of the total organization, since this train-
ing has been optional and individuals have
been trained almost on a random basis. The
most recent thinking in management train-
ing circles indicates that the real impact will
come, if at all, from training an entire orga-
nization. A number of senior executives of
the Organization want an effective manage-
ment training program, have encouraged the
search for a new approach, and have even
taken the Grid Seminar themselves. Current
indications are that the "Grid" will be with
us for some time. Several further seminars
are planned for senior officers, and the results
of the Office of Finance Pilot Project are being
eagerly awaited.
WRITING OUT LOUD
Writing out loud-that's one definition for
dictating to a secretary or to a dictating ma-
chine. Are YOU a -good dictator? Here are
some points to help you decide.
USE OF DICTATING FACILITIES
Are you in the habit of using the dictating
facilities that are available or do you find
yourself writing rough drafts in longhand or
typing them with the good old hunt and
hammer system? Of course the method of
composition will vary with the nature of the
project. An informal memorandum may be
casually and quickly dictated. On the other
hand, it may sometimes be like pulling teeth
to find just the appropriate word or phrase
to use in writing a regulation or report and
longhand composition is justified.
It's up to you to decide which method of
getting your thoughts on paper is best for
you and your job. Sometimes it's a good idea
to dictate a rough draft quickly-just get
your thoughts on paper with little attention
to composition, punctuation, or logical orga-
nization. Then at your leisure you can edit
the preliminary draft, smooth out the
wrinkles, and give it back to your secretary
for final copy.
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THE DICTATION PROCESS
Giving dictation is essentially a simple
process. Actually, it is just the old team
principle in action. Training and coordina-
tion are essential to any teamwork. Your
secretary has spent many hours learning to
TAKE dictation. Have you ever given any
thought to GIVING dictation? Or, do you
ever put yourself in your secretary's place and
try to imagine what it would be like to take
dictation from someone like you?
Let's take a look at some common speci-
mens of DICTATUS AMERICANUS. There
are quite a variety of them. You might even
recognize yourself 1
The Groper. This type violates the first
rule for effective dictation. He fails to pre-
pare for the dictating session. He may be
pretty good after he gets on the trail of what
he wants to say but he and many people just
like him waste thousands of hours because
they have not taken the time BEFOREHAND
to prepare an outline or brief of what they
want to say.
All it takes is a few notes like this:
Memo to Joe
-purpose of conference
-your part
-enclosed agenda
Or, if not notes, at least some cogitation
ahead of time so you have a mental outline
of what you want to say. You will find that
just a small amount of preparation will pay
big dividends. Don't forget that even though
your secretary knows many of your idiosyn-
crasies, she can't read your mind. So be sure
to tell her:
-What the material is-a memo, or some
notes for that conference.
-Whether you want a rough draft, a
smooth copy, or an extra smooth copy
for a senior official's signature.
-What the classification is. (Every-
thing doesn't have to be classified
SECRET.)
-Who should receive copies of the cor-
respondence and attachments.
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-The priority of the correspondence in
relation to other work.
Be especially careful to give the above in-
formation when using a machine.
The Executive Type. The executive dicta-
tor is a hard-driving, reasonably efficient fel-
low but he often tries to do too many things
at one time such as interrupting dictation to
make or take phone calls or look up material.
He may impress someone waiting outside of
his office but not his secretary who wishes he
would :
-Schedule his dictation, preferably in
the morning and NEVER just before it
is time to go home.
-Tolerate no unnecessary interruptions.
-Have all necessary references readily at
hand.
Old Speedball. This type doesn't have to
grope for words. He starts dictating before
his secretary has hardly had time to unlimber
her pad and pencil and is soon rolling along
about 150 words per minute, although the
poor secretary may be taking it at 100. Old
Speedball doesn't bother to glance her way
occasionally to see if she is still with him.
He puts no inflection or expression into his
voice nor does he bother to spell out foreign
words or proper names. One of his favorite
tricks is to quote rapidly from reference ma-
terial that he could readily give to his secre-
tary to copy.
Mumbles. Here is one of the most common
kinds of dictator and secretaries will agree
that he is near the top on the list of Pain-
ful People To Work For. Mumbles doesn't
mumble to the boss and he speaks distinctly
over the phone. But get him settled back in
his chair with a dictating machine micro-
phone in his hand or with his secretary poised
by his desk with pad and pencil and, although
his mind may be going along in high, his
mouth sort of slips out of gear.
Mumbles has the habit of directing his
voice at his belt buckle, the wastebasket, the
window-most anywhere but at his secretary.
To make it worse, he frequently dictates with
a cigar, pipe, or chewing gum in his mouth.
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Crosspatch. A Freudian analysis of old
Crosspatch might r4veal that as a small boy
he was tyrannized bN an older sister, or maybe
his wife gives him a hard time. At any rate,
he likes to take out his resentment on the
poor secretary. He l blames her for the in-
correct address which he rattled off. He
doesn't accept responsibility for his own poor
grammar and sentence structure, gripes about
the punctuation although his old-fashioned
rules went out twenty years ago, and makes
heavy handed corrections in ink on smooth
copy and thus precl udes an erasure.
The Crosspatch dictator should remember
that this business of dictation is a team job
and as captain of the team he should :
-Encourage hi teammate to ask ques-
tions.
-Explain the nature of the project to
her; don't expect her to do the job in
the dark.
-Compliment leer for a job well done.
She appreciates encouragement. Let
her know that you are grateful for her
efforts.
It is a good question whether one is really
ever ready to retire. _For most, our work has
a certain sentimental appeal that leaves one
emotionally unprepared, even though econom-
ically equipped. On the other hand, if one
is unprepared economically, the emotional ad-
justment can involve more than nostalgia.
The rare individual who is both economi-
cally set and emotionally reconciled to retire
gracefully, and stay retired, needs no sym-
pathy from us. Our sympathy is reserved for
the retiree who can go it alone economically
but has no place to go, or lacks the will to
go, or both. In still a third category, how-
ever, by these yardsticks, is the retiree whose
economic situation is such that sympathy will
not close the gap between his retirement in-
come and the ongoing cost of living. Rather
than sympathy, this retiree needs a second
career. Early retirement, in the old-fash-
ioned, grandchildren-around-the rocking chair
sense, makes no economic sense whatsoever,
no matter how much he may wish it did.
With the second-career retiree uppermost
in mind, headquarters is strengthening its
Office of Personnel out-placement program to
help bridge the distance between Organiza-
tion retirement and continuing employment
after retirement.
READY TO RETIRE?
One of the more obvious observations to be
made about early retirement is that the mid-
career mark of the employees affected is
moved in as much ae ten years closer.
The Career Services and components con-
cerned with the shortened service span of
employees are certain to be changing their
career management concepts. The careerist
himself, now in or rearing the zone of early
retirement, cannot help viewing his new
status with scrambled emotions. Overnight,
he has caught the first glimpse of his career's
fading light-and he hadn't exactly planned
it that way.
Research is being undertaken to determine
and keep current the employment opportuni-
ties available to Organization retirees in all
of the non-public, quasi-public, and public
sectors of American society. Both domestic
and foreign employment possibilities will be
continuously studied and sought out for our
retirees whose skills and talents fill the bill,
or can be sharpened sufficiently by retraining
to make them truly competitive.
