PERSONNAL MANAGEMENT AND DEVELOPMENT

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP81-00896R000100300016-8
• Release Decision: RIPPUB
• Original Classification: C
• Document Page Count: 11
• Document Creation Date: December 9, 2016
• Document Release Date: April 27, 2001
• Sequence Number: 16
• Publication Date: November 17, 1972
• Content Type: MF

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MEMORANDUM FOR: Executive Director-Comp roller
THROUGH : Deputy Director for Support
SUBJECT : Personnel Management and Development
REFERENCE Memo to DD/S and DTR from ExDir-Compt
dtd 6 Oct 72, same subject
1. The two basic papers which we submitted earlier for use in con-
junction. with the Personnel Development Program have been revised in
the light of comments and suggestions contained in the referent memor-
andum. The revised versions of both papers, "Use of Training in
Personnel Management and Development" and "Organizational Support
of Training" are attached.
? 2, With respect to subparagraph 2(e) of the referent memorandum,
we continue to regard the Managerial Grid as an important, if not ab-
solutely essential, prelude to the Midcareer Course. Your suggestion
that Fundamentals of Supervision and Management might be more to
the point :is well taken, but in reality we are taking elements from this
course and including them in the Midcareer Course itself. Consequently,
it is our intention that students completing the Midcareer Course will,
in fact, have experienced the training afforded by both the Grid and ?
Fundamentals of Supervision and Management.
3. The Office of Training "Catalog of Courses" has just been published,
but forthcoming revisions will contain changes comparable to those in
the attachments to this memorandum.
25X1 A
Atts
'HUGH T. CUNNINGAAM
Director of Training .
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USE OF TRAINING IN PERSONNEL MANAGEMENT AND DEVELOPMENT
This document has been compiled for continuing use by career services,
as well as by individual managers and supervisors in the Agency, in imple-
menting the comprehensive personnel management program prescribed by
the Executive Director-Comptroller and the Deputy Directors. It is intended
to be used particularly in conjunction with the Personnel Development
Program (PDP).
The outline presented here provides personnel planners with succinct,
systematic guidance about training opportunities appropriate for the develop-
ment of Agency personnel, from time of initial employment to the most
senior stages of their careers. In addition, it is recommended that each
Deputy Director develop long-term, career training profiles or models
for each major group of functional specialists within his jurisdiction while
at the same time identifying and developing future managers on a planned
basis. In doing so, the following six categories of training should be
reviewed most carefully to assure that training which is undertaken to
satisfy immediate functional needs takes place within the context of long-
term career planning and organizational development.
A. Categories of Training
1. The Core Program of Courses: a group of six courses around
which all other training should be planned; their purpose is to provide
officers with background, perspective, and updating as part of their pro-
fessional growth. Designed for officers of all Directorates and Independent
Offices, these courses focus on Agency activities, problems, and mana-
gerial factors; the intelligence community; U.S. foreign policy; international
and domestic matters affecting foreign policy and intelligence activities.
Brief descriptions of these courses and the points in an officer's career
at which they should be taken are provided in Appendix B.
2. General Skills Training: courses offered primarily by the Office
of Training to train personnel in skills susceptible of application throughout .
the Agency; to be taken whenever a specific skill is required by a particular
assignment, they include cours.es in supervisory, managerial, communica-
tion, information science, clerical, and other skills transcending the needs
of one Directorate or component.
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3. ? Special Skills Training: courses offered by the Office of Training
which relate to skills ordinarily required by personnel assigned functions
within a particular Directorate or field of expertise; they include, for
example, training courses in collection, support, and production of intelli-
gence.
4. Component Training: specialized programs or courses offered
by specific components, ordinarily for their own personnel, but in some
cases for other Agency personnel as well. They tend to be less well-known
than other training opportunities because of organizational compartmenta-
tion, but in many instances offer distinct opportunities for enhancing the
qualifications of officers whose careers sometimes require highly specialized
knowledge and skills.
5. External Training: this category consists of Agency-sponsored
training, full- and part-time, at non-Agency institutions and installations
when, in the judgment of Agency officials, such training is needed but not
available within the organization. Included in this category are academic
programs, Federal institutes, management schools and programs, the
senior service schools, and training activities conducted by military,
commercial and industrial facilities.
