REPORT ON LONG-RANGE PLANNING ITEMS OFFICE OF TRAINING AND EDUCATION JUNE 1983

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP85B01152R000901240034-7
• Release Decision: RIPPUB
• Original Classification: C
• Document Page Count: 68
• Document Creation Date: December 21, 2016
• Document Release Date: June 23, 2008
• Sequence Number: 34
• Publication Date: June 1, 1983
• Content Type: REPORT

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L Li
REPORT ON LONG-RANGE PLANNING ITEMS
OFFICE OF TRAINING AND EDUCATION
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SECTION I INTRODUCTION ............................... 1
FUTURE CHANGE .............................. 5
CURRICULUM CHANGE .......................... 16
NEW METHODS ................................ 19
SECTION II RESPONSE TO CUSTOMER REQUESTS .............. 27
PROFESSIONAL DEVELOPMENT ................... 27
INTELLIGENCE TRAINING ...................... 29
MANAGEMENT AND ADMINISTRATIVE TRAINING..... 38
LANGUAGE TRAINING .......................... 46
OPERATIONS TRAINING ........................ 48
INFORMATION SCIENCE CENTER ................. 51
EXTERNAL TRAINING .......................... 53
OFF CAMPUS PROGRAM ......................... 54
SECTION III REDUCING LEAD TIME AND IMPROVING
QUALITY OF RESPONSE ........................ 56
UNNECESSARY PAPER WORK, CUMBERSOME
REGULATIONS, AND ADMINISTRATIVE REPORTING.. 58
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INTRODUCTION
The issues which prompted the request for these studies
resulted in a broader than called for assessment of Office of
Training and Education activity. Two of the studies initiated,
one of the OTE curriculum, another of the Career Service, have
not progressed far enough yet to provide material for this paper.
The curriculum audit was prompted by a mix of present
limitations and perceived future Agency training needs. OTE
offers over 90 courses. The office has reached the point where
simply adding courses is unacceptable. There are no instructors
for more courses and classroom space is limited.
The straightforward solution to these problems is to cut
courses. The solution gets difficult when the data is
examined. Operations Training, Language Training, Analyst
Training and Information Science Training are making important
contributions now and are growing in significance. Portions of
Management Training, Orientation Training and the "Educational"
courses are prime candidates for dropping until the demand data
is examined. Courses offered in these areas are also heavily
used. They provide training in areas which will grow in
importance in the coming decade.
The fact is that most of what OTE is teaching now will have
to be taught in the future. The methods employed will with high
probability be radically changed. This is sketched out in a
subsequent section of this document.
The problem for OTE is how best to respond to an
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f_ilL.~-eau tl Cr .gin
increasingly diverse Agency. The Directorates, under the
pressure of increasing demand and accelerating rates of external
change and complexity, will continue to seek training support for
their specific problems with correspondingly less concern for
training which is Agency-wide in application. This prompts our
conclusion concerning the continuing need for orientation and
educational programs. This is an Agency despite its diversity
and employees need to understand it as an Agency.
Management training also conducts Agency-wide programs which
are increasingly affected by the growing diversity of the
directorates. The problems with Agency-wide Management Training
are more subtle and the solutions are less obvious. The
interpersonal skills involved in managing analysts are also
required for managing operations officers, scientists, logistics
officers or training officers. The question of whether we
respond to the conmontheme or treat the theme in Directorate
context has not been resolved. The curriculum audit is a means
for resolving this and related issues.
Over the next ten years, more instructors are going to be
involved with technology. Assuming limited Career Service
growth, instructors must bring a broader array of talents to
training. The Career Service study will catalog the skills and
competencies we now possess and provide the means for more
systematically assessing the potential to acquire new skills and
competencies.
The third element growing out of this review is the
identification of a curriculum management role in the Office.
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Accordingly, a position, Assistant Direct
,9+ of Training for
Curriculum (ADC), has been established V The responsibility of
the ADC is to assure that all of the issues involved in the
decision to develop or continue a training program are
systematically assessed.
