SPECIAL TEAM DEVELOPMENT/ PROBLEM SOLVING COURSE FOR SUPPORT DIRECTORATE GS-15 S AND GS-14 S

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP84-00780R003100140040-1
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 25
• Document Creation Date: December 14, 2016
• Document Release Date: February 12, 2003
• Sequence Number: 40
• Publication Date: May 9, 1969
• Content Type: NOTES

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9 May 1969
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SUBJECT : Special Team Development/ Problem Solving Course
for Support Directorate GS-15's and GS-14's
1. Messrs. I and I need an hour with you,
preferably during the week of 26 May, to define precisely the
training objectives you have in mind for the subject course.
2. Since both the Managerial Grid and Advanced Manage-
ment (Planning) Seminars are team building /problem solving
designs, we envision these courses as prerequisites to what
could be the course techniques and design calculated to cover
specific problem areas.
3. We are confident we can conform effective methodology
to fit whatever objectives you visualize. However, we must know
the existing problem areas -- as you define them for us -- or, as
our Planning Course itself brings out, we could be spinning a lot
of wheels solving the wrong problems.
Chief, Support School
Office of Training
MWIN'
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DIARY NOTES
DD/S
6 May 1969
25X1 1. Supergrade Negotiations with BOB: Today I met with John Hurley/BOB,
~nd proped to the BOB a 96
ceiling increase in supergrades through Fiscal Year 19 . Mr. Hurley was
provided with a package of information per his request for study. I explained
the rationale of our increase emphasizing our conservative approach to super-
grade promotions, the number of organizational changes in the Agency neces-
sitating additional promotions, the periodic review of supergrades and the fact
that we have no headroom ceiling since the last authorization increase was in
December 1967. Comparability tables of supergrade ratios in other selected
agencies were noted and Mr. Hurley appeared generally understanding of our
need. He will analyze our request and will meet with Mr. Jim Clark of BOB.
I advised that if additional information is needed we would be pleased to try
and supply it, and if there are any further questions I would be pleased to meet
with Mr. Clark.'
and requested special assistance in support of an immediate operation. Neces-
sary arrangements were made with Mr. Warfield and Les Bush to provide the
requested support.
2. called today
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3.1 1 OSP/DD/S&T: Today John McMahon of DD/S&T
called to recommend the promotion to GS-16 of He stated that 25X1
I P well deserving of this promotion and is a man of considerable
experience and judgment. He is a specialist in contracting and negotiating and
has demonstrated executive ability in being able to handle the Office of Special
Projects when as requested absence. He also stated Mr.
as a unique sense of judgment, experience, and ability. I advised
that we were most understanding of this request and very definitely would
consider s soon as we had supergrade headroom for promotion
purposes.
4. DD/S Training: I talked with kfter reviewing the
report of the committee on Support training. I asked Rex
to outline for me training proposal for the Support Services along the
following lines. The purpose of the course would be to select junior officers
to meet for approximately one week and to work on live DD/S problems.
Some hypothetical problems can be injected. Through this exercise we would
be seeking to promote junior officer participation in on-going problems, pro-
mote the team concept in DD/S, expose the individuals to the interests, func-
tions, and requirements of the other DD/S Offices, have these officers exercise \
Ex.
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their judgments in proposing solutions to the problems, and have 4t benefit
from the staff analysis of this group in the solution of on-going current problems.
I had in mind the selection of a first group of GS-15's, one from each
Office. Each would consider himself during this training period as being the
Director of his Office. Problems would be served to the group and each parti-
cipant would list his considerations of his own Office's interest in a given
problem and then list what he thinks to be the interest of each of the other
Offices in the same problem. These would then be discussed and would serve
as a measure of the individual's knowledge concerning the interests and problems
of the other Offices. I envision that several such problems would be served to
the group in the course of the week. It would be a work-problem type exercise
supplemented by study and discussion.
I would consider that other levels of groups would be constituted at
the GS-14, GS-13, and even GS-12 level to engage in the same types of exer-
cise. If such a course could be properly structured, I believe it would stimulate
the junior officers into a sense of participation, would expose their abilities
in these problem-solving exercises, and would permit them to experience a
better understanding of the problems and interests of the other DD/S Offices.