6. Foreign' Language Training: these are programs conducted or
arranged by the Office of Training on a full- or part-time basis, within
or outside the Agency. Officers regularly assigned duties involving foreign
language competence should achieve a career goal of speaking and reading
at least one "world" language at the intermediate level or better, and
speaking and reading (with some exceptions) at least one "restricted"
'language at the intermediate level or better. The world languages include
French, Spanish, Portuguese, Italian, and German. Russian, while tech-
nically not a world language because of its greater difficulty, should be -
regarded as belonging in this group because of its widespread importance
in the Agency's activities.
The amount of study time required to reach this goal depends, of
course, on a number of factors including an individual's aptitude, language
proficiency at EOD, opportunity for using the language, and its degree
of difficulty.
The world language competence should be maintained at all times,
although the restricted language capability does not necessarily have to
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be retained following completion oi the assignment in which it was re-
quired. The Office of Personnel maintains responsibility for assuring
that the Language Control Register is current while the Office of Training
has responsibility for conducting the foreign language testing program.
B. OTR Catalog of Courses
The concept and method of planning long-term training of personnel
is given more comprehensive, as well as more detailed, explanation in
OTR's "Catalog of Courses," which classifies and describes individual
courses within the basic categories described above. This Catalog pro-
vides complete information about Agency training programs. It is revised
whenever necessary Co maintain currency. In addition, representatives
of the Office of Training arc available for consultation to assist career
services in developing long-term training models for their personnel
and in planning training packages for individual officers as well.
The intent of this concept, and of the services offered, is to enable
the Agency to make maximum use of training resources and to relate
training more systematically and precisely to both personal and organi-
zational development.
Appendices: A - Profile of Courses
B -The Core Program of Courses
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Profile of Courses
III. Senior Career
Senior
Seminar
11. Midcareer
Advanced
Intelligence
Seminar
Midcareer Cour se
CFI
Fundamentals of Supervision
and Management
I. Early Career
The Managerial Grid
A .1.-11'.11; 1).1..N. A
Intelligence and World Affairs Course
(E0D)
TRAINING FOR PROFESSIONAL DEVELOPMENT
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APPENDIX B
The Core Program of Courses
I. Early Career
a. Intelligence and World Affairs Course: To be taken by all pro-
fessional employees at the time of entry on duty or promotion to professional
status. It is an introduction to the Agency and to the intelligence profession.
Four weeks, full time.
b. The Managerial Grid (Phase I): For employees GS-07 and above
with between one and three years service in the Agency. It is an intensive,
participatory learning experience which introduces management training
into the employee's career, seeking to identify managerial styles and
promote open communication. One week, full time.
IT. Midcareer
a. Fundamentals of Supervision and Management: To be taken by
"first line" supervisors immediately preceding, or at the time of, their
appointments. The course concentrates on effective managerial behavior,
emphasizing Communication, Motivation, Perception, Leadership, and
Problem Solving/Decision Making. One week, full time.
? b. Midcareer Course: To be taken by Agency officers at the GS-12/13
level, age 30-40 years, with approximately 5-10 years' service. The course
enables experienced officers to widen their knowledge and understanding
of the Agency and the intelligence profession. Officers who have not
previously taken the Managerial Grid do so as the first week of this course.
Five weeks, full-time (not including the Grid).
c. Advanced intelligence Seminar: To be taken by middle and senior
grade officers from throughout the Agency, GS-13/15 level, allowing for
at least a three-year interval following enrollment in the Midcareer Course.
The seminar emphasizes current factors affecting the Agency's role, key
functions, and effectiveness. It provides opportunity for in-depth dialogue
among participants and high-level guest speakers from inside and outside
the Agency,. Three weeks, full time.
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M. Senior Career
The Senior Seminar: Primarily for officers at the GS-16 level or
higher, although GS-15 .officers may be.selected. The seminar provides
to officers in highly responsible positions an opportunity for, critical
examination of major developments and problems in the fields of intelli-
gence, foreign affairs, and management. It draws extensively on experts
from government, academic life, research organizations, and journalism.
Much of the learning is derived from the interaction of the participating
officers. Nine weeks, full Lime.
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ORGANIZATTONAL SUPPORT OF TRAINING
The projected implementation of the Personnel Development Program
in combination with the OTR Profile of Courses presents the Agency with
a unique opportunity for bringing its cumulative resources to bear on the
question of organizational development. The effective implementation of
the combined personnel and training plan depends without question upon
whether or not it is reinforced by appropriate organizational authority
and administrative mechanisms. This is especially true with regard to
management training. Consequently, this paper discusses several sig-
nificant aspects of this problem and recommends _specific steps which
the Office of Training believes are vital to the success of this entire
undertaking.
