TRAINING AND CAREER DEVELOPMENT

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP84-00780R005000070016-5
• Release Decision: RIPPUB
• Original Classification: C
• Document Page Count: 18
• Document Creation Date: December 20, 2016
• Document Release Date: February 9, 2007
• Sequence Number: 16
• Publication Date: April 17, 1972
• Content Type: MF

Approved For Release 2007/02/09: CIA-RDP84-00780R0050000700 f -5,
MEMORANDUM FOR: Executive Director-Comptroller
THROUGH : Deputy Director for Support
SUBJECT : Training and Career Development
OT -t1
1. Introduction
This paper explores the relationship -- past, present, and projected --
between training provided to Agency employees and its contribution both
to organizational effectiveness and the overall development of professional
officers.
By no means definitive and concentrating at this time almost exclu-
sively on those areas in which the Office of Training has been involved
directly, this review underscores the need for greater correlation between
training functions and actual operating responsibilities at all levels of
the organization. But it also indicates that there has. in fact, been a
movement toward increasingly precise use of training by operating corn-
ponents to meet immediate job demands as well as to foster longer-term
employee development.
Changing
i . Agency Training - A CFocus
Conceived as a service-or support-oriented function within the Agency,
training for the most part has responded to needs expressed by operating
components.
Through perhaps its first decade and a half, the Agency was expanding,
its employee force was relatively young. Supervisory and managerial
personnel, as well as many officers performing specialized functions,
relied on pre-Agency experience and training in carrying out their
 Approved For Release 2gQ7,.Y 27C - CT P84-00780R005000070016-5
responsibilities. Consequently, principal training attention was given
to newly arriving employees, introducing them to the world of intelli-
gence and preparing them for their initial assignments as operations
officers, analysts, support officers, etc.
Such training as was given to experienced officers was geared to
particular job demands and, for the most part, did not pretend to pre-
pare them for broader range responsibilities or even to provide an
expanded perspective within which they performed their specified
tasks. Although a management training capability was developed in
the mid-1950s, as described in our paper on this subject prepared
for you earlier, enrollment in such training was neither extensive
nor on a systematic basis.
A marked break in this pattern occurred in 1963. Recognizing
that junior officers of the 1950s were by then midcareerists and the
likely source of a later,generation of senior officers, the Office of
Training introduced the Midcareer Executive Development Program.
This program was twofold. It consisted, first, of a six-week
course designed to "open up" carefully chosen officers in all Directorates
to the totality of Agency missions and functions; to develop their under-
standing of the role of intelligence in national security and foreign
relations; and to provide them with an appreciation for the policy,
making mechanisms of the government.
The second, longer range phase of the program required that a
five-year career development plan be established for each participating
officer, devised jointly by him and his career service. Such plans
failed to be implemented in too many instances, however, and this
phase subsequently was eliminated. Experience with this facet of
the midcareer program would appear to have important implications
for efforts to relate training to career development through use of
sanctions and will be treated later in this paper.
Despite abandonment of the "executive development" aspect of
midcareer training. the Midcareer Course nevertheless remains an
effective vehicle for achieving its initially stated goals. More than
1, 000 officers throughout the Agency have taken this course since its
 Approved For Release 2007/0 99:-?GIA~RI P$ -0078OR005000070016-5
inception in 1963; moreover, it was the first of several courses developed
in response to changing needs, conditions, and personnel patterns with-
in the Agency.
Courses which have since been introduced include the Managerial
Grid (1964), taken by more than 2, 000 Agency officers; Chiefs of Station
Seminar (1964); Advanced Management (Planning) (1967), designed to
familiarize officers with the planning, programming and budgeting
process; Advanced Intelligence Seminar (1969); and Advanced Operations
Course (1970). The Senior Seminar, introduced in the fall of 1971, con-
stitutes a still further milestone by recognizing that midcareerists of
the 1960s are emerging as supergrade officers for this decade.
3. Establishing Training Patterns
There are now more than 60 different courses, not including foreign
language training courses, conducted or administered by the Office of
Training for the benefit of professional employees of the Agency. In
contrast to the former emphasis on training incoming junior.officers,
these courses are designed to meet the needs of a wide sp.>ttrum of
professional personnel, depending on component affiliation and functional
duties, experience and grade level, and need for broadened outlook.