These studies are progressing with the con-
fidence our retirees possess basic qualifications
readily marketable in the mainstream of
American life, or which can be made market-
able by reinforcement through refresher
training or education. As these markets are
identified, our retirees will recognize, of
course, the type and amount of self-help they
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must contribute in their own behalf, whether
in the form of reading, home study, or formal
schooling or training.
Self-help, certainly, is the secret of success
of any retiree's finding suitable, satisfying em-
ployment to call his second career. Head-
quarters can help by pointing out the possi-
bilities and making the first "pitch" by way
of a solid recommendation, but the individual
must sell himself, or herself.
Ideally, the future early retiree will be
aware of his retirement date sufficiently in
advance (three to five years) to let him arrive
at that destination with a clear picture of his
next career-assuming he has prepared in-
telligently for it in the meantime.
Headquarters is exploring the mechanics of
such on-the-job and off-the-job assistance as
it can legally contribute to whatever prepara-
tion the individual is making personally. It
would be premature to suggest here what this
assistance may amount to in any individual
case, but, importantly, it is being examined in
an environment of enlightened personnel
management.
Regional representatives of the Director of
Personnel, for retiree-placement activities, al-
ready are established in several major cities
throughout the United States. This has come
about by the merging of the Organization's
expanded Out-Placement function with its
existing Personnel Recruitment function-
providing a staff of senior, experienced, profes-
sional recruiters whose local and area con-
tacts have long been employed to pave the
path for deserving employees seeking a change
of job scenery. The recruiters' efforts in this
area will now be formally recognized and in-
corporated on an equal footing with their re-
cruitment responsibilities. While their re-
tiree-placement duties will not demand equal
time with their regular recruiting schedules,
these new duties will call for considerable up-
dating of job possibilities in the recruiter's
territory and the cultivation of new corporate
and other community -friendships to which
the recruiter can turn in seeking to assist the
retiree to resettle in the city of his choice.
Moreover, a roster of employers whose execu-
tive officials are favorably known by Organi-
zation officials will be maintained as the re-
pository of prime lead sources to whom the
latter can turn in recommending a fellow em-
ployee.
The Office of Personnel will continue to pro-
vide counselling insofar as accurately project-
ing what an employee's retirement income will
be, and calculating the revised costs of health
and life insurance plans he means to continue.
Armed with these data, three or four years
before the fact, desirably, the employee con-
templating a post-retirement second career
should check out his credentials and aspira-
tions with Chief, Personnel Recruitment Di-
vision. PRD will have in readiness a "Pros-
pectus for Continuing Employment in Sec-
ondary and Higher Education," merely as one
example-but documented, state by state, as
to teacher certification requirements, starting
salaries, fields in which a particular state is
experiencing teacher or administrative short-
ages (as opposed to the teaching fields in
which overcrowding may be predicted), et
cetera.
As to other fields in which you would like
to see a prospectus, you name them and PRD
will perform the research, and provide the
contacts. Here again, you will want to get
your feelers out well in advance of retirement.
The field of education is cited advisedly be-
cause many of our careerists can qualify in
this area after a minimum of refresher train-
ing. Further, for the long-range planners,
the retirement age in most States is 70.
Other logical fields in which a separate
prospectus will be prepared and maintained
up-to-the-minute include banking, trade as-
sociations, professional societies and associa-
tions, alumni activities, State and local gov-
ernment, real estate, securities, foundations,
and franchising.
Additionally we eventually hope to have
influential ties with American business con-
cerns and industries, both those which operate
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domestically and those which do business or
have investments abroad.
We mean to throve out a very wide net--
especially since learning of a museum seeking
an administrative officer, a firm seeking an
administrative officer, a firm seeking an Or-
ganization-experienced officer to be its as-
sistant to the president, and a large concern
operating abroad which aims to fill one of its
positions with an Organization man of ex-
ecutive caliber.
But getting back to the business of self-
help, a retired Army officer now teaching col-
lege math has this tosay: "I was one of eleven
retired officers studying at Duke University
for a Masters degree, in teaching math. To-
ward the end of the course we all looked for
a job in a field where vacancies are plentiful.
We all sent out res>jmes and we all visited
various colleges. No one found a job by mail-
ing resumes. All of us found jobs in the
colleges we visited. While I think good re-
sumes are important, there is nothing like per-
sonal contact with 1 prospective employers."
Another retired officer stated, "Resumes are
over-rated. I sent out 50. Received answers,
but no positive leads.' A third retired officer
offered this advice: `i'Take any job in a field
you know the most ajbout. If you have what
it takes to advance,: you'll do so; but don't
try to start at the top. Personal contacts
can be good or bad. Be sure the person you
know thinks highly of you."
In a world in which life reputedly begins
at 40, the inner world of the early retiree is
one in which his first career can end a few
years later. By this; reckoning, give or take
a year, the time to start thinking seriously
about a second career would be at age 45.
Many of today's 20-year military retirees, both
employed and unemployed, insist that a better
time to be planning a second career would be
at the very outset of one's first career. We
buy this provided it isn't overdone-as in the
case of the employed who, when asked when
he started working for his present company,
replied, "The day they threatened to fire me."
PROGRAM EVALUATION
AND REVIEW TECHNIQUE
(PERT)
PERT was specifically designed in the mid-
50's to expedite the Polaris missile system and
has been credited with having cut two years
off its development timetable.
Defense and industry got their first look at
PERT when Navy's Special Projects turned
out a Polaris firing nuclear submarine years
ahead of schedule using a topnotch manage-
ment staff and this dynamic management
concept.
PERT was developed by the Navy for its
Polaris program to provide a fast, computer-
ized management tool to aid in the planning
and evaluation of progress in the development
of the weapon system.
PERT is a management tool. It provides
the manager a useful, systematic method of
planning, scheduling, and monitoring his
project or task. PERT does not do this auto-
matically, nor does it guarantee that a project
will achieve its objectives within cost and
schedule goals. However, it does provide a
discipline that significantly aids identification
and correlation of all project elements, thus
reducing the possibility of overrun or slippage
due to oversight. The PERT system is char-
acterized by simplicity, flexibility, and predict-
ability. It may be applied to a wide variety
of projects ranging from short duration, low-
cost tasks to large, complex development pro-
grams spanning several years in time and in-
volving many contributors. It assists materi-
ally in managing effort applied toward proj-
ect objectives. The impact of current status
on future plans is also reported, thus provid-
ing the manager with the capability for an-
ticipating future problems in time to take
corrective action.
Even though PERT is looked upon by some
as just another management gimmick, it is
the only system that provides managers with
instant information in the achievement of
current objectives. It is the only system
which allows the manager to see what effect
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one event of the program will have on another
event.
Essentially PERT involves charting simul-
taneous and interlocking time schedules for
the many components and processes involved
in a project based on the best estimates avail-
able. The resulting thousands of facts are
fed into a computer which keeps track of the
sequence of critical steps or jobs, delay in any
of which would retard scheduled completion
of the entire project.
In the PERT approach, the development
program is first portrayed graphically as a
network of interrelated activities necessary to
achieve prescribed milestones, or events. The
next step in the PERT process is to obtain
elapsed-time estimates for each activity in the
network from engineers and others respon-
sible for their completion. Three estimates
are obtained for each activity, representing
the range of time which can be expected.
