OFFICE OF TRAINING BULLETIN TABLE OF CONTENTS

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP78-06370A000100010045-6
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 15
• Document Creation Date: December 12, 2016
• Document Release Date: January 4, 2002
• Sequence Number: 45
• Publication Date: May 14, 1956
• Content Type: BULL

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P.ONFIDENT1A1
OFFICE OF TRAINING
1BULJL11ET N
NUMBER
14 MAY.1956
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BOX NO1 __..._.. r _..
FOLDER NO.
TOTAL ~S HEREIN
TABLE OF CONTENTS
? FOREWORD
? REGISTRAR'S REMINDERS
? TRAINING NEWS
? "COMMUNIST PROPAGANDA EXHIBIT"
? "TIME TO READ!"
? "RUSSIAN IS ROUGH? NYET!"
? TRAINING DIRECTORIES
OTR VAULT COPY NO.
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FOREWORD
You will note that this, the 15th issue of the OTR Bulletin, has been
redesigned in format and content, in order to provide you with up-to-the-
minute information on the programs and services of the Office of Training.
We hope this modification of the Bulletin will prove helpful in keeping
you abreast of developments in the progress of CIA's training mission, ap-
prising you of what OTR is doing currently, and proposes to do, in meeting
the requirements for training personnel.
We are endeavoring, by this means, to provide you with a publication
that is serviceable, as well as informative and interesting.
For instance, you will find in this issue, in the section titled "REG-
ISTRAR'S REMINDERS," a listing of the forthcoming due dates for enrolling
your personnel in scheduled courses. In the July issue, you will find an
additional section titled, "COURSES, ACTIVITIES, AND PROGRAMS," announcing
new developments planned for the forthcoming 60 days. This "CAP" section
is designed to be the current "supplement" to your office copy of the OTR
CATALOG OF COURSES, so that your catalog always will be up to date.
We believe you may be interested in short reports on recent Agency
training developments. These will be included under the title, "TRAINING
NEWS," together with some news of future activities.
The final section, "TRAINING DIRECTORIES," included in the back of the
Bulletin, provides you with an index to the officially designated Agency
Training Officers, as well as certain key officers in OTR. These individ-
uals will assist you in resolving your training problems.
We trust you find this version of the Bulletin helpful. We will ap-
preciate your suggestions as to how we may improve it. It is planned that
the next editions will be published on 1 July and bimonthly thereafter.
MATTHEW BAIRD
Director of Training
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REGISTRAR'S REMINDERS
For information regarding courses and registration procedure, read your
OTR CATALOG OF COURSES and consult your Training Officer. To register in a
course, secure the approval and sponsorship of your supervisor. Current
deadline dates for registration are as follows:
COURSE TITLE
OTR CATALOG
COURSE NUMBER
REGISTRATION
DEADLINE
Basic Management (GS 12 - 15)
B-8
7 May
Intelligence Writing
1-6
14 May
World Communism
1-2
21 May
Turkish (Basic)
21 May
Basic Orientation
B-3
28 May
Basic Supervision (GS 9 - 11)
B-7
28 May
Clerical Refresher Program
B-12
- 19
28 May
Indonesian (Basic)
28 May
German (Applied)
11 June
Russian Workshop (Advanced)
12 June
Intelligence Principles and Methods
I-1
18 June
Reading Improvement
1-7
18 June
When pre-testing is a prerequisite to a course, your Training Officer
will schedule your testing and answer any questions you have concerning it.
If you (a) have the "Need to know", (b) are a GS 7 or above, and (c)
possess a TOP SECRET clearance, you may attend those individual lectures
which are of interest to you in the program given by the Army's Strategic
Intelligence School nearby in the Mein Navy Building, Constitution Avenue.
Ask your Training Officer for information on the SIS program.
Applications for summer session training in local universities must be
processed on Form 51-136 in time to reach the OTR Registrar by 1 June.
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TRAINING NEWS
1. There has been a noticeable increase in interest in both manage-
ment courses offered by OTR. Basic Supervision and Basic Management were
first scheduled in 1954. To date, the Basic Supervision course has been
presented 12 times with a total enrollment of 207 students, and Basic Man-
agement has been given 20 times with a total enrollment of 350. From the
outset, it was necessary to establish office quotas for enrollment in
these courses, and during the last 60 days these quotas consistently have
been over-subscribed. OTR is scheduling supplementary courses, in order
to accommodate the backlog of students, and will continue to try to meet
your needs for this instruction.
