TRAINING AND PERSONNEL DEVELOPMENT

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP81-00896R000100300026-7
• Release Decision: RIPPUB
• Original Classification: C
• Document Page Count: 27
• Document Creation Date: December 9, 2016
• Document Release Date: April 27, 2001
• Sequence Number: 26
• Publication Date: July 21, 1972
• Content Type: MF

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3. JUL 19U
MEMORANDUM FOR: Director of Personnel
THROUGH Deputy Director for Support
Training and Personnel Development
SUBJECT
REFERENCES : (a) Memo to DDIS from ExDir-Compt, same
subject. dtd 5 June 72 (DD/S 72-2254)
(b) Memo to ExDir-Compt from DTR, subj:
"Training and Carter Development,"
dtd 17 Apr 72 (DTR 7403)
actors
In our efforts to establish some terms of reference and dimensions
for the major issue raised in Reference (a), i. e., the possibility of ex-
panding enrollment in OTR's core courses to meet the Agency#s need for
personal and professional development. I believe we must begin by ex-
amining two principal factors:
(a) The definition and degree of "general acceptance" in the Agency
of the core courses which would justify their alteration or the allo-
cation of additional resources to them, or both, to accommodate
larger enrollments;
(b) realistic estimates of student enrollment in the six care courses,
in the light of such acceptance and "viewed from the standpoint of
personal and professional development of the work force of the Agency,
rather than of the excellence of the individual courses."
;yid;
SENSITIV ,
AND I, LJRCES
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Acceptance of Courses
The acceptance, although not necessarily the validity, of a given
course can be determined in several ways, including, the favorable
reactions of students who have taken it; the continuing flow into it of
quality students positively motivated toward the course; policies which
either require or encourage enrollment of certain types of personnel;
and the widespread though unofficial belief of managers. supervisors,
and other operating personnel that the course makes a constructive con-
tribution to personal or organizational effectiveness. Generally speaking.
the Agency's acceptance of the core courses. and many other courses
as well, is based on factors such as these.
No systematic procedure yet exists for determining whether or
not there is a correlation between enrollment in the core courses and
ob effectiveness. Our feedback as to the validity of skill s
offered by OTR is spotty at best, but is even more elusive in
e of those courses which offer less tangible results. i. e.. a
oadening of concepts, understanding, and outlook.
Some determination perhaps can be made by the collation and study
of pertinent data, as for example through a review of employee per-
forma ace records both before and after specific training experiences.
or through an audit of records to determine if there is an identifiable
link between enrollment and performance of individuals in training, on
the out hand, and their advancement on the other. Studies of this kind,
if they are even to suggest a correlation. must either be comprehensive
or involve precise representative sampling. They must also allow for
variables, e. g.. changes in the nature of jobs; alterations in training
content; rates of turnover and advancement opportunities in a given com-
ponent during a given period of time, etc.
Mtdcareer Records Audit
Our Initial studies in this connection have to do with graduates of
the Midcareer Course and reveal there are no firm patterns available
Our findings suggest that Agency officers wo took the
uide us
.,
g
Midcareer Course as GS-13s in CY 66 and CY 68 fare extremely well
as a group,. in terms of promotion (see Attachment A). Such advance-
meat we surmise, is due in considerable measure to the performance
records which led to their selection for the course in the first place.
and less to any direct benefits from the course as such.
2
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on the other hand, two of every three GS-13 officers promoted during
the two most recent fiscal years had not taken the Midcareer Course (see
Attachment B). Thus, while there does appear to be considerable corre-
lation between an officer's taking the Midcareer Course and his being
promoted subsequently. failure to take the course has not been a bar to
advancement.
The Midcareer Course clearly enjoys widespread acceptance in the
Agency, most components screen their candidates to send well-qualified
officers; its graduates generally have realized at least some of their
estimated potential for further professional growth.