A. Management Training for Executive Development
The Office of Training has taken a number of steps to strengthen
and. expand management training in the Agency. The Managerial Grid
and the Fundamentals of Supervision and Management have been included
in the core program of courses. Elements of management training, with
particular emphasis on leadership principles and problem solving, have
been incorporated in several other, core courses. An intensive manage-
ment training program, or leadership conference, for senior officers
throughout the Agency is currently under development.
In addition, we believe there is merit in exploring the need for
a management training course designed specifically for branch chiefs
throughout the Agency. Recognizing the difficulty in developing a course
pertinent to the operation of all branches in the Agency, and allowing
for What is probably a wide disparity in the grade levels of "branch
chiefs," there nevertheless is logic to the idea. The branch in many
instances is the key organizational unit in terms of clay-to-day operations
in the Agency and is also, at least conjecturally, the level at -which poten-
tial executives begin to emerge. Such a course might be a crucial con-
tribution to the organizational development Mr. Colby desires, but the
need for it remains to be firmly established.
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Remo on; That the Board of Visitor& overnine the
question whether reeponsibilities for managing a branch
can be more effectively and quickly learned through a train-
ing course or through reliance on precedent and on-the-job
experience.
B. It.stt_inalaassits1.1. arid T: ttivDev.Logment.
We reacted negatively to suggestions earlier that officers failing
to meet ;stipulated training requirements be denied promotions to certain
grades. In our judgment, euch sanctions would penalise many individuals
for circumstances beyond their control.
On the other hand, we do believe that managerial sanctions should
be applied,to preclude assignment of officers to responsibilities for which
they are not properly prepared. The potential executive, in particular,
ought to undergo systematic development of his managerial capabilities.
There are a number of training opportunities for this officer, but at the
very least ha should be trained in both the principles of leadership and
their general application.
Recommendation: That 'first line supervisors, t. a., officers
In the 084110 range. take the Managerial Grid (Phase I) and
the Fundamentals of Supervision and Management preferably
prior to and in no case later than six months after, assuming
supervisory responsibilities. (U, in fact, a course subsequently
is offered in the management of a branch, a comparable sanction
should apply.)
C. The Training Officer and the PDP
If training is to make significant contributions to personnel man-
agemant and development, there needs to be increased realisation through-
out the Agency about training appropriate and available to achieve this
goal.. The now OTR Catalog should prove very helpful in this respect,
but there are two supplemental considerations.
First. each Deputy Director should establish one or more train-
ing models or profiles appropriate to the long-term development of his
personnel. OTR's Profile of Courses, as published in the Catalog, es-
tablishes a training model on an Agencywide basis, but the more
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specialized training training needs of the several directorates must also be
determined and projected. Consequently, we think OTR should work
with individual and "grandfather" career services in developing specific
training models to suit their purposes.?
Second, continuing reliance on training as an .instrument of
personnel development requires that the Annual Personnel Plan become
the focal point for planning training, as well as developmental assign-
ments, for individual officers within their jurisdiction. Component
training officers must be inVolved more fully in this effort. Unfortu-
nately, many component training officers lack adequate knowledge both
of their components' substantive work and of training opportunities,
they have relatively junior status, function only part-time as training
officers, and are regarded widely as processors of training requests.
We believe the PDP should be an occasion .for rectifying this condition.
Recommendations:
1. That a senior OTR officer, preferably from the Curriculum
Council, and the Senior Training Officer of each Directorate
be assigned to work within their areas of competence in
developing career training models or profiles appropriate
to their personnel.
2. That the Board of Visitors examine the role and influence
of the component training officer in terms of grade level,
membership on career service boards and panels, amount
of time allocated to training responsibilities, and knowledge
of both training opportunities and the component's substantive
functions.
D. Training Requirements
In order for OTR to be able to plan appropriate training on a
timely and scheduled basis for large numbers of employees, we have
genuine need of a reasonably accurate forecast of training requirements.
Our training projections for any given year generally reflect our operating
experience in one or more past years.
Mr. Colby has requested that core courses be scheduled one year
in advance. Consequently, OTR needs reliable forecasting, backed by
organizational. discipline requiring individual officers to be made available
for stipulated training on a planned basis. Without such forecasting, OTR
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cannot realistically plan the allocation of resources or adjustments in
courses to meet organizational needs. For example, even though we
have been advised to expect larger numbers of students in our core
courses for FY 1974, we have at this point rather ill-defined contingency
factors against which to plan.
Recommendation: That once the directorates have developed
career training models for their personnel, nominations of
specific individuals for particular courses become an integral
part of the Annual Personnel Plan.
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