These estimates-optimistic, most likely, and
pessimistic-are transformed into a probabil-
ity statement indicating the chances of the
activity taking different lengths of time to be
achieved. The flow plan and time estimates
are then fed into a computer which computes
and sorts out the longest path from all the
possible paths to any event.
There are two outstanding features of the
PERT system. First, it gives an interdisplay
of interrelated events and, secondly, it shows
the critical series of events (commonly known
as the critical path). This is really the back-
bone of the program because it shows the
manager (on paper) something that has never
been done before-where events are falling
down-and allows him to spot check project
progress at will.
When a PERT system is first instituted on
a development program, it displays graphi-
cally a network of interrelated activities with
the final event being the completion of the
program.
The critical path provides the manager
with information on where slips are likely to
occur and what their magnitude may be. One
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advantage of slack time: it allows the man-
ager to see where he has extra resources and
enables him to channel these to events in the
critical path.
During operation of the PERT system, in-
formation is fed into the computer to main-
tain and update the system according to a
regular plan-normally biweekly. However,
information may be fed into it at any time
the manager so desires. The computer also
allows the manager to simulate changes with-
out actually disrupting the program. This
way he can find out what effect on the over-
all program a time reduction on one event
would have.
PERT does not replace the manager, rather
it aids the manager and reinforces him in his
primary roles in planning and decision-mak-
ing. Properly understood and properly ap-
plied, PERT can materially assist the man-
ager in planning and controlling those tasks
for which he is responsible.
POSSIBLE ESTATE TAX SAVINGS
ON FLIGHT INSURANCE
Support Bulletin No. 26 dated March 1964
contained an article Flying, Anyone? that
discussed how estate taxes on travel insurance
could be avoided by the traveler's executing
an assignment of the insurance policy to an-
other person. A recent court decision on this
matter was given wide publicity by news-
papers; and as a result of much interest in
this potential tax-saver, we have again re-
viewed its validity.
The court restated the principle that if a
traveler possessed at his death any "incidents
of ownership" of insurance policies on his life,
including accidental death policies, then the
proceeds of such policies would be taxed in his
estate. In order to exclude the insurance
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CONFIDENTIAL SB-29
proceeds from his taxable estate, the traveler
must execute a written assignment divesting
himself of all "incidents of ownership" of the
policies.
Unfortunately, this device is not so auto-
matic or absolute as was believed when the
previous Support Bulletin article was written.
If the policy is assig4ed within three years of
the traveler's death,; the assignment is pre-
sumed to have been made "in contemplation
of death"; thus the insurance proceeds are in-
cluded in the traveler's estate. In order to
exclude the proceeds; from the estate, it must
be shown that death! was not the controlling
motive prompting the assignment.
The IRS has reportedly adopted the position
that the assignment of single-trip, travel pol-
icies is always "in Contemplation of death."
Because the IRS position is subject to change
or to challenge an4 possible defeat in the
courts, travelers might well consider assign-
ing single-trip insurance policies despite the
current IRS attitude. By executing such an
assignment, the traveler would provide a basis
for his estate either to challenge the -IRS di-
rectly or to profit from any new court de-
cisions contrary to the IRS position.
The following lagguage can be used by
travelers who wish to execute an assignment
when forms are not !available at the place of
purchase :
I,
hereby irrevocably
assign and grant unto
all inci-
dents of ownership, including all title, in-
terest, rights of reversion, economic benefits
and rights to dJsignate beneficiaries, of
Policy No. , issued
by
Signature :
COMMUNICATIONS
"What hath God wrought" was the first
public telegraphic message sent by Samuel
F. B. Morse on 24 May 1844. The develop-
ment of the telegraph was perhaps the first
sign of mass communications. The commu-
nications industry, since that day, has con-
tinued to grow and has played a vital part
in our daily life. The Organization has de-
veloped a strong supporting component over
the years, keeping pace not only with the con-
tinued requirements placed on it by our oper-
ating elements but keeping abreast with the
state of the art. To meet these requirements,
we have developed an expensive communica-
tions network and have trained many techni-
cal personnel. For the past five years the
overall increase of messages sent and received
at headquarters has been approximately 15
percent each year. Due to the modernization
and automation of equipment, the volume of
traffic has been handled by the same number
of personnel in our headquarters Signal
Center.
Our communications facilities have been
and are becoming more and more an integral
part of the worldwide communications net-
work. We furnish support for many Govern-
mentagencies overseas. In the field, the rate
of increase is approximately 25 percent each
year.
The Office of Communications must rely on
commercially leased or military allocated cir-
cuits for transoceanic service. For the most
part these circuits operate at 100 words per
minute and are protected by synchronous
cryptographic equipment. The present pro-
cedures are streamlined and automated to the
highest degree possible with the communica-
tions equipment available. Both commercial
and military communications systems are be-
ginning to use automatic message switch
equipment to further automate the processing
of messages. The Organization has its first
automatic message switch in operation. After
testing and operation, the new device has
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proved that automation can and will be the
thing of the future in the field of staff com-
munications. Planning is underway to pro-
cure and install similar type equipment in
the headquarters area and in major relay
centers.
SECURITY
REINDOCTRINATION PROGRAM
Arrangements have been made to present
the Security Reindoctrination Program as
part of an Organization Review Course de-
signed to acquaint PCS returnees from over-
seas with recent developments at headquar-
ters.
The Review Course is presented monthly by
the Office of Training and highlights not only
organizational nuances but also treats with
relationships between the Organization and
the community.
The Security Reindoctrination Program is
an illustrated discussion of the Organization
and goals of opposition legal and illegal intel-
ligence nets, categories of penetration at-
tempts and offers guidelines to the employee
for effective security practices.
This security program is being given at this
time to permit the attendance of personnel
who were overseas during the formal series of
presentations in 1964. Returnees are auto-
matically scheduled for attendance.
SAFETY
In the light of recent developments in vari-
ous parts of the world it behooves employees
to be particularly cautious during periods of
unrest or riot, by keeping away from doors
and windows, to prevent bodily injury from
flying glass particles as a result of explosions
or other actions.
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REINVESTIGATIONS
The Organization is continuing its policy of
reinvestigating all employees on the basis of
a five-year cycle. Employees are informed in
advance of their individual reinvestigation.
NEW BADGES
If you are working at headquarters, your
old, worn-out, building badge can be re-
placed-call the Badge Office or consult a
guard at headquarters for an appropriate re-
quest form.
THEFTS
It isn't as difficult to break into your locked
car as you may think. If you must leave
property in it, put it where it will be out of
sight.
A WORD TO THE WISE
All those who will be driving at headquar-
ters should be aware that the speed limit is
25 m.p.h. to which some of our people can
sadly attest.
BE ALERT
Recent news articles have confirmed to the
public what Organization employees already
know; that is, that foreign intelligence opera-
tions and agents are at work in the headquar-
ters metropolitan area as well as overseas, that
they have been successful, and that an agent
of a foreign intelligence service is probably
not a foreigner at all. Further, these stories
illustrate that an agent of the opposition can-
not be spotted through his or her ideological
expressions. The agent will not be carrying
a copy of Das Kapital; he will not quote from
the Manifesto; and he will not be so blunt as
to ask you for a classified document.