Projactizg Student Enrollments
Yet. ll2 Agency officers were promoted to GS-14 in 1'Y 1972 without
a the course. The desired course of action as we see it,
therefore, is for personnel management mechanisms to project two or
more years in advance the numbers of officers by career service who
are likely to be promoted to this grade; for the career services to
identify as nearly as possible and as far in advance as possible. and
to make available for the course, their officers likely to be promoted
to GS-14 (from both GS-12 and -13 levels); and for OTR to provide the
course capacity for such officers without negating the basic strength
of the course or undermining essential training in other areas.
The approach being proposed here is applicable to other core courses
Managerial Grid (Phase 1), Fundamentals of Supervision and
ment, Advanced Intelligence Seminar, and Senior Seminar. A a
_.~,.~_a
we are all agreed. I think. certain of these courses also need to make
room for some number of officers who could benefit from them in terms
of immediate responsibilities but who are not necessarily being groomed
for longer-term professional or executive development. The theoretical
student population for the Midcareer Course-all those GS-lZs and 13s
who haven't had it--is in excess of -officers. The problem can-
ceivably is of comparable dimension in the cases of the Managerial 25X9
Grid and Fundamentals of Supervision and Management. Therefore,
planning and selection discipline are essential. Without it we would be
offering mass training of a highly diluted nature, to an arbitrary student
body, to the detriment of organizational development and professional
excellence.
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concern in mind, I would like to provide a relatively de
ach of the core courses.
,e1 nee and World Affairs
This is the only course whose enrollment is governed by Agency
regulation. Employees newly entered on duty or those making the
transition from sub-professional to professional positions are required
to take this course. OTR records indicate that during the last three
are (1970-72), approximately 230 more employees entered on
duty with the Agency in professional positions than took the required
training.
However, there frequently is a time lag, typically six months,
before a new employee is enrolled. In some instances, the period to
several yearn or even not at all. Technicians entering on duty with
Office of Communications are customarily deferred until they have
completed at least one tour of duty overseas. Interestingly. in FY 1972,
the course was given to 299 employeeE, only two fewer than entered an
duty during the year.
The problem with this course is primarily a procedural one. We
have the capacity (eight runnings per year for 50 students each time) to
accommodate the present flow of new profe s edonal employees.
Systematic compliance is an issue with this course. The key steps
to be the resumption on my part of a report to the Executive
r-Comptroller concerning compliance /noncompliance and his
exercise of authority to assure compliance. A detailed description of
this course is provided in Attachment C.
6. MIMgerial Grid
More than 2, 000 officers in the Agency have taken this one-week
course (see Attachment D for a description). Until FY 1972 it was
offered almost exclusively to those at the GS-13 level or higher. both
as part of the Midcareer Course and independently. The Grid is now
open to personnel at the GS-07 level and higher and "is recommended
especially for those whose supervisors have attended this course, "
we anticipate that it will continue to constitute the first week of the
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Course until larger numbers of l [idcareer enrollees have
previously taken it. At present, not more than five to six Midcsreer
students per ring have done so. They, of course, are not required
to repeat the Grid.
rollment in the Managerial Grid daring the last four years,
who have taken it as part of the Midcareer Course, has
on 245, 231, 281, and 281, respectively. Our scheduled capacity is
25X1A
320 students annually, eight offerings with a maximum enrollment of 25X1 A
40 each. The course is conducted
and involves five feel days and evenings of intensive work.
poratlon of the Grid into the core program, we are
e enrollment of eligible personnel within their first
of employment in the Agency. It remains to be seen what
ative Director-Comptroller' es emphasis on management
will have on enrollment in this program.
7. Fundamentals of Su erviaion and Management
Total enrollment in this one-week course was 362 students in 1FY 72,
about 20% higher than average enrollment in the previous four years.
Among OTP. conducted courses, only the ane-day
program had a higher enrollment this past year.