Given the number of courses and the multiplicity of purposes they
serve, there is genuine need by managers and supervisors -- as well
as individual officers -- for guidance about training appropriate to
their purposes.
The Office of Training, consequently, has developed a "Profile
of Courses" (see attachment) to provide such guidance. Essentially,
it consists of a central core or ladder of six courses which, in our
opinion, should be an integral part of the successful officer's total
career development. These courses, four of a general nature and
two in the managerial field, are intended to broaden the individual
officer's scope while complementing and enhancing his training and
experience in specialized areas. Cognizant of your own thinking,
we are presently examining ways of incorporating management or
leadership training, ADP orientation, and information sciences and
technology into the core courses as well as into selected other courses.
 Approved For Release 200 1;;0210 , C1A-RDR84-00780R005000070016-5
It should be emphasized here that each career service, or cer-
tainly each Directorate, ought to have a training profile for its own
officers which would mesh with OTR offerings so that the end result
would be an integrated training outline serving the needs of an immedi-
ate office as well as broader Agency needs in terms of employee
development.
As a step toward this end, GTR has now categorized its curricu-
lum in the forthcoming catalog so that officials in the respective
components and career services will be able to select appropriate
courses or training packages more quickly as well as more system-
atically than has been possible heretofore.
Next. we hope to designate, in consultation with appropriate
officials throughout the Agency, training packages or patterns which
would be regarded as standard, though not inflexibly so, for "line"
officers in selected career services. Included in such packages
would be the entire range of training opportunities available from
OTR, other components, and externally.
4. Criteria for Admission to Core Courses
Concurrent with the development of the Profile and categorization
of courses, we also are issuing revised descriptions of all OTR courses
in the forthcoming training catalog. The most salient new feature of
these course descriptions in an enumeration of criteria by which officers
should be selected for enrollment.
In the case of core courses, the criteria relate primarily to age
and grade considerations, to coincide generally with an officer's
progress and advancement in the Agency. Such criteria also indicate
that selection for these courses, after the initial five years of employ-'
rnent, should be weighed carefully, taking into account an officer's
performance record and potential for further professional growth.
Except for the Advanced Intelligence Seminar, whose nominees
are screened to assure an across-.the-board "mix" among Agency
components, the Office of Training has not presumed to control the
selection of students for its courses. Nor, except in an occasional
case of clearly inappropriate enrollment, have we denied a training
opportunity to an officer whose component insisted on it.
 Approved For Release 2007~?O270 -CIA-RUi984-00780R005000070016-5
There have been, and are, instances in which we have stipulated
certain training or experience as prerequisite to a given course. Our
experience with this practice has not been satisfactory, however.
Operating components, especially the Clandestine Service for whom
a large part of OTR. training is conducted, frequently experience
problems in providing sufficient lead time for training an officer for
a projected assignment. Consequently, requests to waive: prerequi-
sites are common and. rather than stand by while an officer proceeds
to an assignment without any appropriate training whatever, OTR
has been liberal in waiving the few prerequisites which have been
established.
Training initiatives and criteria are uneven throughout the Agency,
varying from Directorate to Directorate and from branch to branch.
In some cases, the individual officer acts as his own personnel and
training officer by seeking enrollment; in others, a conscious manage-
ment decision is made by supervisors; and in still others, an officer
is sent to training until a more definitive use of his time and services
is determined. We are neither empowered, nor sufficiently cog-
nizant of circumstances in every case, to pass judgment on the suit-
ability of a component's training selection practices. The combination
of decentralized personnel management and training's status as a
support activity are, of course, major factors in lack of planning
for training and uniform observance of selection criteria. This
diversity is not without its strong points, however, given the varied
occupational endeavors in any one career service and the opportunity
for individual officers to demonstrate both initiative and motivation
toward training as in other matters.
Training Sanctions
In general. we believe that imposition of training sanctions, insofar
as officer promotion is concerned, is an unwise and impracticable
course of action. A number of serious complications and inequities
would obtain, for example, if there were an Agency-wide stipulation
that officers lacking the Midcareer Course could not be promoted to
GS-14.