In general, students being nominated for Basic Supervision are of
four types: (a) those who are carrying full responsibility as first-line
supervisors, having a substantial delegation of responsibility and being
required to spend half to full time on supervision; (b) individuals who
have assumed limited supervisory duties; (c) individuals who are not
now supervising but who are slated to take over supervisory duties in
the future; (d) individuals who are not supervising and for whom no im-
mediate supervisory job is intended, but whose work is such as to make
clarification of supervisory principles of some benefit.
Since Basic Supervision is designed for supervisors, to improve
their effectiveness in a job currently being performed, OTR is giving
priority to the first group. The course can accommodate a reasonable
proportion of students of the second type, and a small number, prefera-
bly no more than two or three in any presentation, from the third and
fourth groups.
2. Due to student interest in maintaining language fluency, a For-
eign Language Dining Room has been established in the small, private
dining room adjoining the R & S cafeteria. You may converse informally
at Russian, German, Franch and Spanish tables, at present. Approximately
30 people are now attending these daily "language luncheons". If you are
interested in establishing a table for some additional foreign language,
your Training Officer will be glad to assist you.
An additional feature of OTR's intensive French course is weekly
"living language trips" and fortnightly evening socials. Conversation
during these programs is limited to French. All trips are planned to
coincide with course material, and an effort is made to develop a prac-
tical use of the vocabulary appropriate to the place visited.
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Recently, OTR announced that it would conduct a three-month, in-
tensive, summer program designed to develop limited competence in any of
42 unusual languages now largely unrepresented among talents of Agency
employees. Thus far, only a few offices have indicated that they have
the minimum requirement of 4 students for each individual class. If you
are interested in this proposed program, consult your supervisor and in-
quire of your Training Officer.
3. The instructional staff of World Communism has presented more
than 100 courses on Communism during the past 5 years. In addition to
33 regular courses given at OTR headquarters, 67 special and tutorial
courses have been conducted under the sponsorship of OTR and other Agency
components. Within the last 6 months, registration in World Communism
has been opened to students from all Agency components. Representatives
from other government agencies also attend this course.
4. Two years ago OTR incorporated in the BOC treatment of the prin-
ciples of democracy. Development of this subject resulted in publication
of a manual entitled The American Thesis. This document counters Commu-
nist ideology and provides the basis for effectively combating Communist
criticism of the U. S. and Free World philosophy and action. Copies of
this publication can be obtained from OTR through your Training Officer.
5. Professor of George Washington University,
recently conducted s first two courses on Conference Leadership.
This course is worthy of your interest, and OTR is prepared to present
it periodically.
The course is designed for officers in all components of the
Agency who are responsible for leading conferences, chairing large comit-
ties, and moderating discussion groups. The first two class sessions are
devoted to lecture-discussion on principles, techniques, planning, and
problem solving; the remaining sessions are devoted to applied exercises
in which members of the class serve as leaders and participants. All ex-
ercises are subjected to constructive criticism. The class will be limit-
ed to 16 students. Applications in excess of this number will receive
priority consideration in subsequent offerings. Conference Leadership
will be listed in the forthcoming edition of the OTR CATALOG OF COURSES.
6. Comments are now being received from throughout the Agency and
from nearly all the IAC agencies, concerning the first issues of Studies
in Intelligent e, the new monograph series being published by OTR. All
comments received have warmly supported the idea of a scholarly journal
dealing with intelligence subjects. In the first issue, Sherman Kent
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7. An outline for self-study has been prepared in response to re-
quests by Agency employees who cannot take the Reading Improvement course
because they are temporarily assigned to headquarters, or because they
are located too far from Alcott Hall. The outline is used in conjunction
with a textbook, and other unclassified materials, which will be loaned
to interested employees. Completion of the self-study program is not a
substitute for OTR's Reading Improvement course, but it provides real
help in increasing your reading speed and accuracy. Your Training Offi-
cer can assist you in arranging for this self-study program.