The: present course is a merger of two former courses, similar in
content, but offered to different categories of employees. The former
"Superv sloe course was presented to employees in the GS-05 to -10
range. while the former "Management" course was designed for officers
at higher levels. The combined course has included in the same running
unior, midlevel, and senior employees who have cited the Interchange
as having a highly positive impact. The average grade of
enrolled in this course has been between GS-09 and -10.
i heduled capacity for the course is 304 students annually, but is
subject to adjustment based on demand. Student potential is vast in
view of the fact that the course is designed for 'supoxvisors and pro-
spective supervisors at all levels in the Agency." Over 1, 500 employees
have taken this course, or its equivalent, in the last five years. Again,
with the Executive Director-Comptroller's emphasis on management
training, demand for this could well increase. A description of the
course to provided In Attachment E.
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eer
ving commented earlier in the paper on this course in terms of
basic concept and approach, I wish to set forth here some specific de-
Lid considerations about it.
first, asy, a description of the course in Attachment F states, it
is designed for "professional officers, generally at the f-12/13 level.
aged 30 to 40, with five or more years' professional experience, who
have need of a broader outlook in executing their responsibilities. "
Student capacity in the course, conducted four times a year, is 128
annually.
We do not think it can be a mass course and still be of significant
value to the Agency or the individual. This is not to say that it cannot
be adjusted In terms of frequency, duration, content, class size and
location to accommodate larger numbers, should this be >aecessary.
Before OT& were to disrupt what has been a highly regarded course.
however, we would certainly need reliable projections concerning
the number of officers to be selected according to agreed criteria and
actually to be made available for enrollment.
g`reqw
cy and content are interlocking considerations in view of
pendence on input from guest speakers, primarily
the Agency. Much of the value of the course,
25X1A
a sense of renewal and pride experienced by the students, stems
aspect.
25X1A
also has been a
cal factor in its success, Midcareerists regularly cite the oppor-
tunity for exchange among 30 fellow students in this environment as
the greatest single benefit from the course.
g is that we should not immediately conclude that
9.
cut until assured about the number and availa-
Bence Seminar
This course, three weeks in duration, was conducted four times in
FT 1972 for a total of 104 students. Three runnings, for approximately
75 students, are projected for FY 1973.
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rincipal emphasis of the Midcareer Course is an the
Agency and its activities, the AIS (described in Attachment 0) prorides selected officers with a still broader view of matters outside
the Agency which relate to the intelligence profession. Subjects
covered, in addition to broad Agency matters, include the intelligence
community. policymaking mechauiszns within the U. S. Government,
and major international and domestic problems.
is a logical sequence to the Midearear Course in the pro-
fesatot . development of an Agency officer. CTR recoxnm
interval of at least three yeara between an officer' a taking these courses
view of the broader issues covered and the somewhat higher grade
level of the AIS student body.
The initial running of this most recently developed care course took
place an a trial basis in Fall 1971 for 20 students, at the 05-15 and
stspergrade levels a second running was conducted in Spring 1972 for
19 students. We have been advised that the Deputy Director a have now
Seminar should be conducted once a year for 25-30
recommended by the career services.
cipants are chosen by the Training Selection Board from
staff positions in the Agency or are judged by their career
to be headed for such positions. This is the one care course
It is a nine-week program for officers who hold significant
cription of this program is provided in Attachment H.
of the six core courses are in the field of management training
ly. In accordance with Mr. Colby' a desires, we are in the
Training in Core Course*
rporating elements of management theory and techniques,
cite and records management, and computer capabilities
i the other four courses. The Senior Seminar already has a mozage-
th contains elements of familiarisation geared to new, junior
block in it, the Intelligence and. World Affairs Course which started
era, and the Midcareer Course will be adapted to such elements
later this year. We have no specific plans in this field at the moment
add Intelligence Seminar in view of its primary emphasis
outside the Agency, but possibly we will introduce such
elements the future.
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thoughts and data contained in this paper are provided for yo,
guidance relative to training concepts and resources that can be included
in the personnel development program solicited by the Executive Director
Comptroller. We do not plan to initiate any basic adjustments In the
core courses to allow for increased, or decreased, enrollments pending
your review of this paper and any comments you wish to offer.
