MEETING WITH THE CIA MANAGEMENT COMMITTEE

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-06215A000200010012-3
• Release Decision: RIPPUB
• Original Classification: U
• Document Page Count: 15
• Document Creation Date: November 17, 2016
• Document Release Date: April 26, 2000
• Sequence Number: 12
• Content Type: REPORT

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SUBJECT: Meeting iw ith the CIA Management Committee
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PRECIS
1. The Director accepts OTR as good at teaching the basic
-intelligence skills.
2. It is his view that there has not been enough concern and
criticism of the Agency's product.
3. He is convinced that there is more concentration on'the
intelligence process outside than inside CIA.
4. It is clear that he expects more from OTR in righting
this imbalance. He plainly expects that OTR will assist
by stimulating a critical and imaginative examination of
the intelligence cycle from collection to use by the
consumer to post-mortem analysis and ultimate case study
application.
5. He said that when the message is worthwhile, stimulating
and provocative-whether delivered by a :?enowned individual
or one without fame but truly expert-it deserves a
greater audience than a. small class forum.
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24 April 1973
STATINT
MEMORANDUM FOR THE RECORD
SUBJECT: Meeting with the CIA Management Committee
1. The undersigned met with the CIA Management Review
Committee at 0830 on Wednesday, 18 April 1973. Present were
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attached outline of subject matter that I intended to cover.
I stated that I thought the group could review the first five
points on the outline without much reference to them. At about
this point the Director interjected a question to the Deputy
Directors as to why they do not do their own training. This
was commented upon by Messrs. Colby, Duckett, and Proctor to
the effect that not only do officers from each of the Directorates
rotate for service into OTR but that they and their staffs also
make*a considerable substantive input :into OTR courses. I added
that the Directorates do, in fact, a, great deal of their own
training and cited the Office of Communications which teaches
some 52 courses as a good example. Additionally I pointed out
the spent in FY 73 in component training. The
Director seemed satisfied. with the explanation.
the Director; General Walters; the Deputy Directors Colby,
Duckett, Proctor, and Brownmatan; and
The subject of the Office of Training was the
first item on the agenda and the session lasted until 1130.
2. I had given each of the participants a copy of the
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3. I then made reference before leaving the subject of
language training, that a substantial saving could probably
be made by the application of sanctions-sanctions which would
require that officers in positions where language qualifications
are necessary to have an intermediate (3) level skill in one
foreign language before promotion beyond the grade of GS-11.
This particular point was not discussed at any length except
that General Walters stated that he agreed with the sanction
concept. General Walters also stated that he felt that our
language teaching capability was very good. He cited the
exceptional training accomplishment of who
achieved an intermediate skill in Portuguese in about three
months at OTR's Language School. The Directo'' asked if our
language training was cost effective. I told him the cost was
$6.20 an hour and that this was approximately equal to the
Foreign Service Institute figure. I pointed out too that the
FSI's language school is about three times larger than ours and
this caused the Director to ask about the size of our classes.
I informed him that it was a rare case when one of our classes
would number over six. In the discussion on language training
I mentioned that if all of those who are `eligible for retirement
in FYs 73 and 74 were to leave during that period, the Agency
would lose over a third of its skills at the fluent (4)-and
native (5) levels, and that these skills were extremely difficult
to replace. General Walters asked about our Finnish capability.
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I furnished him this after the meeting. (We have the following
speaking skills: 5 level - 4, 4 level - 3, 3 level - 9,
2 level - 3.) The Director stated that he believed that an
individual should be able to master one of the soft languages
(he may have meant the Romance languages and German) in three
months. Mr. Colby added that it would probably take a little
longer. General Walters commented that once an individual
learns a language he never forgets it.
4. The Director had much to say about his meeting with the
Advanced Intelligence Seminar on Monday evening, 2 April 1973,
in the Executive Dining Room and stated that there were four
OTR instructors present which made him feel that OTR must have
a surplus of instructors if four could be present to handle one
group. Unfortunately, nowhere during this part of the discussion
did I note that only two men were responsible for the manage-
ment of the AIS and that the other two OTR officers present
were guests. It was the Director's view that the group could
have done better without any of those instructors, if their
contribution at that particular meeting was any basis for
judgment. lie said that they seemed to be a drag on the course
rather than a help and that one of those present had been
responsible for spreading rumors regarding the size of the
personnel cuts that were going to be made in the Agency.
Further, that much of the instructors' efforts seemed directed
at catching the military services off base or wrong. This he
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obviously feels is an entirely improper activity for the OTR
staff. His message was in essence, that we should help the
Community effort, not malign or hinder it.
S. Next was the discussion on assumptions (paragraph 7
of the attached outline) with which the Director essentially
agreed. He agreed too, with the indicated OTR actions shown
in paragraph 8 of the outline. In speaking of the size of OTR,
the Director made it clear that he thinks it is too big.
6. It is perhaps fair to conclude that the Director was
left with the impression by General Walters, the Deputy
Directors, and me that OTR is good at teaching the basic skills
of intelligence. He was also left to believe that our language,
information science, and management programs are likewise good.