Where solutions are offered to live problems, these would be considered by
the DD/S and acted upon. A report of the DD/S analysis and acceptance, quali-
fication, or rejection would be specified and each participant would be furnished
a report of the DD/S consideration, This would be a feedback so that the parti-
cipants would be aware of the handling of their judgment product.
I s to staff this in outline form and submit it to the DD/S
for consideration.
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DRAFT - 14 Mav 69
MHMOEAi 13UM FOR: Director of Tra eiag
SUBJECT s dava for the Devebepma of Officexs of the Support
Directorate
1. After further review and disc ions on the subject of additional programs
to assist in the development of officers of the Support Directosatte, I have decided
& .at the approach I wimb to take is along the Uses of a series of seminar problem -
solving exccrelues as opposed to a previously discussed fozmalized training course.
2. What I n have in mind is to periodically select a group of *Mears of
equal grade from each of the Offices of the Support Directorate and to detach these
officers faroeaa their regular assignmeas for a period of approximately one week
during which. period they will be in residence
to ak during this period of detached duty will be to work on or possibly two
related problema currently facing one of the Of* es of the Support Directorate.
3. As I visualize it the Office whose prohlern is to be t nsidered in the
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emir will be responsible for preparing all of the necessary
background and other data ich the seu inar group would require in its study.
This same Office would be charged with responsibility faer briefing the seminar
group prior to their departure
t's" for maintaining the
necessary liaison with the group to provide s~ueli additio al data or briefings as
might be necessary to their proble solvin .
~"J 1
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4. For Its part, the s r gaup would elect Us am committee chalrm=
ie
as for the g;,r: up's report to and
e conduct of the seminar, as well
of the DD/S at the este usion of their study.
I use the terms report and briefing both because I would aspect that the seminar
group would repsre a written report of their study to Inchmie their recommendations
for a course, or courses, of action to solve the problem a review;
Monday following the completion of their semiser at
the sen,m ar group to brief me and my *ad together with appropriate officers of
the Support Directorate Office whose problem was the subject of StWy.
S. Since the above program, why not a training course in the formal sense,
relates to the development
in the management of Support
activities, I ,Id like the Chief of the Support School, O of Training, to assume
remit lity- for the establishment of this seminar pe am. Tl* would include
the preparation
-problexi"' materials to the seminar group,
, aw c
mm Us as are.. ssary for the #roWs Sceornxs.+o beets I
1. I weae,IB a
the st 9!' at' the Support
ee ssist 114MInistrativet or
.ions, or semi=
to have a member of
r group not for
kit rather to
g the esurse of thelz study.
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6. It is my iatestion to discuss this MM",- more fully with the Support
Directorats office Heads at my eeti of 20 May at which time I Will suggest
to theta the isoblcm or p lama which I wish to be InvefitiBOW In the fcitir 2
st i and to ask for their nomu
f r go". Sub uci t
to that meeting my Staff acrd I will meet with you and the Chief of the Support School
to establish :4dditi l ground rues and gdddtmw for programming the first
seuIn r whkh I hope can be sci ethaled for
mately mid-June
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*. DD/6 09 -2295
SEC D
16 MAY 1969
MEMORANDUM FOR: Director of Communications
Director of Finance
Director of Logistics
Director of Medical Services
Director of Personnel
Director of Security
Director of Training
SUBJECT : Program for the Development of Officers
of the Support Directorate
1. After further review and discussions on the subject of additional
programs to assist in the development of officers of the Support Directorate,
I have decided that the approach I wish to take is along the lines of a series
of seminar problem-solving exercises as opposed to a previously discussed
formalized training course.
2. What I now have in mind is to periodically select a group of officers
of equal grade from each of the Offices of the Support Directorate and to detach
these officers from their regular assignments for a period of approximate)
one week during which period they will be in residence at
Their task during this period of detached duty will be to work on one or possibly
two related problems currently facing one of the Offices of the Support Directorate.
25X1 3. As I visualize it the Office whose problem is to be considered in
the seminar will be responsible for preparing all of the
necessary background and other data which the seminar group would require
in its study. This same Office would be charged with responsibility for briefing
the seminar group prior to their departure for nd for main-
taining the necessary liaison with the group to provide such additional data
or briefings as might be necessary to their problem solving.
4. For its part, the seminar group would elect its own committee
chairman who would be responsible for supervising the basic conduct of the
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seminar. '. ,\?t,uld expect that the seminar group would prepare a written report
of their stu,: :o include their recommendations for a course of action to solve
the problei- ; r,der review. Following the completion of their study the seminar
group will }~ricf at a joint session the DD/S and the Support officers involved.