First, as presently constituted, the Midcareer Course could not
handle the large numbers of students such a requirement would in-
evitably generate. Currently, there are approximately 1900 Agency
 Approved For Release 20Q7/02L09`: CIA-RE84-00780R005000070016-5
officers in the GS-13 category and a comparable number at the GS-12
level. These officers constitute the principal population from which
Midcareer Course students are drawn. Against this population, the
course was able to accommodate 138 officers in FY 1971. During the
same period. more than twice this many officers, approximately Z95,
were promoted to GS-14. If promotions projected for the future even
approximate this experience, imposition of this sanction would necessi-
tate drastic alteration in the entire character of the Midcareer Course -
content, size and duration -- and quite probably require the allocation
of additional instructional and financial resources as well.
Second, if the Midcareer Course is used exclusively as a vehicle
for executive development, functional or substantive specialists not
slated for supervisory or managerial responsibilities almost certainly
would be precluded from enrolling. For many officers in this category,
the course has been an opportunity for becoming updated and pro-
fessionally renewed. Though an intangible benefit, we believe the
Agency has gained much by enrolling this type of officer in the Midcareer
Course and, in our opinion, the practice should be continued.
Third, there are significant numbers of Agency officers whose
availability for training, in the Midcareer Course or otherwise, is
circumscribed by frequent or indefinite assignment away from Head-
quarters. While improved managerial planning and practice could
diminish this inequity, the fact remains that officers whose assign- 25X1
xnents involve relatively longer periods at Headquarters generally
enjoy greater opportunity for formal training.
Although no sanction is involved, the existing requirement (HR
that new professional employees take what is now called the Intelligence
and World Affairs Course has met with poor compliance. In FY 1971,
only about half the new professional employees satisfied the require-
ment; in earlier years, the rate was poorer still, due less to the
individual than to his component which deemed the course unnecessary
or the employee's services indispensable. In circumstances such as
these, and they apply to other courses as well, the question arises as
to whether the individual ought properly to bear the penalty of sanctions.
Moreover, the existence of sanctions, we think, would create a
high degree of expectation among officers who successfully complete
cz~
 Approved For Release 2007/02/09: CIA-RDP84-0078OR005000070016-5
training required for promotion. Many officers who had been selected
for participation in the Midcareer Executive Development Program
were severely disappointed when the five-year plans established for
their professional development were not implemented. Many returned
to the same positions from which they had been selected or otherwise
failed to achieve any recognizable career "development". As mentioned
earlier, this critical phase of the nzidcareer program had to be aban-
doned.
The Agency's experience with foreign language sanctions is probably
the most well-known case of a good idea gone awry.. Waivers to foreign
language position requirements overseas have been used with such
variance as to make them meaningless. Officers failing to meet, say,
a foreign language competence level of 3 as demanded by a given position
have been assigned to the job, nevertheless, on the grounds that having
some competence they would eventually achieve the level designated.
Sanctions are effective in selected circumstances, however, as
in the enrollment of CS officers in the Chiefs of Station Seminar prior
to their assuming such position overseas and in the cases of Agency
officers headed for high risk areas abroad taking the Risk of Capture
Course beforehand.
The acid test of sanctions almost certainly is the demonstrated
value of training, in a very pragmatic way, to a particular function
or undertaking. Consequently, we are increasingly concerned about
feedback mechanisms through which the applicability and validity of
training may be ascertained. We have begun a modest effort in develop-
ing and using such mechanisms, but the program is still very much
in the embryonic stage. We intend to pursue this matter further.
Once validity is clearly established for a particular course or. training
program, the question of training sanctions in relation to particular
assignments can be entertained more seriously than we think is now
possible.
Although the validity of many of our key courses has yet to be
established definitively, there is no question that several of them
have fostered considerable competition for enrollment. The Basic
Operations Course has been, and continues to be, regarded within
the Clandestine Service as absolutely essential training for the junior
operations officer. Enrollment regularly is oversubscribed.
 Approved For Release 20Q7i0.2/00,_QlA, RQP84-00780R005000070016-5
The selection process throughout the Agency for the Midcareer
Course is still such that with minor exceptions components choose
the most highly qualified officers available. Competition for enroll-
ment in the Advanced Intelligence Seminar is similarly intense, forcing
components to make qualitative judgments about the suitability of their
candidates. We anticipate that as they become better known, the
Advanced Operations Course and the Senior Seminar will join those
courses whose reputations prompt a heavy flow of candidacies and
thus provoke a kind of winnowing process without the formal discipline
imposed by sanctions.