But-it is clear that he expects more of OTR than this! He is
dissatisfied with the Agency's concern and criticism of its
own efforts. The inference we can draw from this is that he
expects OTR to help initiate the dialogue and keep-it going-
but keep it stimulating and provocative. His keen interest in
producing a better, more usable intelligence product was the
principal theme of his exhortations throughout the meeting.
Ile dwelled on the analytical and estimative processes, citing
specific examples--?the older Siha.noukville estimate and. the
recent work on Mexico and Panama which he caused to be redone.
I had mentioned our use of the latter two estimates in our
Latin American Seminar-which triggered his discussion of
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estimates in general. His preoccupation with better estimates
was evident from the time he gave to discussing the real Soviet
defense budget. It is easy to conclude that the DCI thinks that
OTR must play a significant role in. creating an intellectual
atmosphere in which the problems involved in making the
intelligence process better are viewed from every perspective and
discussed with as new and minute an outlook as the best brains
in the Agency, Community, and outside can bring to bear. The
DCI commented that there is more thinking and discussion of the
intelligence process outside than inside CIA. He strongly urged
a correction of this imbalance.
7. lie obviously believes that working for CIA is different---
a challenge and unlike working a g Lob-. He questioned anyone
whose interest and activity stopped at the end of an eight-hour
day. He feels that the challenge demands a constant intellectual
pursuit to keep abreast of the fast-changing world in which we
live. He said at one point that it would be acceptable if one
left at 5:00 taking home a bag of books or other work on which
to sharpen his faculties. For example, he said, "reading
history is fun, and certainly, a way of 'immersing oneself in
the background. of an area or country." (This statement arose
from a consideration of the importance of area knowledge.)
When he spoke of a need to compile bibliographies-in a. sense
"must" reading--I took the opportunity of discussing the matter
of the Orientation for Overseas. I said that the subject of
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some time; that it was OTR's conviction that this function was
best performed at the desk level. Yet, despite our efforts to
put the responsibility there we had continued with our short
course and in the preparation of bibliographies and special STATINTL
materials. I pointed out that OTR had supplied many of the
desks in the DDO with not only bibliographies but an assortment
of actual articles and reports on many countries.
8. The Director expressed a larger concept of training than
has characterized most of our thinking-it is that everyone
should be a teacher, everyone a student. This thought fit well
into the context of his view that each Directorate should
perhaps do its own training. He expects that there will be a
great many teachers in each Directorate. He expects too that
expert. personnel in the Agency will be used to teach and to
participate in an interchange for the general good. It was in
this vein that he criticized training programs that dwell for
long on the function and activities of Agency components. He
expressed in strong terms that one who has been here for a while
and who needs to be taught about a part of the Agency is
obviously not doing his homework. One should learn these things
on his own! It is implicit here that barriers and compartmentation
must come down.
9. If one can conclude briefly as to the results of the
discussions regarding OTR, it would be that there is satisfaction
or acceptance of OTI:'s performance in the area of the basic
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intelligence skills but not in the area of providing an
intellectual forum and an intellectual fermentation at an
appropriate level of concern for the intelligence process.
I ventured in the course of our exchange that the Agency has
not been concerned enough with the unity or interdependence of
the intelligence process. To some degree we have been teaching
the collection and production as separate entities and not in
enough instances, is the process discussed and analyzed from
the viewpoint of oneness. In this connection I stated that
one of the recent considerations in OTR's Curriculum Council
was a combining of the collection instruction with the production
aspect. The DCI agreed. I added that we should go further and
include the consumer and ask such questions, as I pointed out
in paragraph 8, sub-paragraph (2) of the outline: How does
the consumer decide, and how much intelligence is enough?
10. Although I did not specifically speak of the creation
of a think-tank, I was satisfied that the Director expects that
OTR will be an atmosphere for intellectual ferment. He is
certainly of strong feelings regarding the need and value of
producing case studies. On more than one occasion during the
discussion lie referred to the need to study an old estimate
anew-to glean its final lesson for use in new work. He left
little doubt of his interest in assuring that each officer has
a knowledge and appreciation of systems analysis techniques and
whatever new methodologies that are useful in making the product
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11. He obviously agreed that OTR needs to balance its staff
with new people and agreed with the need for experts in systems
analysis, information science, substantive area experts and
specialists in management. On the latter score---he doubted
that there are many good management people in academia. In
addition to balancing the staff, it appeared to be the general
consensus, agreeing essentially with the position advanced,
that OTR should renegotiate its entire curriculum with the
Directorates.
12. The future of the is unresolved.
Both Messrs. Colby and Proctor think it should be given up.
Presumably the reascn for their position is cost and the fact STATI
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that the
This is a matter for further consideration. The Director listened
and has not yet decided. I made one effort -co have OTR drop
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its capability but was unsucces:;ful. The DCI
indicated that this capability cannot be entirely liquidated.