5. Since the above program, while not a training course in the formal
sense, relates to the development of our Support officers in the management
of Support activies, I would like the Chief of the Support School, Office of
Training, to assume responsibility for the establishment of this seminar program.
This would include effecting the necessary coordination with the Offices of the
Support Directorate in the preparation and distribution of the "problem" materials
to the seminar group, arranging for the pre-seminar briefings, and completing
such administrative arrangements as are necessary for the group's accom-
25X1 modations nd their liaison with the Office of primary concern.
I would also wish to have a member of the staff of the Support School, OTR,
in liaison with the seminar group to assist them administratively or otherwise
during the course of their study.
6. This proposal will be discussed at the DD/S staff meeting of 21 May.
SIGNED-R. L. 03nnennarl
R. L. Bannerman
Deputy Director
for Support
DD/S: RLB: ksd (16 May 69)
Distribution:
Orig - D/C
1 - Each additional adse
1.- DD/S Subject
& - DD/S Chrono
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16 May 1969
SUBJECT : Problems for Use in the Newly Proposed Problem -Solving Seminar
for the Support Directorate
As a first cut we have identified several problems which might be
considered by Support Officers in the newly proposed problem solving
seminar. We have broken these problems down by the Support Office that
will be primarily concerned with the problem and will have most of the basic
data.
PERSONNEL
Has Career Service system outlined usefulness?
Are positions properly classified by category (prof., tech., cler.)?
Should clericals within a Career Service carry that Career Service
Designation, or should there be a common designation for
clericals - Agency wide?
FINANCE
What financial tasks or functions can be transferred to Hqs?
How can system and procedures pertaining to travel and transportation
be improved? Should overseas travel be administered on a commuted
basis?
Why Class A Accounting? Is it absolutely necessary at all, or in every
station where now used?
SECUR Y
What can be done to improve security briefings for o/s travelers, for
. both employees and dependents?
Giould Records Admin Branch and Records Mgt. Board have more positive
regulatory roles? What can be done to refine the determination of
what records should be retained and what mechanism can be devised
to eliminate duplicate retentions of records?
Should we establish a "new" Career Service in Support Directorate
for Support Services personnel, i.e. records management, computer
services?
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LOGISTICS
Criteria for expendable and nonexpendable categories of equipment.
Why Type I system? Is it necessary in every case where now used?
Type I vs Type II, pros and cons. Relationship between Log system
and Finance system - i.e. FPA w/Type I. Why FPA?
COMMO
How best to handle medical hold cases?
How best to utiliz
Is Training Career Service necessary?
What are career development possibilities for training careerists?
What is practical requirement for language training in Agency? i.e.
are present requirements of OTR proficiency levels realistic?
-Is current policy realistic - geared to Agency requirements?
Can other units in the Agency contribute to value and success of support
oriented courses by providing officers to conduct small seminars
on course aspects - i.e. greater use of seminars; if so, what seminars
would contribute significantly to .the development or instruction of
officers of the Support Directorate?
Is the A&E research program right proportion in view of other requirements?
What are current areas of primary. concern for OMS? What organization
structure, adjustments to mission, etc., might better serve the
Agency in 1969 -1974?
Where and to what extent is Agency medical care overseas necessary?
Where and on what basis is such medical care duplicative of services
available through the USG facilities?
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Support Operati ns Staff DDS
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01MENNE
2 3 MAY 1969
MEMORANDUM FOR: Deputy Director for Support
SUBT CT : Program for the DeVelopmen' 6f Officers
of the Support Directorate
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This is just an informal note concerning some afterthoughts on the
subject program.
Following our discussion at your Staff Meeting of 21 May, I brought
the matter up for discussion with some of mAy staff at one of our evening
meetings. The same enthusiasm for such a nrog ram is evident in my group,
and many of the same problems concerning such a program were surfaced by
them as were at your Staff Meeting.
identifyin ; appropriate
'rincip.'al y, the difficulty was raised In
problems for such a group to consider -- problems that permit some common
sense solutions and yet problems knotty enough to merit a solid 47eek of
isolated. concentration. Perhaps a bit of parochialism was involved, but a
number of my people felt that most of the problems to Tahich such a group might
address itself would have to do with personnel management. This was in
recognition of the fact, that such areas of concern are common to all elements
of the Support structure and that the more technical or specialized problems
inherent in logistics operations or the field of communications, as examples,
would not lend themselve;s to anything but e, group formed primarily of
specialized personnel.