25X1A
s (Atli O'ij()
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TES OF SELECTED GS-13 MIDC:ARE :R COURSE ZM0
CT I66 aad 1"8
{.eta as of 'A December 1971)
CT
EA"Ilacs. Total
ro1Ies CS-13 Le l
promoted to GS-14 46 (86. 8*
group later sapara
it promoted to GS-1S
xave also been promoted to CS-IS
7 (13.2%
7$ (54%)
45 (61.6Y4**
AS (38.4''!6)
548.6% 5 (6.4%
{CLASSEDLY 7:i
4 NJIlUE
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PROMOTION 1i GS-13 Vri ICERs
14'
Total Completing Midicareer Course
Total Not Enrolled in Mi4ca.reer Course
FY 1971
Mw~wAl~r~
190 (45%)
CLASSIHEC
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TELUGENCE AND WORLD AFFAIRS
(IWA
De scri?
This course is an introduction to CIA and to intelligence as a career.
Tks Agency is discussed within the context of the intelligence community.
CIA's + sctions, from the collection of intelligence information through
they production and u.se of f'inihed intelligence. as well as its role in
policy implementation, are presented. Primary emphasis is placed on
the major targets of U. S. intelligence---?he Soviet Union and Communist
China. The less developed countries and the industrialized countries
of Europe and Japan likewise receive attention. Instruction is through
the 1#4t-ure-discussion method, supplemented by readings. exercises,
seminars, and film. Many speakers are from the OTR facralty, but a
ignificant number are from other elements of CIA as well as other govern-
reent agencies and occasionally non-governmental speakers are used.
Deeianetd For
This cease is required for all new professional employees and those
advanced from sub-professional to ;rofesaeional statue.
in to eight times a year
Admniniotratiye Data
School of Intelligence and World Affairs
Four weeks. full time
ben of Commerce Building
Class Site : 20 - 54
1CLASSI1HEO BY
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SENSITIVE INS ' Li` :_ deE SOURCES
LAND MEI',+') 'S I 64ed or Rel
s6ei 1001/05/2 IA RD
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E MANAGERIAL GRID
Doscripti?n 25X1 A
This is a copyri ted cour go designed by
sSsrial styles. to promote open cozn unicatiOn- and to
a Ma eria Grid is an intensive learning experience focus
an problem-solving through personal Interaction of students in teases,
4 eed For
Employees in Grade GS-07 and above. It is recommended especially
for those whose supervisors have attended this course. Eligible employees
should attend this program within the first three years of their employment
in the Agency.
d by; Support School
Five Days (Sunday evening through Friday noon)
and including evening sessions
Approximately eight times a year
Place
Class Size
sped
Requtrezuesnt : Pro-course work (approximately 30 hours)
aegietr
amine
25X1A
Your weeks prior to the start of the course to assure
distribution and completion of pre-course work
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NDAMENTALS OF SUPERVISION AND MANAGEMENT
(F M)
Description
concentrates on effective managerial behavior, stressing
Motivation, Perception. Leader ship, and Problem-
cises prevail supplemented by films and lectures. Empha
As is on practical application and experience of exchange among the
students.
Designed For
Supervisors and prospective supervisors at all levels in the Agency.
A dmini star ative Data
Conducted By: Support School
Length : One week. full time
Frequency
Place
Chamber of Commerce Building
Class Size : 18-38
Special
Requirement : Pre-course work (b-g hours)
Registration
Deadline < Three weeks prior to the start of the course to
assure distribution and completion of pre-case
work.
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ENSITiv' L1_1la N;v l1~ S
'1=8MF' M'
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 Approved Forelease 2001/
Mi&sreer course
(MCC)
1s5crn
This course is opportunity for experienced officers of the Agency
widen their knowledge and nnderstandiag of the intelligence prof.estng
.4 Phase 1, consisting of the amagerial
ract e
rhich it i s Ie m,~geria.l styles and orb isati l cares rsctt~ica~t .
