CONVERSATIONS WITH (Classified), IG'S REPRESENTATIVE

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-06086A000100010005-6
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 3
• Document Creation Date: December 9, 2016
• Document Release Date: December 4, 2000
• Sequence Number: 5
• Publication Date: February 23, 1960
• Content Type: MEMO

--Approved For Release 2001/03
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Office Memorandum NITED STATES GOVERNMENT
TO . Director of Training la 1VF I E
FROM Chief, Management Training Faculty
25X1 A9a svsJECT: Conversations with
25X1A9a
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9 oid
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Approved For Release 2001/Q
first job as a representative o
picked up the information from 25X1 A9a
DATE: 23 February 1960
IG's Representative
1. spoke with me, on 25X1A9a
impressed the three of us as a very pleasant
whose concern appeared in no way to be limit
this faculty is doing. For example, he and
their time together discussing Agency-wide
cal3y to what
spent most of 25X1A9a
management.
As Jim has been with us such a short time, most of what he had to
say was based on observations gleaned from his former assignment in
the Office of Personnel. Speaking in broad terms, Jim offered the
opinion that CIA clearly has problems related to wise, discreteness
of functions, rapid growth, earlier promotion policies and coordination
of effort with other organizations.
2. Jim, Seymour and I agree that was not discernibly
leading the discussions into or along any particular channels. The
topics in which he seemed to be most interested, as indicated by the
fact that he encouraged all three of us to go into some detail on
they" were the following.
25X1A9a
a. Method of establishing course content.
wondered whether our "customers" had sufficient 25X1A9a
opportunity to tell us what content ought to be in the courses. We
believe that we were able to explain to him that although we have
no formal mechanism whereby we are officially told what we should
teach, that we achieve an acceptable blend by relying on student
critiques, informal conversations with numerous friends here and there
in the Agency and our own judgment based on constant scanning of
sources. We tried, successfully we think, to point out that the
"customers," being unfamiliar with the whole field of management
research, experimentation and writing, tend to emphasize those parts
of the field of in ediate concern to then and, as these immediate
concerns vary from office to office and time to time, tend to offer
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interested gentleman
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conflicting advice to some degree. - appeared to accept our 25X1 A
explanation and to be satisfied that we do not attempt to rely
exclusively on our own judgment in determining content.
b. Managerial qualifications of the faculty.
We pointed out that the optimum would probably be a mixture of
varied level and type of managerial job combined with a sufficiently
varied experience in teaching to be able to apply effective educational
methods to classes which differ materially in education, intellectual
ability, work experience, interest, and so forth. We also pointed out
that people answering this description were not easy to find. We
further indicated that the ability to handle the class so that the
members put themselves actively into the educational experience tends
to make up significantly for the fact that none of us has worked as a
member of top management where.
c. Relative lack of attendance by DD/P personnel.
25X1 A9a We told that we felt the problem here was the belief by
most DD/P people, including those who have attended the regular courses,
that what ,they think management is and what we discuss in our courses
are quite different things. Oriented to "operations" as they are, the
DD/P folks find little to attract then in our courses. Furthermore,
much of what we cover is also covered, in one way or another, in the
operations courses and in the specific context of operations.
d. Evaluation of student performance and use of the courses
to "select" managers.
We pointed out the problem of setting standards and the fact that
very few organizations place any reliance at all on the validity of
classroom observations as a way of selecting future managers from
people who are presently not managers. While there are some people
who claim that such selection can be made and relied upon, they have
yet to prove their contention which remains based on theories insufficiently
tested. We said that we are working on this problem, as are hundreds of
other people, but that we are not now ready to claim that we can predict
successful managerial action on the basis of arm classroom activity.
25X1A9a appeared to accept our doubts and our position on this point.
e. Establishment of an Executive Development Program.
25X1A9a was interested in our assorted (and uncoordinated) ideas
on th MoRpSe. They are too numerous and neeulous to reproduce here,
25X1A9a I am afraid. However, eemed content to allow us to ramble
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and speculate at great length without injecting any specific ideas or
controversies of his own making.
25X1 A9a 3. In s aaary, the Management Training Faculty feels that
gave us plenty of ties and attention; did not attempt to ride any
particular horse; listened patiently and with interest to our monologues
on the topics in which we as individuals are most interested at present,
and in no way limited the discussion to subjects as related solely to OTR.
25X1A9a
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