As a matter of interest to you -- and I offer this only in terms of
a wish to be helpful -- our general discussion ended on a note of some
confusion as to the precise objectives of the progrwA, i.e., Is it intended
to solve problems or to train people? Perhaps the answer is both, but a
clearer definition would do much, we thin], to assist selected groups in their
endeavors ak well as those organizing the program and providing staff assistance
to the groups during their seminars.
If the pr- ary purpose is to train middle .:anagers of the Support
Directorate, I believe would probably take a different tack in
organizing the program from one e would take if the essential purpose is to
attack problems that relate to the services:; this Directorate provides to the
A ency.
GROUP 1
N I I L Excluded from aatomatit
CONFIDE N sad
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Regarding a problem-solving purpose of the proposed seminars, a couple
of interesting suggestions evolved from our session:
1. It right be worthwhile for you. to ask each of your
Office Heads to hold a similar discussion with some of their
senior officers to Identify for you specific problems which they
feel would be worthy of consideration by these groups. Following
a submission of such ideas by all of us, you could then review
these for their merit. It might be that any number of such
suggestions wotzl.d interlock or in some way relate several functions
which in itself could lead to additional challenging ideas to
present at the seminars. Such an effort might also provide clearer
definitions of what we are trying to ao-coi.qpli.sh with the program.
With such a development of a ,aeries of problems for future
ser:Inarc to grapple with, it night- be possible to tailor the member-
ship of the group to the problem which is to be presented. In other
words, each of the Office Heads would contribute a reasonable number
of nominees for future groups from which individual seminars could
be formed in direct relationship to the specific problem selected
for consideration.
Robert S. Wattles
Director of Personnel
Distribution:
0&.- - A3dressee
- D,Pers Subject File
1 - D/Pers Chrono
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OD/Pers
rgs (22 May 69)
11641 1
Excluded from aafomatL
downbraring and
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23 May 1969
MEMORANDUM FOR: Deputy Director for Support
THROUGH : Director of Training
SUBJECT : Proposed Administrative Plan.-- Support
Directorate Seminar (Problem Solving)
REFERENCE : Memo dtd 16 May 69, to DDS Office Directors,
frm DD/S, subject, -"Program for the Develop-
ment of Officers of the Support Directorate"
1. The Support School (SUS) will be prepared to administer
the referent series of problem-solving seminars in accordance
with the guidance you have given us. In addition to establishing
and scheduling the seminar program, effecting the necessary
coordination with the Offices of the Support Directorate in the
preparation and distribution of problem materials, arranging
the pre-seminar briefings by the Offices concerned, coordinating
transportation, and making all arran rents for seminar-room
accommodations, billeting and meals I the
SUS/Management Training Faculty will designate two of its offi-
cers as OTR Coordinators to serve jointly in liaison with the
seminar group to assist the group administratively or otherwise
during the course of its study.
2. We interpret the role of Coordinator as not including
any responsibility for training the seminar participants in problem-
solving techniques or the techniques associated with conducting
a successful conference. We believe, however, that you would
want us to be responsive to any specific requests in this regard
from the Moderator, especially if he is one who has not partici-
pated in either a Managerial Grid or Advanced Management
(Planning) Seminar; given one or the other of these training expe-
riences, the Moderator should be able to keep the exercise pro-
ductively on target without prompting by us.
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3. As to establishing the seminar program, we would
now have you issue a second memorandum to the referent recipi-
ents summarizing developments to date and setting forth further
specific guidance. Essentially, you would state that responsibility
for the referent program will be shared by the Office Directors,
the Support School, and your immediate Office.