8. Of special interest in Clerical Refresher training is the steady
increase in requests for training on electric typewriters. This trend is
evident not only in the typewriting classes, but also in the shorthand 2 1A
transcription classes. Recently, OTR brought in IBM instructors to dem-
onstrate the latest features of these the IBM
Executive Typewriter. Since that time has been
giving individual instruction to interested employees, and this assis-
tance is available to you, on request.
9. The Assessment and Evaluation Staff has instituted a new referral
procedure in order to meet the increased demand for psychological ser-
vices; and two new categories of assessment; standard, and special. The
tangy assessment is limited to a one-day battery of tests known as the
Professional Employee Test Battery (PETB) which is part of the EOD pro-
cess. Special assessments involve some additional tests and may include
interviews; this assessment usually requires two days. The intensive
assessment, which continues to be used for complex situations, includes
the PETB and requires two or more additional days of testing and inter-
view. The standard and special assessments are used in a wide variety
of situations; such as, selection for the Junior Officer Training Program,
personnel reassignment, assistance in long-range career planning, etc.
10. The composition of the most recent Basic Orientation course may
be indicative of a new trend in student enrollment. At least 50% of this
class had three or more years' experience in the Agency before taking the
course.
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...while refreshing yourse
SPEAK FRENCH, GERMAN, SPANISH,
and RUSSIAN (NO ENGLISH or `AMERICAN')
DURING YOUR LUNCH
1130 to 1300 DAILY-FROM 5 MAR '56
ROOM 1015-R&S CAFETERIA ENTER
and TURN RIGHT to ...........
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COMMUNIST PROPAGANDA EXHIBIT
Instructor in Intelligence
s c en a on course, Basic School/OTRj
An exhibit of Communist propaganda has been developed for Basic Orien-
tation. Persons interested may view this exhibit, which is regularly
scheduled each time the Basic Orientation course is given. Contact your
Training Officer for the date and time.
The exhibit begins with a short explanation of its purposes, followed
by a movie with an English sound track especially prepared for this ex-
hibit. The movie shows the enormous propaganda effort the Communists
made in Guatemala in an attempt to stem the time of revolution against the
Arbenz regime.
A half hour for general viewing of the exhibit is scheduled. One wall
is covered with posters the Soviet government uses for internal propaganda
purposes, another contains Czech internal propaganda posters, and a third
Chinese internal propaganda posters. In addition, Communist party posters
used in non-bloc areas are shown next to anti-Communist posters collected
from the same areas.
Communist books and periodicals are arranged on tables by sources, an-
other table contains USIA anti-Communist materials. In one corner a chart
of bloc radio broadcast hours beamed at the West is shown, and you may hear
recent Moscow broadcasts beamed at the U. S. in English.
Special exhibits include one showing types of propaganda used by Com-
munists in their successful effort in influencing elections in Indonesia;
another illustrated the "false confirmation" technique. Communist mate-
rials from many "sources" such as U. S. S. R., Franch, Italy, Mexico,
Chile, U. S. A., and China are shown as sent into little Cuba as a target
area; they tend to confirm one another, though the original impetus all
came from Moscow. A special exhibit shows the targeting of materials for
specific audiences, and another shows Communist attempts to get specific
action - the reduction of Sobell's 30 year sentence for espionage - by
propaganda means. Germ warfare and "throw aways" are subjects of other
collections.
Following the exhibit period, you may attend the demonstration showing
how Communists use meedingsand front groups for propaganda purposes, after
which student questions concerning Communist propaganda are discussed.
Altogether the exhibit contains much material of interest so special-
ists in many aspects of propaganda, though it is designed primarily to
give a balanced overall view of Communist propaganda for persons recently
introduced to the subject.
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TD' TO READ!
(By the Staff of the Reading Improvement Branch,
Intelligence School)*
Enough books were published last year in the United States to fill a
bookshelf reaching from the Atlantic to the Pacific. If all of last year's
pages of the two U. S. newspapers having the largest circulation were
spread out, they would cover a four-lane highway circling the earth at
the equator.
Yet a Gallup Poll last year showed that only 17% of adults in the
United States were reading a book. Why don't Americans read more? As
pressures to read more increase, community, business, and family respon-
sibilities multiply, constantly increasing the complexity of our daily
lives.
How can you find more time to read?