6. Alternate Approaches
Once the Agency agrees on a profile of courses and we are able
to compose training prototypes for representative officers within the
various Directorates, we believe there will not be serious need for
training sanctions. Agency management would have typical profiles
against which to judge whether at a given level an officer had been
properly trained. Moreover, we believe that distinct allowance must
be made for an officer's development through experience in ways which
formal training cannot hope to provide.
It may be possible, and we are pursuing this proposition, to prove
by an audit of personnel and training records that officers who are
well-trained move ahead more quickly than ones who are not. While
such advancement might be due equally to other factors, such as an
officer's own abilities and ambitions, realization among his colleagues
that he is well-trained will nevertheless arouse more constructive
interest in training than is likely to be achieved by sanctions. A case
in point is the decision by the Agency, in 1956, to end the Junior
Officer Training Program's exclusive reliance on external applicants
as a source of manpower. This decision resulted not only from the
Program's reputation of recruiting highly qualified people, but also
from the belief widely held in the Agency that training provided JOTS
(and later Career Trainees) enhanced their career prospects.
7. Component Training Officers
A key improvement, in our estimation., would be the integration
of training with personnel management within the several career services
and operating components. Basically, aside from the obvious need to
 Approved For Release 2007/02/09: CIA-RDR$4-00780R005000070016-5
make senior managers more training conscious, this should consist
of an upgrading of the role and qualifications of component training
officers and their inclusion as members of career service boards.
'T'his is already much the case in the DDI.
There are few full-time training officers in Agency components,
but where they exist, as in the Office of Cozru,aunications, Technical
Services Division, Office of Logistics, and National Photographic
Interpretation Center, among others, they perform an invaluable
service and carry consider- able weight in terms of personnel manage-
ment.
At present, there are approximately 50 component training officers
plus fives Senior Training Officers. These individuals range In grade
from GS-08 to GS-16, hold varying types of jobs, with wide arcs of
responsibility, with a dremely different "charters?' from the offi^e
director or division chief as the case may be.
Not only are most of them part-time training officers, but they
tend to be administrative or support personnel with neither substan-
tive experience in the components in which they are serving nor
with firsthand ?knowledge of training functions and curr iculum. The
Office of Training briefs newly-appointed training officers and con-
ducts annual orientation programs for all of them, but such procedures
really are not suxfi.cient to overcome the built-in inadequacies of
the system cited above. Consequently, we believe a very basic
change of managerial philosophy and practice is essential in this
area if training is to become a significant tool of personnel maaa ;e-
nient and development.
A less wveeping, but nevertheless important step would be increased
-mnhasia on the training section of the Field Reassignment Questionnaire.
Additional stimulus is needed for supervisors and affected officers to
give considered thought to training requirements and opportunities when
planning reassignments. This would necessitate the availability of
some version of the training catalog overseas; presumably in an
abbreviated and sterilized edition. The need for this was emphasized
time and again to the DTULt in his recent visit to 11 stations in the Fa--
a st.
1 Annroved For Release 2007/02/09 - CIA-RDP84-00780R005000070016-5
 Approved For Release 2007/C-?2/0S CIA-RDP84-00780R005000070016-5
In view of the circumstances described in this paper, we believe
there are a number of steps which already have been taken to promote
a cogent integration of training with career development. Primarily.
these consist of a system of core or ladder courses intended to com-
plement and enhance training which a professional officer receives
in specialized fields. It includes also a more precise statement of
selection criteria and a categorization of OTR courses which ought
to make easier the selection of appropriate training for a given officer.
Other steps which are contemplated or recommended are the
development of prototype training packages for "line" officers in the
various Directorates; an audit of personnel and training records to
determine if well-trained officers do in fact advance more quickly
in the Agency; efforts to establish validity of training programs by
use of improved feedback mechanisms; strengthening the role of
the component training officer; and giving increased attention to
training considerations as part of career service board deliberations
and completion of the Field Reassignment Questionnaire.
We believe that with constructive progress in these areas there
would be little need for training sanctions.