4. The responsibility of each Office Director will be four-
1) to nominate to the DD/S, through the DDS Senior Train-
ing Officer, seminar participants from within their
central Offices (unless you decide to extend participa-
tion to other of their careerists serving in other Direc-
torates)
2) to identify substantial problems existing within their
own Offices and submit such problems in outline form
to your Office for screening as to suitability for develop-
ment as challenging problem-solving exercises of 2 1/2
to 5 days, or longer, of intensive seminar study
a) as to identifying substantial, but finite, soluble
problems, the Office Director may choose to
devise a questionnaire which would solicit recom-
mendations from Branch Chiefs, or even subordi-
nate levels
3) when called upon by O/DDS, to develop extensive back-
ground briefing materials on a given problem as hand-
outs for a seminar group -- then be prepared to orally
brief the seminar participants in advance of their study
session, and designate an officer who has intimate
knowledge of the problem to serve in liaison with the
seminar group, either in residence with the group or
at the call of the seminar Moderator
a) as to the development of "extensive background
briefing materials, " these would include a state-
ment of the problem, obviously, but, in every case,
the history of the problem (how and why it came to
be a problem, factors which militate against easy
or arbitrary solution or a solution which might
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generate a greater problem, subsidiary problems--
or problems within the key problem -- and the
necessity (objective or goal) for getting on with
timely solution of the problem; in addition, organiza-
tion charts, T/O's, work-flow charts, and other
pertinent supporting documentation and problem-
oriented data will be included in kits to be furnished
each seminarian, and, finally,
4) to review the seminar group's written report of their
study, to include their recommendations for a course
of action to solve the problem under review, and to
sit, with the DD/S and other Support officers involved,
in judgment of the seminar group's oral briefing as to
their analysis and recommendations
a) it is not inconceivable, we recognize, that a given
problem may not be solved to the seminar group's
satisfaction within the framework of a 5-day session,
and, that, therefore, upon its return to Headquarters,
the group will be given DD/S permission to retain
its identity and pursue its study, under its moderator's
direction, until such time as it is adequately prepared
to address itself to the substance of a written report
and a defense of its recommendations.
5. The responsibility assumed by the DD/S. -- and the
O/DDS -- will embrace:
a) screening of problem outlines with the view to selection
of those which deserve careful and skillful development
as seminar exercises, thence alerting the Offices con-
cerned to proceed with development as suggested in the
preceding paragraph
b) developing within O/DDS of seminar problem-solving
exercises which may have broader intra-Directorate
impact than problems residing exclusively within a
given Office
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c) calling for timely nomination of a principal. and an
alternate from each Office to participate in each
scheduled seminar, selecting the participants, and
notifying the Offices and selectees concerned as
well as the Chief, Support School
1) as against established quotas of one participant
per Office, the DD/S may, at his pleasure, add
to any seminar group a participant from O/DDS
or SSS/DDS; it should be his practice, however,
to rule out all seminar "observers" other than
himself, the ADD/S, an Office Director or his
general Deputy
?d) convening the seminar group, early in the week pre-
ceding the seminar session, for the purposes of his
personally briefing the participants as to the objectives
of the seminar and the requirement of a written re-
port and an oral presentation and their election of a
Moderator before the OTR Coordinator convenes the
group at 1300 hours on Wednesday of that week for its
Office briefing(s)
1) it is essential that a Moderator be designated before
the first Office briefing if he is to be given any real
sense of his responsibility to generate full disclosure
during the briefing of the facts bearing upon the
problem -- and to determine whether he will want the
Office's Seminar Liaison Officer in residence with
the group or on call
2) if a Wednesday afternoon briefing proves inadequate
for the purposes of the Office and/or the Moderator,
the briefing will carry over to Thursday morning;
if a second problem is on the seminar agenda, that
Office briefing will commence at 1300 hours Thursday,
and, if necessary, carry over to Friday morning;
all Office briefings will be conducted in conference
facilities provided by the Office concerned in order
to minimize the transporting of briefing charts and
other classified materials
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e) accepting the group's written report (due on the Thurs-
day following the Friday close of its session -- unless
he has extended the group's tenure --) and sharing the
report with the Office Director concerned, and, finally,
f) appointing an hour and setting for the group's briefing
session and designating the individuals who will attend.
6.. As to the responsibilities of the OTR Coordinator, these
can be recapitulated from paragraphs 1 and 2 above.