If you are an average reader you can read an average book at the rate
of 300 words a minute. You cannot maintain that average, however, unless
you read regularly every day. Nor can you attain that speed with hard
books in science, mathematics, agriculture, business, or any subject that
is new or unfamiliar to you. The chances are you will never attempt that
speed with poetry or want to race through some passages in fiction over
which you wish to linger. But for most novels, biographies, and books
about travel, hobbies or personal interests, if you are an average reader
you should have no trouble at all absorbing meaning and pleasure out of
300 printed words every 60 seconds. In 15 minutes a day, you will read
4,500 words! Books vary in length from 60,000 to 100,000 words. In a
year's reading by an average reader for 15 minutes a day, 20 books will be
read. That's a lot of books; 4 times the number of books read by Public-
Library borrowers in America!
The only requirement is the will to read. With it you can find the
15 minutes no matter how busy the day. And you must have the book at
hand. Not even seconds of your 15 minutes must be wasted starting to
read. Set that book out in advance. Put it into your pocket when you
dress. Put another book beside your bed. You will find time to read dur-
ing periods of waiting which all of us experience - waiting for buses,
meals, telephone calls, meetings, dates, or performances to begin.
You can't escape reading 15 minutes a day, and that means you will read
half a book a week, 2 books a month, 20 a year, and 1,000 or more in a read-
ing lifetime. It's an easy way to become well read.
Portions of this article are drawn from "How to Find Time to Read" by
Lewis Shores, in "Wonderful World of Books", edited by Alfred Stefferup)
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But now another question arises. How can you read more -- and compre-
hend more -- in the time you are able to set aside for reading? Can you
increase your reading effectiveness? You who are in the intelligence bus-
iness are beseiged by constant pressures to keep well informed by reading
many current periodicals, books and professional journals in your leisure
time.
Furthermore, the professional reading task imposed on intelligence an-
alysts is a staggering one. Rarely is a professional group required to
read, understand and remember so much printed matter so accurately.
A recent survey of CIA employees showed that employees in all compon-
ents of the Agency spend about four hours each day reading. For each
employee, this reading demands that he now glean general background in-
formation about an area, an operation or a project from various books,
articles and documents; then search through many feet of State Department
reports to locate a specific name or topic, and again, that he pore for
hours over one paragraph of a cable evaluating, interpreting and analyz-
ing it from all possible angles. Can you make each moment of your read-
ing time count?
The CIA Reading Improvement courses were established by the Office of
Training to help ease this reading burden, by helping you develop your
reading skills to a higher level. Research has shown that few adults
read as accurately and as rapidly as they could. In fact, there is some
indication that those people who achieve the highest academic proficiency
are the very readers who neglect to develop the ability to read material
outside their specialty. An economist, for example, often uses the same
reading techniques for reading the newspaper as those he applies to eco-
nomies textbooks.
A major goal of the reading courses is to develop flexibility, that
is the ability to adapt reading techniques appropriately to a wide variety
of reading situations. Although it is a seven week course, one hour each
day, and classes are conducted at scheduled hours for groups of employees,
the courses include a large proportion of individual counselling and in-
struction, so that each student concentrates on developing the reading
skills in which he is most deficient, or those which are most frequently
required by his office reading. Approximately 75% of the 35 hours allot-
ted for the course are spent by the students in practicing the application
of study, informational reading and scanning skills to varied reading pro-
jects. Thus the student can experiment and evaluate the results of his
reading approaches.
You are probably a better than average reader. How much better could
you read?
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RUSSIAN IS ROUGH? NYET:
(By Director-Coordinator for Russian
Language-Area Program, Language and External Training School, 0TR)
A considerable body of folklore exists regarding the Russian language,
including erroneous notions about the difficulty of learning to read and
speak. At a time when it is important for Americans to know virtually all
the tongues of the globe, we can scarcely afford the luxury of being igno-
rant of the U.S.S.R.'s language and area.
In the first place, Russian is written in an alphabet that pretty well
represents the sounds of the language, and has only 32 letters. The alpha-
bet was devised in the ninth century by the Saints Cyriland }4ethodius,who
utilized the Greek, Roman, and Hebrew alphabets and added some original
letters. (It is called the Cyrillic alphabet, after Cyril.) Some of the
letters you already know; they are just like in English: 9, t, g, etc.
But you have to be careful, for what looks like H is really Da what looks
like p is really p, and so on. Nevertheless, you can learn the alphabet
in a few hours!