An Organization employee can take no po-
sition other than that of assuming that he or
she is a target of an opposition case officer
looking for an agent or an agent looking for
a source.
Each employee should be on the alert for
signs of attempted development by a foreign
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CONFIDENTIAL SB-29
personality and for signs of unnatural curi-
osity in and questions about other employees,
their whereabouts, their assignments, their
personalities, their strengths and weaknesses,
their habits, and their families.
SECURITY VIOLATIONS-YOUR TYPEWRITER
RIBBON?
Typewriter ribbon8 are a definite security
hazard. Make sure that you are not the vic-
tim of a security violation for lack of proper
security safeguards.
A REMINDER
Personnel are reminded to remain con-
stantly aware that maximum standards of se-
curity should be ob4erved and practiced at
all times.
Experience has shQwn that where there is
a breakdown in personnel awareness, vigi-
lance, and control of office areas security vio-
lations and possible compromises will result.
Office procedures and personnel practices
geared to ensure the: preservation of physical
security will unquestionably produce divi-
dends.
SAFE CUSTODIAN LABELS
Did you know that 'the headquarters supply
room has preprinted adhesive labels upon
which you can indicate the names of safe
custodians? Ask for Form 1893.
USE OF THE MIDDLE NAME
A large amount of administrative paper is
prepared within our Organization where the
middle name of an individual is dropped com-
pletely or reduced to the use of the middle
initial. This contributes to the loss of man-
hours in making proper identification of files
during the searching and file processes in
those components having large file holdings.
Security creates an ndices card in the full
name of an individual whenever it is available.
Requests for file serches would be greatly
facilitated by the Submission of complete
names. Many man-hours of filing time would
be saved if all administrative correspondence
received for incorporation into Security files
contained the complete name of the subject.
SPECIAL FEATURE
SOKA GAKKAI
(Quasi-Religious Movement with Political
Overtones-Moving More and More Toward
Extremism-Anti-American)
The Soka Gakkai (literally the Value Cre-
ation Study or Academic Society) is the out-
growth of an obscure sect of Nichiren Soshu
(a major sect of Buddhism). In 1930 Tsune-
saburo Makiguchi, a Japanese convert to the
Nichiren Soshu sect, established a society
known as Soka Kyoiku Gakkai (Value Crea-
tion Education Society). Seven years later
the group was still small, having only about
60 persons, and was considered primarily an
educational body. Shortly thereafter, it in-
creasingly oriented itself to the teachings of
Nichiren Soshu. With its change in status, it
dropped the word "Kyoiku" (education) from
its name.
Although Shinto was the state religion, the
Japanese had allowed other religions to con-
tinue as long as they did not take an anti-
Shinto and anti-state stand. Soka Gakkai,
however, through its teachings and writings,
did not enjoy Government favor and in -1942
was officially banned. Makiguchi and a close
follower, Josei Toda, were imprisoned for
blaspheming the Emperor. The membership
of the Society at the time of the arrests was
but 3,000 and many of these under Japanese
Government pressures, renounced Makiguchi
and their faith in his teachings. Makiguchi
used the period of his imprisonment to in-
struct Toda further in their faith and Toda
vowed to revive the Society at the earliest op-
portunity. Makiguchi died in prison during
the war years. Toda was among those politi-
cal prisoners released with the advent of the
U.S. occupation of Japan and immediately
began rebuilding Soka Gakkai.
By 1951, the Society claimed a membership
of 5,000 families, and by 1958 the claimed
membership had swelled to 750,000. Toda ac-
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complished the building of a huge study
center and temple at the base of Mt. Fuji-
yama. Shortly after its dedication in 1958,
Toda passed away. An election was held to
select a new leader for the group. The pres-
ent leader, Daisaku Ikeda, was elected with
little serious opposition since Toda had prac-
tically named him his successor before his
death. (Toda had said that his successor
would come from the Youth Division and
would be 32 years of age, hence Ikeda's elec-
tion.) Ikeda, though not known as an orator,
is a "successful evangelist who has personal
magnetism and stage presence." Membership
has continued to increase under his leadership
until today it is claimed that there are well
over 10,000,000 Soka Gakkai members. The
group has expanded abroad and, through per-
sons of Japanese extraction and Caucasians
who had served in Japan and/or married
Japanese nationals, an organization of 500
members in the United States in 1960 has
grown to between 40,000 and 50,000 to date.
The Society's activities were officially banned
by the Chinese Nationalist Government on
Taiwan early in 1963, but its open growth
throughout the world continues.
A group of high officials of the Soka Gakkai
recently visited San Francisco. During a
general meeting, the Director of the Soka
Gakkai Overseas Bureau stated, "With the
power the Soka Gakkai now holds in Japan
and the power it will wield in Japan three
years from now, the United States had better
recognize Soka Gakkai and think favorably
towards it if the United States desires to main-
tain friendly relations with Japan." An ob-
server at the meeting reported the Soka
Gakkai member's oath recognizes the Society's
president, Daisaku Ikeda, "as the leader of
Soka Gakkai's world membership, the leader
of Japan and the world, and swore they were
disciples of Ikeda."
It is reported in addition to the establish-
ment of an English-language newspaper in
the United States and construction of a
Temple in Los Angeles, the Society has also
selected a three-acre site in Hawaii for a
Temple planned for completion in 1965.
The tenets and goals of Soka Gakkai, the
preachings of Nichiren (1222-1282), serve as
the prime mover of the Society. Nichiren
longed for the unity of Buddhism and its rec-
ognition as the state religion over Shinto
which was the state religion of the time. He
called for a rededication to certain Buddhist
principles and warned that only these prin-
ciples could save Japan from destruction since
Shinto had caused the gods to leave Japan.
Initially, he was dismissed as a crackpot but
later it became necessary for the Government
to have him arrested and sentenced to be be-
headed. The day of his ordered execution a
meteor passed through the sky and the fearful
Shinto priests persuaded the Government to
change the sentence to exile, and later par-
don. During his exile, he wrote his "Doctrine
of Open Eyes" which is still used today. He
trained his followers to spread his sect of
Buddhism throughout Japan. Some have
gone so far as to state that Soka Gakkai has
moved from the position of an obscure sect
of Nichiren Soshu to a position where Nichiren
Soshu is now subordinated or is a "front."
Many see Nichiren's goal of a universal Ni-
chiren church propagated all over the world
with a Holy See in Japan as having a degree
of fruition in the expansion of Soka Gakkai.
It has moved into the political field and has
members of its movement in the national Diet;
its chapters have spread throughout Asia and
North and South America.
Often quoted in Soka Gakkai literature as
a basic precept is the following passage from
Nichiren's Rissho Ankoku Ron, which most
aptly reflects the Soka Gakkai ambition:
"Human troubles and natural disasters arise
because men believe in false teachings which
make man's life impure. Thus the source of
disasters lies in erring religion. When evil
religions are destroyed by removing the source
of disasters and True Religion is held by an
entire nation, that nation and society will
naturally become peaceful, secure, and rich."
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EDUCATIONAL AID FUND
The Organization's Educational Aid Fund
has now been in operation for about a year.
As explained in the Original announcement,
the primary purpose of this Fund is to provide
scholarship aid for dependent children of
present and former career employees of the
Organization who may be encouraged and
aided thereby to pursue programs of educa-
tion in accredited institutions of higher learn-
ing in our country.