7. Your memorandum should also announce the Seminars
schedule so far as we can set it at this time. First, however, you
will want to christen this program: Support Directorate Seminar
(Problem Solving) is good, self-explanatory terminology, to our
way of thinking, unless the shorthand version, SDS, sickens you
for some reason -- in which case you could opt for SSS(PS), Support
Services Seminar, or some other title. ' Recognizing that each
seminar group will comprise officers of equal grade, we would
catalog these seminars as follows, subject to any revisions you
decide to make:
SCHEDULE (1969-1970) OF
SUPPORT DIRECTORATE SEMINAR (PROBLEM SOLVING)
FOR
GS-15s, GS-14s, and GS-13s
GRADE
DATE
GS-15 24-29 Aug 1969
GS-14 14-19 Sep 1969
GS-15 5-10 Oct 1969
GS-14 19-24 Oct 1969
GS-14 14-19 Dec 1969
GS-13 11-16 Jan 1970
GS-15 15-20 Feb 1970
GS-13 22-27 Mar1970
GS-15 12-17 Apr 1970
or
19-24 Apr 1970
GS-14 17-22 May1970
GS-14 21-26 Jun 1970
LOCATION
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GRADE DATE
GS-13 16-21 Aug. 1970
GS-14 27 Sep. - 2 Oct. 1970
GS-15 4-9 Oct. 1970
GS-14 15-20 Nov. 1970
GS-14 13-18 Dec. 1970
LOCATION
8. The above proposed schedule assumes (a) that we have
more GS-14s than GS-15s to accommodate and (b) that in these
first 16 sessions you mean to reach a few GS-13s, that is, before
calendar 1971. What this schedule suggests, furthermore, is that
we all have our work cut out for us if we are to get underway in
mid-August with a truly worthwhile program. We need a sizeable
stockpile of solid problems to feed into these sessions rather than
continuing to rework the same problems. If there are significant
live Office and Directorate problems -- rather than simply "school
problems" -- to be studied, this program can provide an effective
mechanism for getting them out in the open and reduced to work-
able solutions. While certain problems may profit by exposure
to more than a single seminar group, I think it would be a mistake,
once a seminar solution is adopted, to treat that problem as though
it were still a "live" issue.
9. The above schedule is keyed deliberately to coincide
with our schedule of Advanced Management (Planning) seminars.
Accordingly, we would use the AM(P) instructors as OTR Coordi-
nators for the co-located problem-solving seminars of the Sup-
port Directorate. We would have complete separation of the two
groups, of course, but a central OTR support coordination team
available at all times to both groups. I Iwhen the AM(P)
d hold
At
and the
(P),
TR
Coordinator would be available to the SDS(PS) at all times for
administrative and liaison support without being personally
involved in the SDS(PS) any more than necessary to serve the
purposes of the Moderator and/or his liaison designees. We
believe that this is the way you visualize our role as well -- on
call, but in no way performing a training function. or pre-empting
the Moderator's prerogatives. Moreover, there is not a full-time
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fu on for an OTR Coordinator, once the SDS(PS) is underway;
no, ,uld we afford to detach a Management Training Faculty
(fit':-') member for this purpose and still offer anything like the
number of SDSeminars made possible by co-location with AM(P)
activity; and, we believe you should have these seminars coming
up with this degree of frequency if you mean for the program to
be a purposeful means of developing cadres of effective problem-
solvers within the Offices of the Support Directorate.
10. For the past year, Messrs. ave
been our only MTF instructors, spending 20 weeks at or
conducting the AM(P) and Management Grids. We
cannot run a Grid and an SDS(PS) concurrently because both
instructors usually are circulating in Grid group and team rooms
and there is little dead time. In the AM(P), however, there is
a minimum of circulation and for the most part the instructors
remain in the general session room; thus the AM(P) general
session room would serve as the "command post" for the SDS(PS),
and, while one of the two instructors might be on the platform
at a given time, the other would be in the rear of the room and
could join the SDS(PS) session at any time he was invited to do so.
In fact, our instructors would welcome this opportunity to be
more active during an AM(P) day, and evening -- should the
SDS(PS) carry its sessions into evening hours.
11. This co-location arrangement also would put less
25X1 strain on ourl osts. As against having to
make special billeting, feeding, and "happy hour" arrangements
for the 7 SD Seminarians, they could be treated in these respects
simply as members of the larger AM(P) group. We're certain
25X1 I Iwould prefer it this way, and
we believe the DS participants would enjoy mixing with members
of the larger group during the social and mealtime hours. They
will see enough of each other in a week of problem-solving confine-
ment. Whereas the AM(P) starts at 1600 hours on Sunday, we
would want to plan on the SDS(PS) starting at 1000 hours on Monday
and having our undivided administrative attention in getting off
to a smooth start. Both groups would break mid-afternoon on
Friday.