HUGH T. CUNNINGHAM
Director of Training
DD/S Distribution:
Orig & 1 - Adse /
1 - DD/S Subject, w/Background (DD/S 72-1265, 72-1474)*
1 - Director of Personnel
I Aonroved For Release 2007/02/09 - C;IA-RDP84-00780R005000070016-5
 Approved For Release 2007/02/09 :i IA-RDPS4.-007,# S)R0050000700 ,r1, p
'l / ii cfl /f?-v
A Profile of Courses
Senior
Seminar
II. Midcareer
Advanced
Intelligence
Seminar
Midcareer Course
Principles of Supervision
and Management
1. First 5 Years
The Managerial Grid
Intelligence and World Affair-, Course
(EOD)
TRAINING FOR PROFESSIONAL DEVELOPMENT
Q ri?anPR _nn7sznpnnGnnn070016-!
 Approved For Release 2007/02~00-::ClA=RDP84:b0780R005000070016-5
Introduction
This Profile of Courses is offered to all Agency managers and
supervisors as guidance for planning a reasonably systematic, yet
flexible, training program for the professional development of their
employees.
This approach does not constitute a radical shift in Agency train-
ing philosophy or content. Rather. the Profile categorizes courses
and other training opportunities into a cohesive pattern to permit
training for immediate needs to be determined within the framework
of a total training plan for an individual's career. Used in this
fashion, training can be a significant tool in career management.
Essentially, the Profile consists of five categories of training
available to Agency employees:
A. A core program of broad spectrum courses conducted
by the Office of Training for officers of all Directorates; these
focus on Agency activities, problems and broad managerial
considerations; the intelligence community; U. S. foreign policy;
and international and domestic factors which affect U. S. foreign
policy, interests, and intelligence activities; courses in this
category are recommended at specific stages of an individual's
career, beginning with the initial stage of employment and
proceeding at flexible intervals of 5 to 10 years and with in-
creasing sophistication to middle and senior levels of responsi-
bility.
In using training as an instrument of career development,
officials in operating components should mesh these core courses
with specialized training requirements established for their own
personnel. Used in this manner, the core program provides
invaluable background for an employee's professional growth
in the Agency; through constant updating and modification these
courses endeavor to provide perspective and to be informative
and thought provoking; they ordinarily do not provide training
in specific skills, however.
 Approved For Release 2007/02/09: CIA-RDP84-00780R005000070016-5
B. General skills training provided by the Office of Training
for application Agencywide; courses in this category typically
are offered to employees in all Directorates, to be taken when-
ever needed in terms of a job demand not peculiar to one
Directorate or component; these include supervisory. managerial,
briefing, writing as well as other skills.
C. Special skills including component training:
1. courses in this category offered by the Office of
Training normally relate to a particular job demand within
a given Directorate, but occasionally may have applicability
to other Directorates as well, as in the case of individuals
from various components who are designated to serve
abroad with the Clandestine Service; these courses are
described in detail in the section of this Catalogue entitled,
"Special Skills Training".
Z. training conducted by components other than the
Office of Training usually consists of specialized courses,
primarily for their own employees but in many instances
for others as well; among these components are the Office
of Planning, Programming and Budgeting; Domestic Contact
Service, National Photographic Interpretation ::,enter,
Imagery Analysis Service, and Office of Economic Research
in the Directorate for Intelligence; the Far East, Technical
Servicesl of the Clandestine
Service; Foreign Missile and Space Analysis Center; Offices
of Elint, Scientific Intelligence and Computer Services in
DDS&T; and the Offices of Communications, Medical 25X1
Services and Security among the Support Services; the
Directorate for Science and Technology also conducts a
major prograrz, the Career Development Course, for
selected officers; several of these courses merit considera-
tion for officers assigned to components other than the one
conducting the training; they are described in the section
of this Catalogue entitled, "Component Training".
D. External training in a wide variety of programs; this is
offered to employees when, in the judgment of Agency officials,
such training is regarded as valuable in terms of both general
 Approved For Release 2007/02/09: CIA-RDP84-0078OR005000070016-5
development and specialized need and is not available within
the Agency; among the many full- and part-time opportunities
in this category are the senior service schools. Federal in-
stitutes, management schools and programs, academic pro-
grams at colleges and universities, and training activities
conducted by military, commercial and industrial facilities.
. E. Foreign language training; internal, external or over-
seas; foreign language mastery is a desirable skill for all
Agency personnel but indispensable to those who expect to
serve abroad; the Office of Training conducts or arranges
programs designed to achieve for the individual officer a
lifetime career goal of speaking or reading two foreign
languages at an intermediate (or 3) level; depending on the
officer's aptitude, language proficiency at EOD, and the
advantage taken of overseas assignments as long as three
years of training may be required to achieve this career
lifetime goal.