Secondly, Russian is reasonably related to English or German, French
and other West European tongues. Actually, Russian belongs to the Slavic
group of Indo-European language family. Yet it is true that the relation-
ship between English and Russian is rather remote, by comparison with the
relationship between Russian and Polish. In the Russian vocabulary there
are words rather close to English: at for mother, sestra for sister,
voda for water, shest for six, tr, for three, moloko for milk.
While the relative strangeness of most of the vocabulary is the
greatest problem for the English-speaking student, it is infinitely easier
to learn to read Russian than a large number of other languages, such as
Chinese, Japanese, Finnish, etc. For instance, students at ?Iassachusetts
Institute of Technology are able to read, with a dictionary, scientific
Russian after a course meeting three hours weekly for one semester!
The grammar of Russian is more complicated than is the case with the
Romance languages. Like German, Latin, Greek, and numerous other tongues
of the world, Russian is a highly inflected language. It has six cases:
nominative, genitive, dative, accusative, instrumental, and prepositional
apply to its nouns, pronouns,-and adjectives. These cases will not hinder
you much if you seek simply a reading knowledge, but if you aspire to
speaking-writing mastery much more attention to detail is required.
The sentence order of Russian is blessedly simple, and it is actually
possible to write a book in Russian without using a subordinate clause. A
sentence like, "The pretty girl went into the garden" could follow the same
sequence in Russian: "Krasivaya devushka poshla vesad." Like all languages,
Russian requires plenty of time and application. However, there are vari-
ous degrees of mastery, and at the present time, many scientists, research-
ers, and government workers are, through the n.e4ium of Fart-time study,
acquiring enough competence to do research, read newspapers, etc., in the
original Russian. S- _R_E-T
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Russian culture and literature, of course, have a shorter tradition
than, for instance, that of England, Italy and France. Nevertheless,
within a surprisingly short time Russia developed a literature which ranks
at the very top. The poet-laureate of Russian verse was Alexander Pushkin,
who lived in the first part of the nineteenth century during the romantic
period. All educated Russians can recite his poetry. However, it was in
the field of the novel that Russian writers distinguished themselves most,
and the works of Turgenev, Lermontov and Dostoevski have been translated
into virtually every language. Chekhov and Gobol are known for their
plays and short stories. Tolstoy's novel War and Peace is considered by
many as the greatest novel ever written for the breath of its panoramic
scope and its human insight.
The study of the Russian language, literature, and area are new in
America. Before World War II there were no more than 200 students of Rus-
sian in all the colleges and Universities of America! At present there
are about 6,000 - too small a number for our needs. Most large univer-
sities have Russian offerings, but the greatest center for slavic studies
are Harvard, Columbia, Yale, California (Berkeley), Stanford, and the Uni-
versity of Washington. Only about S high schools teach Russian, which is
a handicap, as students do not come to college prepared to do intermediate
or advanced work as they do with west European languages. The main summer
schools teaching Russian are Middlebury, University of Indiana, and Colby.
The universities mentioned above have two types of program. In one,
it is possible to major in Russian and Slavic languages and literature;
in the other Russian is studied as part of a "Russian area major", and is
incident to history, economics, political sciences and related subjects.
Students interested in government service would do best to enroll in an
"area type" program, and here in the Agency we are providing such instruc-
tion. In the intelligence "Business", today, Russian, German, and French
are in demand. Especially, Russian has a "future", as do Chinese and
Arabic, in the "intelligence game". The language student may look to var-
ious opportunities, of course, such as: commercial translation work, gov-
ernment service (translation, foreign affairs analysis, interpreting),
military service, college teaching of "area" subjects such as history and
economics, and library work. Beyond the priceless personal enjoyment you
derive from command of a foreign language, your acquired knowledge of
language and area can be a "paying proposition" in many respects.
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TRAINING 1 IRECTORIES
OFFICE OF TRAINING
Directcr of Training
Deputy Director of Training
Plans & Policy Staff
Support Staff
Registrar
Processing Section
Junior Officer Training
Program
Basic School
Intelligence School
Operations School
Language & External Training
School
Testing and Research
Eastern Department
Western Department
Special Asst. For DD/I
OCR
ORR
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CONTACTS
SOVMAT
Special Asst. for DD/S
General Counsel
Audit
Management
Medical
Comptroller
Finance
Logistics
Personnel
Security
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