Early in 1965, application forms were de-
veloped and forwarded to interested employees
for them and their children to fill out and
return. The Board of Trustees has recently
completed a series of meetings during which
it reviewed and evaluated all of these applica-
tions. Based on financial need, scholarship,
and self-help, it awarded a total of $12,150 to
twenty-five deserving; children for the aca-?
demic year 1965-19'66. These twenty-five
grants were made possible by the contribu-
tions employees made ' to the Fund during the
Consolidated Fund Drive last September and
throughout the remainder of the year.
An external committee composed of friends
and alumni of the Organization has recently
been created to advise, and assist the Fund in
exploring specific sources of further financial
support. The amount of money raised by this
external committee together with the funds
employees contribute this year, will determine
the amount and number of scholarship awards
the Board will be able to make next year.
The application forms will be revised and
available in December 1965, at which time the
Board of Trustees will issue a call for scholar-
ship applications from children of Organiza-
tion employees for the academic year 1966--
1967. Questions concerning any phase of the
Fund should be directed to the Executive
Secretary. Personnel overseas who are not
familiar with the Fund or its operation should
consult with their administrative officers.
AID TO TRAVELERS
The Central Travel Branch has recently ob-
served its first anniversary. This branch, lo-
cated in the Headquarters Building adjacent
-to the Central Processing Branch, is staffed
with personnel experienced in the field of
travel claims. Its purpose is threefold; first,
to achieve efficiency by permitting the proc-
essing of all Organization travel claims in a
single office; second, to effect consistency in
the application of entitlements and interpre-
tation of regulatory requirements; and third,
to provide for most travelers a central point
for handling their travel problems.
One of the main innovations is the assist-
ance rendered to overseas returnees who are
requested to visit the Central Travel Branch
for the preparation, auditing, and certification
of their travel claims. When the returnee
arrives, he is asked to complete a simple work
sheet showing his itinerary and indicating ex-
penses incurred. This work sheet is then sup-
ported by his travel orders and any required
receipts. Upon completion, which should not
take too long, the work sheet is quickly re-
viewed by a competent auditor and, if all ap-
pears in order, the traveler is asked to return
in a -few days to sign his travel claim which
has been prepared by the Central Travel
Branch. At that time he either receives re-
imbursement or is advised of any sums due
the Organization because of outstanding ad-
vances. This procedure relieves the traveler
of the tedious chore of preparing in proper
form his travel claim and permits resolution
of any differences between his entitlements
and claims in a friendly atmosphere.
The success of the program -to assist travel-
ers depends to a large extent on such return-
ees promptly reporting to the Central Travel
Branch and their being able to furnish ade-
quate documentation in support of authorized
reimbursement expenses; accurate informa-
tion of advances of monies or tickets received
prior to their departure; and a complete itin-
erary of travel performed. Each traveler,
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therefore, is urged to assure that his travel
authorization details his entitlements for un-
usual expenses for special travel plans which
deviate from normal direct uninterrupted
travel and to maintain a travel log in support
of his travel, for in the final analysis it is the
responsibility of each traveler to supply ac-
curate and complete information to the tech-
nician who assists him in the presentation of
his claim.
Be familiar with travel regulations-obtain
a detailed travel authorization and you may
be assured that your travel claim will be proc-
essed expeditiously and with a minimum of
inconvenience or difficulty to you.
HOW MUCH TRAINING?
For many years, our Organization has rec-
ognized the important role of training pro-
grams suited both to the broad and specialized
needs of individual employees and organiza-
tional components. The question is often
asked, "What percentage of our personnel are
in training at any one time?" The following
"composite" week of training is based on
average actual attendance in formal training
courses during an eight-week period this year.
NUMBER OF TRAINEES
Internal %
Hqs. Strength
External %
Hqs. Strength
Combined %
Hqs. Strength
Full time
3.8
1.1
4.9
Part time
2.1
0.0
2.1
Off duty
1.0
3.9
4.9
TOTAL
6.9
5.0
11.9
External % Internal % Combined %
Hqs. Man-Hrs. Hqs. Man-Hrs. Hqs. Man-Hrs.
Full time
3.8
1.1
4.9
Part time
0.6
0.0
0.6
Off duty
0.1
0.3
0.4
TOTAL
4.5
1.4
5.9
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WHAT PRICE PROGRESS
Cost and price analysis, while traditionally
considered an important management infor-
mation system, has become an increasingly
valuable tool since the advent of computers.
Statistical analysis alone cannot guarantee
success, however. Like all management tools,
it is subject to misinterpretation and misuse.
In the following admittedly over-simplified
example, some of the pitfalls become evident
as the efficiency expert analyzes the action
taken by Joe, the restaurateur, in adding a
rack of peanuts to his counter to pick up a
little additional profit in the usual course of
business.
EFF EX: Joe, you said you put in these pea-
nuts because some people ask for
them, but do you realize what this
rack of peanuts is costing you?
JOE : It ain't gonna cost. 'Sgonna be a
profit. Sure, I hadda pay $25 for a
fancy rack to holda bags, but the
peanuts cost 60 a bag and I sell
'em for 100. Figger I sell 50 bags
a week to start. It'll take 121/2
weeks to cover the cost of the rack.
After that I gotta clear profit of
4? a bag. The more I sell, the
more I make.
EFF EX: This is an antiquated and com-
pletely unrealistic approach, Joe.
Fortunately, modern accounting
procedures permit a more accurate
picture which reveals the complex-
ities involved.
JOE : Huh?
EFF EX: To be precise, those peanuts must
be integrated into your entire oper-
ation and be allocated their ap-
propriate share of business over-
head. They must share a propor-
tionate part of your expenditures
for rent, heat, light, equipment de-
preciation, decorating, salaries for
your waitresses, cook... .
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JOE: The cook? What's a he gotta do
wit'a peani4ts? He don' even know
I got 'em!
EFF EX: Look Joe, the cook is in the
kitchen, the kitchen prepares the
food, the food is what brings people
in here, and the people ask to buy
peanuts. hat's why you must
charge a ;portion of the cook's
wages, as well as a part of your
own salary to peanut sales. This
sheet contains a carefully calcu.
lated cost analysis which indicates
the peanut operation should pay
exactly $11,278 per year toward
these genial overhead costs.
JOE: The peanuts? $1,278 a year for
overhead? The Nuts?
EFF EX: It's really little more than -that.
You also spend money each week
to have the windows washed, to
have the lace swept out in - the
mornings, J:ceep soap in the wash-
room and rovide free cokes to the
police. Ti at raises the total to
$1,313 per year.
JOE: (Thoughtf~illy) But the peanut
salesman said I'd make money . . .
put 'em on the end of the counter,
he said . 1 . and get 4? a bag
profit. EFF EX: (With a sniff) He's not an ac-
countant. Do you actually know
what the portion of the counter
occupied by the peanut rack is
worth to you?
JOE: Ain't wor.th nothing-no stool
there . .. just a dead spot at the
end.
EFF EX: The modern cost picture permits
no dead spots. Your counter con-
tains 60 square feet and your coun-
ter busine~,s grosses- $15,000 a year.