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12. If you are in general agreement with this plan, we
shall appreciate your early advice to the Office Directors --
again urging that they immediately begin identifying the work 25X1
problems which will be the heart of the whole program.
Chief, Support School
Office of Training
Distribution:
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2 - DTR
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NOTE FOR: Mr. Bannerman & Mr. Coffey
SUBJECT : The New Support Directorate Problem-Solving
Seminars
1. Attached hereto are three papers:
,4) A memo from OTR to DD/S submitting
the Administrative Plan for the conduct of the proposed
problem -solving seminars. This paper is, I think, an
excellent one, now quite complete and detailed in both
the outline for the conduct of the seminars and in levying
appropriate responsibilities on OTR, the Support
Directorate Office Heads, and the Office of the DD/S.
a A memo prepared for DD/S signature
complimenting OTR on its adniinistrative'plan submission.
A memo prepared for the signature of
the DD/S to the Support Directorate Offices outlining (in
accordance with the suggestions advanced by OTR) the next
courses of action required for the Support Directorate
Offices and indicating what the responsibilities of the
various DD/S elements will be in both the preparation and
conduct of the problem sol,g seminars.
2. If memoranda b and c above meet with your
approval, I would suggest that the memo to OTR be
signed and dispatched but that the memo to the Support
Directorate Offices, 'after being signed, be distributed to
the Office Heads at the DD/S Staff Meeting on Tuesday,
3 June. I would also suggest tha e
invited to attend the 3 June DD/S Staff Meeting to assist
Appr r ahftc1 ip j'am' 10,31 d
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Second Week - 2-6 June 1969
The Clandestine Service has undergone a gradual evolution and one or more
extensive reorganizations since its inception. Whether its current structure
is best suited to accomplish its present-day objectives is a question that
merits careful study at this time, as well as periodic scrutiny in the future.
The Seminar will: review the historical development of CS composition, examine
its current Headquarters and, as appropriate, overseas structure; examine CS
organization and structure as it affects current working relationships with
other Agency Directorates and members of the Intelligence Community; attempt
to determine whether the CS is now properly organized to accomplish its mission
most effectively; and, if indicated, offer suggestions for changes.
Third Week - 9-13 June 1969
Shrinking official cover plus decreasing permissiveness in the operational
climate in many parts of the world necessitate greater and better use of
non-official cover. However, use of such cover still leaves much to be
desired in regard to selection of.candidates, their operational targetting
and use, and their management by Field stations and Headquarters. A candid
and perceptive look at the uses, abuses, and limitations on non-official
cover by the Senior Seminar group should prove useful to the CS in general
and the Central Cover Staff in particular and should result in an inventory
of and recommendations on the abiding problems of non-official. cover.
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FOURTH WEEK
16 - 20 June 1969
CIA's covert action mission was born of the Cold War and prematurely tested In
the Korean War. It has since survived internal crises of definition and
organization, and external notoriety from both operational successes and failures,
while still retaining notable features of Cold War orientation. Covert action
remains' a controversial topic within the CS as to operational concepts and
techniques, with an already declining trend in commitment of money and manpower
25X1 only exacerbated sharply by 0 and the Katzenbach Guidelines. Prospects
for the 1970's are for increasing rather than decreasing covert action require-
ments, against more difficult targets, in an operational climate less permissive.
A new appraisal must be made of covert action experience and potential in light
of the professional challenge ahead.
Despite some efforts in the right direction, the CS still does not work
effectively enough to identify and develop the "emerging elites," young people
who will likely provide the future leadership in their countries. It is obvious
that a truly systematic and successful program in this area of operations would
return a substantial dividend in terms of our ability to satisfy information
requirements and to influence the course of events abroad. Yet, whether our
approach Is systematic and whether our programs are sufficiently successful
are both open questions. We should review what we are doing both in the
United States and abroad in this sphere, determine the adequacy of the coverage
we can expect from existing programs, identify methods that appear efficient and
compatible with other programs, and develop recommendations for achieving better
results. The importance of the "emerging elites" topic is apparent not only from
the vital U. S. interest in such areas as Latin America but also from the vast
proliferation of new nations founded in the wake of the post-World War II
dissolution of colonial empires, many of which are governed by a thin-stratum
leadership. A good information collection capability in these areas will
probably be a constant requirement and, in those countries where developments
significantly affect our national interests, a covert action capability as
well.
S-E-C-R-E-T
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