---a ..~..m mo rna within the
ft5 i
t
O
r~g~
s Phase 11 dels with t ctna. Ity Agency. Phase 111 conceatr&tea an the Iate~Uigon+cs Goand an dos'
bi der sure of irate aLic ual affairs- U. S. foreign
relations and the int-611i_
I3asigassd For
officers, generally at the (15-1Z113 level. aged 30 to
rs' professional a rience* who have need of a
o
Ltl*ok in executing their responsibilities,
Ae istTAtive :eta
School of Intelligence and World Affairs
Conducted by.
Length
Yre? OncY
c Sir w*eks,
tnr times per year
Class size 30 - az
Students and alternates are selected 1 each
atlection _ _ .i..s r ! fl(T rcordix~~t_ _ rlp p I
dirtetOrace auu ..
established by 0TR ICLASS~Fi~U E:f. t
WARNIG NJ~tCE
T
E
TrPcQ\dfrreIeas
i
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Special
Requirement First week consizts of Managerial Grid; students
~-
`
F
or
who have had the Grid need not repeat.
uest for 'External Training. " should include
e of birth and Social Security uuber
g special clearances. A biographic
profile should accompany Form 73 for planning
purposes.
Note ; This course and the Advanced Intelligence Seminar
normally should not be taken within three years of
each other.
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DYANCED INTELLIGENCE: SEMINAR
(A IS)
D ecr tou
iced telligence Seminar (AIS) places major emphasis upon
e Agency's key functions, role, and efterctive-
URl and domestic developments as they bear upon the U. S.
rt; and the outlook for intelligence in the 70.. The Seminar
draws on knowledgeable speaker s from iaside and outside the Agency, and
bitches an atmosphere for in-d+eptb dialogue among speaker s and Parti-
cipants.
Dc.iylued for
mum grade GS 43 .
grade per sonnet from all parts of the Agency. Mini-
Administrative Data
Cox, ucteed 8y: School of Intelligence and World At e
Throe weeks. full time
Throe or four times yearly
First week
Second week - Headquarters
Third week
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ATTACHMENT G (Contd)
Special
Requirements: Candidates should be prepared to participate actively
in the Seminar. Form 73 should be accompanied by
a page giving: (a) biographic profile, (b) place and
data of birth and Social Security number, for obtain-
ing special clearances. Graduates of the Midcareer
Course should allow approximately three years to
elapse before registering for the AIS.
ReaLstratton
ine Three weeks prior to beginning of Semi
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SENIOR SEMINAR
Description
Tbs CIA Senior Seminar offer e general training for senior o.
*ace and related subjecta. The organisation and content of the Seminar
are on a level with t Senior Seminar in Foreign. Policy, the senior military
schools, and the Federal ecutive, Institute.
The Sexnarts objectives are to update senior officers' knowledge of
foreign developments and their impact on CIA.- to enlarge their understanding
of the Agency.. Its relationships with other parts of government, and the
problems and preys snre s facing Agency management; and to expose the par-
ticipaids to change in American society which is relevant to CIA.
A wide spectra . of topic is covert. , including manage nt training,
rrld trends and problems, the missions and activities of the Agency
into Community. CIA's relationships with non-intelligence
4 government, domestic problems and trends
the future outlook for U. S. intelligence.
on experts from academic life and private research
organizations, officials from other branches: and agencies of the government.
and knowledgeable officers from throng t the Agency. Specific topics
are treated in formal presentations followed by seminar discussions with
std panels. Films. case studies and discussions of papers
Much of the learning and broadening in the Seminar is
participation of the 3eemi r portie lpaats. Selection of
represent different organizational elements and a wide rage
h. and foreign area experience is therefore an essential element.
et~ped For
t least grade 05 -15, preferably CS-16 and above, who
hold significant line and staff positioni4 or who are likely to attain such positions.
ASSIFI.b
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Approved For R ease 20f /2 CR
Senior
Seminar
Advanced
Intelligence
Seminar
Fundamentals of Supervision
and Management
I. Early Career
The Managerial Grid
Intelligence and World Affairs Course
(EOD)
r
V~11
0
TRAINING FOR PROFESSIONAL DEVELOPMENT
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