Many of the issues raised in the three subjects for special
study are of concern because we have no data from which
conclusions can be drawn. There is, for example, no Agency or
Directorate implementation plan which explicitly aims at
automation of traditional office functions. The assumption seems
to be that automated offices will evolve. We can anticipate that
this evolution will take place unevenly across the Agency and
with the characteristic ratio of success versus failure.
In the absence of office automation planning information,
OTE has committed to training for large system implementation.
SAFE and CAMS II are the prime examples. Our approach with word
processing has been to rely on vendor training and to be prepared
to respond to requests for training which aid an office in
exploiting the equipment.
The most compelling result of this survey and study has been
the strong evidence that OTE must establish closer ties with
users. The training officer network is not satisfying OTE's need
for timely, well-thought-through training requirements.
Establishing and maintaining those ties is a principal objective
for the immediate future.
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The three special studies requested of OTE are significantly
interrelated. Because of this interrelationship there is
unavoidable duplication and overlap in our response to these
three issues. The major theme in the response is that the basic
tasks of managers and office workers will continue. The methods
for accomplishing these tasks will change significantly. These
methods will have to become part of the curriculum, but they will
also have significant impact on the way the curriculum is
delivered. OTE anticipates gaining the same flexibility from
technology as any other office.
E T.,-.~ ? ...--.-';.a nor p
I H:
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FUTURE CHANGE
While the major work themes of the managers and other Agency
personnel will remain the same, clearly the advent of the new
technology will create an environment which is different, and to
some, perhaps alien. All of this altered environment is subsumed
under the general rubric of "organizational change." Management
and other office-oriented training will need to address how
change can be effectively introduced into an established work
group environment. This training should address altered forms of
interpersonal interactions, the effective management,
introduction and coordination of new technology, and shifting of
work strategies.
The case study method can address many of the realities of
the introduction of change. Simulations will play a significant
role in familiarizing employees with the realities of the change
process. Addressing the concept of an automated office will not
be sufficient --people must have the first-hand experience of
being immersed in an automated environment. For this reason the
training environment must have the "look" and "feel" of the
office of the future. Given this environment, it would be
possible to have group decisionmaking conducted using electronic
mail. Classroom teleconferencing could introduce this concept to
the new supervisor or manager. Program and budget training
should be conducted using the VM system.
Some training should be conducted_on the computer without k
assembling a class. From a central location personnel in
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outlying buildings could have a "brown bag" luncheon tutorial on
a variety of topics from supervision and management through
interpersonal skills training. For example, a case study of a
particular personnel problem could be studied by several
individuals with guidance provided by the computer program. This
strategy would resolve many of the time, travel and space
problems encountered in our present instructional environment.
This concept would make training available on demand rather than
at a scheduled course time. This could resolve both the
retraining and course backlog problems.
This strategy, which is entirely possible in the foreseeable
future, will require sophisticated trainers and sophisticated
equipment. Much of the technology is currently available. The
present teaching staff is capable of learning to use the
technology. A capital investment in training without adding
personnel will have a significant payoff.
As in the past, the programs in Management And Administative
Training Division (MATD) must conform to changes taking place in
the Agency. Areas of attention will be writing styles,
regulatory changes, administrative systems innovations, financial
management and personnel management.
The following subjects will require continued or renewed
emphasis as a result of new technologies or constraints in funds
and ceiling.
Topics, such as productivity and creativity, should be
addressed for all levels of the organization to aid in
getting the most from limited resources.
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Workshops (short one-to two day presentations) on topics
such as stress management, time management and change
management should replace or supplement lighter treatment
in longer courses.
In addition to training people to use administrative
systems, courses must emphasize accomplishing work
through people in the organization.
Training must be offered managers clarifying their role
of planning, implementing and evaluating the
effectiveness of the automated office.
Managers will require additional training in effective
use of computers as management tools in decisionmaking
and monitoring projects.
Issues such as an older work force, flexible work
schedules, working couples and value changes must be
examined by managers in training programs.
Strategic planning, program and budget process training
must be addressed.
The new technology will provide more effective means of
delivering training in many areas including:
Teaching rote learning skills such as subject-verb
agreement, pronouns, etc.
Reading improvement and proofreading.
Self-study programs for home instruction or remote or
overseas environments.