Each of the categories described above has a corresponding section
within the body of this Catalogue containing individual course descrip-
tions arranged alphabetically by title. Managers, supervisors, and
training officers throughout the Agency would do well to gain a thorough
knowledge and understanding of all categories of training available --
within the Office of Training, in other Agency components, and
externally - and to use this reswarce in planning the professional
development of their employees.
The Office of Training, recognizing the rapidity of change in
virtually all facets of the Agency's responsibilities and concerns,
is striving to assure that training opportunities are current, pertinent,
and forward looking. To that end, suggestions and cooperation from
operating officials and students are continually and earnestly sought.
i
I Annrnvarl Fnr RAIAacP 9nn7/fl2/nc) ? ('IA-RfPR4-fl[17RORff)S0ffl(l7ffl1hi-5
 Approved For Release 2007/02/0 ::-CIA'RDP84-OOj80R005000070016-5
LISTING OF SPECIFIC COURSES BY CATEGORY
(see Alphabetical Listing for Detailed Course Descriptions)
A. The Core Program
1. Initial, Stage (EOD to approximately five years)
Intelligence & World Affairs Course (required at EOD)
Managerial Grid (recommended after 3 to 5 years' service)
II. Midcareer Stage (approximately 5 to 15 years' service)
Principles of Supervision and Management
Midcareer Course
Advanced Intelligence Seminar
III. Senior Stage (approximately 15 or more years'. service)
Senior ,Seminar
B. General Skills Training (applicable Agencvwide)
Administrative Procedures
Advanced Management (Planning)
Budget Process (conducted by O/PPB)
Clerical Induction
Clerical Orientation
Clerical Refresher - Advanced Shorthand Dictation
Clerical Refresher - Intermediate Shorthand Dictation
Clerical Refresher - Typing Techniques Review
Effective Briefing
Effective Writing
Instructor Training Workshop
Intelligence Briefing
Orientation for Overseas
Performance Appraisal. W orkshop
Planning and Control. of Work
Reading Inipro~ ernent
Risk of Capture
Anrirov d For Release 2007/02/09 '.CIA-RDP84-00780R00 000070016-5
 Approved For Release 2007/02/09: CIA-RDP84-00780R005000070016-5
C. Specialized Skills Training (by Directorate)
Clandestine Service (limited distribution only)
a. General Operations
Basic Operations Course
Advanced Operations Course
Chiefs of Station Seminar
Aoorov d For Relea5e,~8b7/b~Io'~l.;,CI4-,*R'?P84-0078OR005000070016-5
 Approved For Release 200 /02/09: CIA-RDP84-0078OR005000070016-5
.g. Scientific and Technical
Clandestine Scientific and Technical Operations
Introduction to Map Reading and Imagery Analysis
h. Intelligence Reporting
Information Reports Familiarization
Information Reporting, Reports, and Requirements
i. Operations Support and Records Management
CIA Review
Clandestine Service Records I
- Clandestine Service Records II (Biographic Research)
Clandestine Service Records III (Records Officer Briefing)
Field Administration
Operations Support
Project Officer in the Contract Cycle
j. Area Study
China Familiarization
Geography of China
Latin America Seminar
USSR Country Survey
Z. Directorate for Intelligence
a. Functional Training
Intelligence Production
Intelligence Research Techniques
Intelligence Writing Techniques
Introduction to Map Reading C Imagery Analysis
Anoroved For Release ~607102/09':' 'IA-RD'P84-00780R005000070016-5
 Approved For Release 2007/021 .9.--,Cl4-RQP84-Q780R005000070016-5
b. Area Study
China Familiarization
Geography of Communist China
Geography of USSR
Latin America Seminar
USSR Country Survey
3. Directorate for Science & Technology'
Intelligence Production
Introduction to Map Reading and Imagery Analysis
Project Officer in the Contract Cycle
Special Clandestine Operations Orientation for DDS&T
4. Support Services
Air Familiarization
Field Administration
Operations Support
Project Officer in the Contract Cycle
Support Services Review: Tends and Highlights
Weapons and Defensive Driving
Annrnv d Fnr RPIPaGP 2007/02/09.- CIA-R?P84-00780R005000070016-5