We will need to discuss this further with the DDO. Also
unresolved is the matter of training for the Community. The
Director left no room for doubt regarding the inclusion of Community
personnel in, our training programs. What was left in question
is the degree to which the Agency, and specifically OTR, wi11
put on training specifically for Community members. To my
suggestion that perhaps we could teach basic tradecraft to all
Community members, General Walters commented that he (lid not
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their own.
13. In speaking of the rotation of personnel into OTR,
I pleaded-with those present to send us their best. Without
being able to finish my statement, the Director interrupted
saying in the most unequivocal terms that he would not have
anyone assigned to Training that was not fully qualified.
He spoke with feeling on the subject saying among other
things that to send less than the best is equivalent to
shooting oneself in the foot. The message was clearer than
I have ever heard. it.
14. There are many implications for Training in the views
of the Director; many offer new and direct challenges to those
of us in the Office of Training..
STATINTL
Deputy Director of Training
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1.
What OTR Does:
65 Courses in:
1.
Collection tradecraft (classical
espionage)
2.
Production of intelligence
3.
Information sciences
4.
Orientation: Community, national,
international problems affecting
intelligence
5.
Induction and orientation of clericals
25X1A
6.
kills and tactics
7.
Communication skills: writing, briefing,
reading
130 Courses
6,000 Students
69,400 Student Days
65 Language Courses: 23 Languages taught in 1972
212 Classes
790 Students
19,600 Student Days
(Average 25 work days)
2. OTR's Other Re:;ponsibilities
A. Career Training Program Staff: 5 officers, 3 other
B. Language Development Program
C. Training Selection Board
D. Annual Report on Component Training: $1.7 million
(excluding student salary)
E. Supervision of External Training: $1.2 million
2,800 students
3. Briefings and Special Programs
A. Outgoing Ambassadors and key military personnel
B. Brookings
C. JCS-DIA Orientation
D. War Colleges, FSI-Senior Seminar, etc.
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4 . Staff We Do I t With
OTR Careerists
Prof essionals
Technical
Clericals
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On Rotation from other
Agency components
Contract
Language Teachers
Support School
Information Science Training Staff
5. Total OTR Budget:
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6. Evaluation:
A. OTR serves as a forum for the DCI and top management.
B. A place unique for breaking down Directorate barriers.
C. Good operations (including PM) and language training.
D. Orientation and mind stretching co?xrses.
(Core Courses)
E. Good at handling briefing programs for Brookings, etc.
F. A beginning at developing Information Science Courses.
G. Not enough training in the analytical function and
production of intelligence.
11. No specific training in scientific requirements.
1. A close concern for Directorate training needs -but
less close at the inter-dependence of the intelligence
process.
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7. Changes Indicated: Assumptions
A. A smaller Agency
B. A larger Community responsibility
C. Less reporting
D. A greater concern with analytical and estimative
processes
E. A better insight into the needs of the consumer
F. Rapid world change demands training reflection of
new problems
8. Meeting the Change:
A. Fewer personnel
B. New personnel
C. Fewer courses
D. New programs
Indicated QTR Action
(1) A "think tank" or Intelligence Institute
complement -or the st1 y of fal problems and:
a. Research
b. Production of case studies: Example: DCI
briefings of NSC on SALT and MBFR.
c. Manual publication: Agent Training and
Liaison Training
d. Area/Subject Specialists
(2) Training in timely problems of analysis, e.g.:
a. New methodologies
b. Decision making in bureaucracies, i.e.:
1 Chinese
2 Russian
c. The role of special factors in analysis
and estimation:
1 National and personal characteristics
2 Intuition and probability
d. Uses of intelligence: How does the consumer
decide? How much intelligence is enough?
C. Greater use in analysis of the collector's
expertise and area knowledge
f. The expanding role of the futurologist
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(3) Subjects of special concern, e.g_:
a. International economic problems
b. The rise of terrorism
c. International trade in narcotics
d.
e. t'oI!ution and. aemograpnic concerns
f. Energy crisis and the Middle East
Etc.
(4) Expansion of Information Science Training:
(ADP - Large Scale Systems Analysis -
3 Information Science Courses)
(5) Increase use of video taping of training programs,
CCTV, anc programmed assisted instruction as
indicated.
(6) Extension Training - night classes, etc.
E. New Contract or Rotational PersonnEl
(1) Experts-in-the technology of .caching and course
design. Rationale for an instruction system.
(2) Information science and systems analysis experts.
(3) Substantive area experts
(4) Specialists in management from academia and industry
9. Programs We Will Be Conducting
A. The Core Courses
B. Production and Collection Curriculum
C. Management Curriculum
D. Information Science Curriculum
E. Special Activities
(1), Lecture series
(2) Briefings
(3) Seminars
F. Language Training
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G. New programs as needed and described in dialogue
with Directorates.
H. Communication skills courses
10. uestions Needing Consideration
A. OTR's role in Community training
25X1A B. Future of Greater use
or abandon.
C. Saving to be achieved through application of sanctions
in language program: No promotion beyond GS-11 witlout
intermediate (3) skills.
STATINTL D. Maintenance of training capability?
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