Consequently, the square foot of
space occupied by the peanut rack
is worth $?50 per year. Since you
have take* that area away from
general counter use, you must
charge the value of the space to
the occupant.
JOE: - You mean I gotta add $250 a year
more -to the peanuts?
EFF EX: Right. That raises their share of
the general operating costs to a
grand total of $1,563 per year.
Now then, if you sell 50 bags of
peanuts per week, these allocated
costs will amount to 60? per bag.
JOE : WHAT?
EFF EX: Obviously, to that must be added
your purchase price of 6? per bag,
which brings the total to -66?. Bo
you see by selling peanuts at 10?
per bag, you are losing 56? on every
sale.
JOE: Somethin's crazy!
EFF EX: Not at -all! Here are the figures.
They prove your peanuts operation
cannot stand on its own feet.
JOE: (Brightening) Suppose I sell lotsa
peanuts . . . thousand bags a week
'stead of fifty.
EFF EX: (Tolerantly) Joe, you don't under-
stand the problem. If the volume
of peanuts sales increases, your
operating costs will go up .. .
you'll have to handle more bags
with more time, more depreciation,
more everything. The basic prin-
ciple of accounting is firm on that
subject: "The Bigger the -Opera-
tion the More General Overhead
Costs that must be Allocated."
No, increasing the volume of sales
won't help.
JOE : Okay, You so smart, you tell me
what I gotta do.
EFF EX: (Condescendingly) Well . . . you
could first reduce operating ex-
penses.
JOE: How?
EFF EX: Move to a building with cheaper
rent. Cut salaries. Wash the
windows biweekly. Have the floor
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swept only on Thursday. Remove
the soap from the washrooms. De-
crease the square foot value of
your counter. For example, if you
can cut your expenses 50 % that
will reduce the amount allocated to
peanuts from $1,563 to $781.50 per
year, reducing the cost to 360 per
bag.
JOE: (Slowly) That's better?
EFF EX: Much, much better. However, even
then you would lose 26? per bag if
you only charge 100. Therefore,
you must also raise your selling
price. If you want a net profit of
4? per bag, you would have to
charge 400.
JOE: (Flabbergasted) You mean even
after I cut operating costs 50% I
still gotta charge 400 for a 100 bag
of peanuts? Nobody's that nuts
about nuts! Who'd buy 'em?
EFF EX: That's a secondary consideration.
The point is, at 400 you'd be selling
at a price based upon a true and
proper evaluation of your then re-
duced costs.
JOE: (Eagerly) Look! I gotta better idea.
Why don't I just throw the nuts
out . . . put 'em in a ash can?
EFF EX: Can you afford it?
JOE : Sure. All I got is about 50 bags
of peanuts . . . cost about three
bucks . . . so I lose $25 on the
rack, but I'm outa this nutsy busi-
ness and no more grief.
EFF EX: (Shaking head) Joe it isn't that
simple. You are in the peanut
business! The minute you throw
those peanuts out you are adding
$1,563 of annual overhead to the
rest of your operation. Joe . . .
be realistic . . . can you afford to
do that?
JOE: (Completely. crushed) It'sa unbe-
lievable! Last week I was a make
money. Now I'm a in trouble . . .
just because I think peanuts on a
counter is a gonna bring me some
extra profit ... just because I be-
lieve 50 bags of peanuts a week is
a easy.
EFF EX : (With raised eyebrow) That is the
object of modern cost studies, Joe,
to dispel those false illusions.
HOW TO BE A BETTER BOSS
AS SECRETARIES SEE IT
(Reprinted from the Department of State
News Letter No. 47, March 1965 issue.)
Several months ago, W. T. M. Beale, Jr.,
Acting Assistant Secretary for Administration,
asked a representative group of secretaries
whether they would be interested in providing
some helpful guidance to bosses on how to
improve office efficiency and production.
Their favorable reaction led to the estab-
lishment of an informal secretarial panel.
The report of this group has just been sub-
mitted in the form of an outline of hints and
instructions on "How To Be A Better Boss."
At the same time the members of the panel
made a counter-proposal to Mr. Beale that he
set up a panel of bosses to prepare a compan-
ion list of hints and instructions on "How To
Be A Better Secretary."
In releasing to the News Letter the un-
abridged findings of the Secretarial Panel
(with concurrence of the signatories), Mr.
Beale asked the News Letter to publish the
following open letter to all officers:
"How often does a boss wish there were
better rapport between him and his secretary?
And how many times does he suspect that his
secretary is quietly critical of him?
"That opening paragraph introduces a dis-
cussion conducted by a panel of private indus-
try executives and their secretaries who were
seeking a more compatible business relation-
ship and improvement in office efficiency and
productivity.
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"The problem of B?ss-Secretary teamwork
is not confined to private industry. It is in-
herent in any business, and the Department
of State is no exception. In fact, the impor-
tance of the problem is greater in any business,
such as ours, in which assignments, both at
home and abroad, are subject to continuing
change.
"Because an officer, particularly abroad,
frequently has two, or even more, secretaries
during a single assignment, establishing an
early rapport with e4ich makes not only for
more efficient office Operation, but frees the
officer from details and tension which under-
mine his best efforts.;
"The following 12 points emphasize the
most important ways' in which an executive
may improve the Boss-Secretary rapport. They
have been gleaned from private industry sur-
veys and modified and refined for Department/
Foreign -Service operations by -a representative
group of our secretaries.
"They are directed both to the officer who
has an efficient secretary who may not be
achieving her full potential, and to the junior
officer who must train a relatively inexperi-
enced secretary.
"The outline will be useful to both in devel-
oping secretarial skills and attitudes. The
officer, the secretary and the Department and
Foreign Service would be the beneficiaries in
a wholehearted effort toward achieving better
rapport between the 13oss and his Secretary."
Mr. Beale suggested. that "as Department
and -Foreign Services Secretaries read this
letter and the outline directed to officers, they
will recognize that the desired teamwork will
come only as a result of their counterefforts
and responses on each of the points."
The secretaries' "Outline of -Hints and In-
structions on How to be a Better Boss" follows:
1. Close Communication/Teamwork
Close communicati9n is the key to any good
relationship, and it leads to fine Boss-Secre-
tary teamwork which makes work a joy -and
not a burden. A happy, busy secretary is a,
great public relations; agent for you.
If you discuss all aspects of your secretary's
duties and responsibilities with her, she will
know what is expected of her and what leeway
she has in acting for you, in arranging ap-
pointments, in handling papers, visitors and
telephone calls. If you have any particular
preferences about how things are to be done,
pet peeves, etc., she would appreciate know-
ing about them in the beginning. If she has
questions or problems about the work, she
should be made-to feel that she may approach
you at any reasonable time.
2. Keeping Your Secretary Informed
Keep your secretary informed on what you
are doing-projects to be prepared, meetings
coming up, expected callers and telephone
calls. A daily, early morning session running
over the appointments and plans for the day
is a good beginning. She can be more helpful
in the performance of the work if she knows
what is going on, what is anticipated, and
what the deadlines are. You will find her as
interested as you are in all aspects of the
work. Let her know what papers are hand
carried; when a matter for some reason is
being dropped or delayed. She should know
where you are at all times for many reasons-
your superior needs you urgently and an
emergency at home are only two.
3. Organization of Work
Organize your work. Take time as you go
through the day to read and clear out tele-
grams and papers for clearance, and return
phone calls-to prevent lateness in getting
information, to meet deadlines, to prevent the
holdup of other people's work and the con-
stant phone calls checking on the status of
work. If you have thought out in advance
what you wish to say, your dictation goes
more rapidly, and saves time that your secre-
tary could be spending on other work.
4. Clear Instructions, Legible Work
Give clear and complete instructions; pro-
vide legible drafts; explain reasons behind
tasks and the order of priority. This enables
your secretary to turn out good work rapidly,
as it is needed, and with the required number
of copies in the first instance.
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5. Good Tools
Good work demands good equipment. It
is important that your secretary have a
decent desk, a posture chair, a good type-
writer, sufficient storage and filing space, and
proper lighting.
When your secretary is on a rush job, do
everything you can to avoid distractions; for
example, someone else could catch the phone
and handle visitors. Please don't keep asking
her how she's doing-it interrupts and she
must take time to answer you. Also be aware
of the normal amount of time it takes to
complete a job, and don't hover.
7. Initiative, Skills, Study
Show a friendly interest in your secretary
and particularly in her efforts to improve her
knowledge and effectiveness. If training op-
portunities arise, let her take advantage of
them whether they occur during office hours
or on her own time. You and the Department
will benefit in the end. Do encourage initia-
tive on your secretary's part, and be open to
her suggestions for improvement of the work.
Secretaries vary greatly in intelligence and
ability, but it is important to utilize such
ability to the greatest degree possible to keep
your secretary interested and feeling that she
is contributing as much as she can to the work.
It is a mistake to expect one secretary to be
just like another, because each has her own
qualities.
8. Performance, Criticism, etc.
Discuss your secretary's performance with
her as you work together so that she can know
the areas in which she falls short of your
expectations. Don't wait until performance
rating time-that is too late and too much
time will have been wasted which could have
been spent in improving her performance.
Above all, make your suggestions for changes
and improvement and criticisms in private,
impersonally, constructively, and kindly. If
she is doing a good job, tell her from time to
time.
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9. Overtime Work
Overtime work is often necessary and any
secretary should feel it is a part of her job.
However, it creates problems when it is con-
stant, when the secretary feels it is due to
poor planning or when the burden falls on
one secretary out of a group of secretaries.
An overtime work schedule enables each sec-
retary to plan her personal appointments on
her free evenings. A secretary should be given
as much notice as possible when overtime work
is required-it is much easier to change an
engagement at three o'clock than it is at five-
thirty. It should not be necessary for a sec-
retary to remain in the office while the boss
is catching up on reading telegrams and other
papers merely for the purpose of locking up
his papers.
10. Respect and Courtesy
Treat your secretary as an individual and
not as a machine-ask her to do things; hand
her papers. Treat her with respect, and this
will be reciprocated. Avoid bad habits which
offend a sensitive, well brought-up lady-
swearing and putting feet on furniture are
two examples. And cigars really do bother
many secretaries almost to the point of illness.
11. Personal Business
The need for a secretary to perform per-
sonal services for her boss varies with the
amount of "personal-official" business his job
requires. But care should be exercised not
to overburden your secretary with your own
personal business and errands. Most secre-
taries are happy to help out, but feel unhappy
and guilty when their official work is delayed
or suffers from it.
12. Surroundings and People
It is important for a boss to take time to
know what is going on in his organization,
the needs of his subordinates, what his people
are doing and how they are performing; their
relations with each other; their attitudes to-
wards their work, and their treatment of their
colleagues and visitors. This awareness makes
it possible to nip any budding troubles, and
makes for a smoothly operating and friendly
organization.
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CONFIDENTIAL SB-29
INTERPERSONAL COMMUNICATION
In thinking about; the many barriers to
personal communication, particularly those
that are due to differences of background, ex-
perience, and motivation, it seems extraordi-
nary that any two I}ersons can ever under-
stand each other. Such reflections provoke
the question of how communication is possible
when people do not see and assume the same
things and share the !same values.
On this question there are two schools of
thought. One school! assumes that communi-
cation between A and B, for example, has
failed when B does nht accept what A has to
say as being fact, tru?, or valid; and that the
goal of communication is to get B to agree
with A's opinions, ideas, facts, or information.
The position of the; other school of thought
is quite different. I1 assumes that commu-
nication has failed w.en B does not feel free
to express his feelings to A because B fears
they will not be accIpted by A. Communi-
cation is facilitated when on the part of A
or B or both there is a willingness to express
and accept differences.
As these are quite! divergent conceptions,
let us explore them farther with an example.
Sam, an employee, is stalking with his boss in
the boss's office. Thelboss says, "I think, Sam.,
that this is the best w~,y to do your job." Sam
says, "Oh yeah!" According to the first school
of thought, this reply! would be a sign of poor
communication. Sari does not understand
the best way of doing his work. To improve
communication, therefore, it is up to the boss
to explain to Sam wily his way is the best.
From the point of view of the second school
of thought, Sam's rely is a sign neither of
good nor of bad communication. Sam's re-
sponse is indeterminate. But the boss has an
opportunity to find out what Sam means if
he so desires. Let us assume that this is what
he chooses to do, i.e., find out what Sam means.
So this boss tries to get Sam to talk more
about his job while he (the boss) listens.
For purposes of simplification, the boss rep-
resenting the first school of -thought will be
called Green and the boss representing the
second school of thought, Brown. In the
presence of the so-called same stimulus each
behaves differently. Green chooses to ex-
plain; Brown chooses to listen. Experience
shows Brown's response works better than
Green's. It works better because Brown is
making a more proper evaluation of what is
taking place between him and Sam than
Green is. Let us test this hypothesis by con-
tinuing with our example.
WHAT GREEN ASSUMES,
SEES, AND FEELS
Green assumes that he understands what
Sam means when Sam says, "Oh yeah!" so
there is no need to find out. Green is sure
that Sam does not understand why this is the
best way to do his job, so Green has to tell
him. In this process let us assume Green is
logical, lucid, and clear. He presents his facts
and evidence well. But, alas, Sam remains
unconvinced. What does Green do? Operat-
ing under the assumption that what is taking
place between him and Sam is something es-
sentially logical, Green can draw only one of
two conclusions: either (1) he has not been
clear enough, or (2) Sam is too stupid to un-
derstand. So he either has to "spell out" his
case in words of fewer and fewer syllables or
give up. Green is reluctant to do the latter,
so he continues to explain. What happens?
If Sam still does not accept Green's expla-
nation of why this is the best way for him to
do his job, a pattern of interacting feelings is
produced of which Green is often unaware.
The more Green cannot get Sam to under-
stand him, the more frustrated Green becomes
and the more Sam becomes a threat to his
logical capacity. Since Green sees himself as
a fairly reasonable and logical chap, this is
a difficult feeling to-accept. It is much easier
for him to perceive Sam as uncooperative or
stupid. This perception, however, will affect
what Green says and does. Under these pres-
sures Sam comes to be evaluated more and
more in terms of Green's values. By this
process Green tends to treat Sam's values as
unimportant. He -tends -to deny Sam's
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uniqueness and difference. He treats Sam as
if he had little capacity for self-direction.
Let us be clear. Green does not see that
he is doing these things. When he is fever-
ishly scratching hieroglyphics on the back of
an envelope, trying to explain to Sam why
this is the best way to do his job, Green is
trying to be helpful. He is a man of goodwill,
and he wants to set Sam straight. This is
the way Green sees himself and his behavior.
But it is for this very reason that Sam's "Oh
yeah! " is getting under Green's skin.
"How dumb can a guy be?" is Green's atti-
tude, and unfortunately Sam will hear that
more than Smith's good intentions. Sam will
feel misunderstood. He will not see Green as
a man of goodwill trying to be helpful.
Rather he will perceive him as a threat
to his self-esteem and personal integrity.
Against this threat Sam will feel the need to
defend himself at all cost. Not being so logi-
cally articulate as Green, Sam expresses this
need, again, by saying, "Oh yeah!"
WHAT BROWN ASSUMES,
SEES, AND FEELS
Let us leave this sad scene between Green
and Sam, which may terminate by Sam's
either leaving in a huff or being kicked out
of Green's office. Let us turn for a moment
to Brown and see what he is assuming, seeing,
hearing, feeling, doing, and saying when he
interacts with Sam.
Brown, it will be remembered, does not as-
sume that he knows what Sam means when
he says, "Oh yeah!" so he has to find out.
Moreover, he assumes that when Sam said
this, he had not exhausted his vocabulary or
his feelings. Sam may not necessarily mean
one thing; he may mean several different
things. So Brown decides to listen.
In this process Brown is not under any il-
lusion that what will take place will be even-
tually logical. Rather he is assuming that
what will take place will be primarily an in-
teraction of feelings. Therefore, he cannot
ignore the feelings of Sam, the effect of Sam's
feelings on him, or the effect of his feelings
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on Sam. In other words, he cannot ignore
his relationship to Sam; he cannot assume
that it will make no difference to what Sam
will hear or accept.
Therefore, Brown will be paying strict at-
tention to all of the things Green has ignored.
He will be addressing himself to Sam's feel-
ings, his own, and the interactions between
them.
Brown will therefore realize that he has
ruffled Sam's feelings with his comment, "I
think, Sam, this is the best way to do your
job." So instead of trying to get Sam to un-
derstand him, he decides to try to understand
Sam. He does this by encouraging Sam to
speak. Instead of telling Sam how he should
feel or think, he asks Sam such questions as,
"Is this what you feel?" "Is this what you
see?" Instead of ignoring Sam's evaluations
as irrelevant, not valid, inconsequential, or
false, he tries to understand Sam's reality as
he feels it, perceives it, and assumes it to be.
As Sam begins to open up, Brown's curiosity
is piqued by this process.
"Sam isn't so dumb; he's quite an interest-
ing guy" becomes Brown's attitude. And that
is what Sam hears. Therefore Sam feels un-
derstood and accepted as a person. He be-
comes less defensive. He is in a better frame
of mind to explore and re-examine his own
perceptions, feelings, and assumptions. In
this process he perceives Brown as a source
of help. Sam feels free to express his differ-
ences. He feels that Brown has some respect
for his capacity for self-direction. These posi-
tive feelings toward Brown make Sam more
inclined to say, "Well, Brown, I don't quite
agree with you that this is the best way to
do my job, but I'll tell you what I'll do. I'll
try to do it that way for a few days, and then
I'll tell you what I think."
Granted the two orientations do not work
themselves out in practice in quite so simple
or neat a fashion as they have been worked
out on paper. There are many other ways
in which Sam could have responded to Green
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in the first place. He might even have said,
"O.K., boss, I agree that your way of doing
my job is better." lout Green still would not
have known how San: felt when he made this
statement or whether Sam was actually going
to do his job differently. Likewise, Sam could
have responded to Brown in a way different
from the example. In spite of Brown's atti-
tude, Sam might still be reluctant to express
himself freely to his; boss.
The purpose of the examples has not been
to demonstrate the right or wrong way of
communicating. The purpose has been
simply to provide sox~ething concrete to point
to when making the following generalizations:
(1) Green represe#its a very common pat-
tern of misunderstanding. The misunder-
standing does not arise because Green is not
clear enough in expressing himself. It arises
because of Green's iiisevaluation of what is
taking place when two people are talking to-
gether.
(2) Green's misevaluation of the process
of personal communication consists of certain
very common assum-ptions; e.g., (a) that what
is taking place is something essentially logi-
cal; (b) that words 'n themselves apart from
the people involved mean something; and (c)
that the purpose of ;the interaction is to get
Sam to see things from Green's point of view.
(3) Because of these assumptions, a chain
reaction of perceptions and negative feelings
is engendered which: blocks communications.
By ignoring Sam's feelings and by rational-
izing his own, Green ignores his relationship
to Sam as one of the ;most important determi-
nants of the communication. As a result,
Sam hears Green's attitude more clearly than
the logical content of Green's words. Sam
feels that his individual uniqueness is being
denied. His personal integrity being at- stake,
he becomes defensive and belligerent. As a
result, Green feels frustrated. He perceives
Sam as stupid. So he says and does things
which only provoke More defensiveness on the
part of Sam.
(4) In the case of Brown, there has been
an attempt to show what might possibly
happen if a different evaluation were made
of what is taking place when two people are
talking together. Brown makes a different
set of assumptions. He assumes (a) that
what is taking place between him and Sam
is an interaction of sentiments; (b) that
Sam-not his words in themselves-means
something; (c) that the object of the inter-
action is to give Sam an opportunity to ex-
press freely his differences.
(5) Because of these assumptions, a psy-
chological chain reaction of reinforcing feel-
ings and perceptions is set up which facili-
tates communication between Sam and him.
When Brown addresses himself to -Sam's feel-
ings and perceptions from Sam's point of
view, Sam feels understood and accepted as
a person; he feels free to express his differ-
ences. Sam sees Brown as a source of help;
Brown sees Sam as an interesting person.
Sam in turn becomes more cooperative.
(6) If these very common patterns of per-
sonal communications have been identified
correctly, then some interesting hypotheses
can be stated:
(a) Brown's method works better than
Green's not because of any magic, but be-
cause Brown has a better map -than Green
of the process of personal communication.
(b) The practice of Brown's method,
however, is not merely an intellectual exer-
cise. it depends on Brown's capacity and
willingness to see and -accept points of view
different from his own, and to practice this
orientation in a face-to-face relationship.
This practice involves an emotional as well
as an intellectual achievement. It depends
in part on Brown's awareness of himself, in
part on the practice of a skill.
(c) Although our colleges and universi-
ties try to get students to appreciate intel-
lectually points of view different from their
own, very little is done to help them to im-
plement this general intellectual apprecia-
tion in a simple face-to-face relationship-
at the level of a skill. Most educational in-
stitutions train their students to be logical,
lucid, and clear. Very little is done to help
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them to listen more skillfully. As a result,
our educated world contains too many
Greens and too few Browns.
(d) The biggest block to personal com-
munication is man's inability to listen in-
telligently, understandingly, and skillfully
to another person. This deficiency in the
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modern world is widespread and appalling.
In our universities as well as elsewhere, too
little is being done about it.
(7) In conclusion, you're due an apology
for being treated the same way Sam was.
But why violate a long-standing academic tra-
dition!
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