Agency correspondence techniques.
Use of office equipment as it applies to organizational
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systems. Computers and word processors should be able to
teach the user how to use.
Changes are also anticipated for other curriculum areas. We
have taken the liberty of adding a brief discussion of potential
changes and assumptions prompting operations training change.
Also included is a general discussion of the longer term future
in language training.
FUTURE CHANGE/LANGUAGE TRAINING
Over the next ten years, the Language School will see a
modest increase in the number of students to be trained,
depending on the success of Agency recruitment efforts for
language-qualified employees and on the development of policies
requiring language qualification for career advancement. We also
expect requirements for teaching foreign languages and English to
liaison officials and defectors to continue and possibly to
increase. We will continue to have difficulty in securing from
our customers good predictions of their future requirements for
language training although inferences will be possible when
Intelligence Community requirements are established. There will
be a greater sharing of language resources throughout the
government since this will be the only cost-effective means of
accomplishing the greater variety of language training that will
be required. This sharing of resources will encompass inter-
government testing, curriculum development, and course materials
as well as language instruction. A language skills inventory
will be maintained for Intelligence Community referral. As we
move through the next decade, there will be more interface
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between government agencies and the academic world on language-
related issues both at the college and secondary school levels.
Ultimately, a national standard defining language proficiency
levels will be adopted which will cover the complete range of
language training from primary schools through graduate study.
We will see in the coming years an increased requirement for
residential programs, both long total immersions and short
programs to provide survival language skills to people taking
frequent TDYs to troubled areas. The mix of languages taught is
likely to change drastically over the next decade with more
requirements to teach regional languages. A recent study by the
Defense Intelligence Agency of language use around the world
indicates a move away from "colonial language" requirements by
the year 2000 and more training in the many obscure languages of
the world. The only way to teach these languages will be through
a single government school or by joint sponsorship of academic
effort.
With the above as a back-drop, we will see in the next ten
years a more automated Language School as we move into word
processing and computer-assisted instruction (CAI). Traditional
instructional methods will be supplemented by the use of CAI
techniques for drills and reinforcement exercises which will free
instructors to focus their attention on the more creative aspects
of teaching and program development. We will also see the
institution of automated registration and tracking of language
students. Testing procedures will also be computerized during
the next decade with specific proficiency tests selected
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automatically for the student from standarized reading passages
and questions. All material on students past and present will be
available through computer records. Language Incentive Program
participation and award schedules will be automated to ensure
more timely response to inquiries and facilitate the payment of
awards.
FUTURE CHANGE/OPERATIONS TRAINING
Future plans are based on the following assumptions
concerning our future environment:
1. We will face more efficient means of opposition
control - technical, psychological, etc.
2. We may have fewer case officers, both overseas and at
Headquarters, due to recruitment shortfalls and
financial limitations.
t
4. We will have in. place a sophisticated information
handling mechanism to include secure electronic mail
capability between the field to Headquarters.
5. Basic computer literacy will be an entry level skill
for almost all Career Trainees (CTs).
6. CTs will be even weaker than now in oral and written
comanunciations.
7. Technical communications, electronic and chemical,
will be more compact, have greater capacity, and be
easier to use.
8. Our targets will remain diverse, but technical
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subject matter will become more important.
9. The motivations of our agents will be more complex
than it is now perceived. We will have less
traditional control over our agents, though control
will be of equal importance.
10. Few CTs will have military experience.
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We will need to respond to specific changes in the
operational situations around the world and ensure that we teach
tradecraft that is broadly applicable, but basic tradecraft will
change little. While we will be using more advanced technologies
in teaching portions of the Operations Course, the content of
that Course will not change significantly, though some specific
items will be added and there will be changes in emphasis. The
Course will continue to be very instructor intensive. The Course
length will be much the same as now. There will be well-founded
pressure to shorten the overall length of the Career Training
Program. Most of the shortening will take place during
Headquarters portions of the Program in spite of the probable
addition of items taught at Headquarters. Interim assignments
will probably be significantly shortened. Because of the
increased challenge from the opposition, it will be even more
important for us to strive for excellence in training and to
install in our trainees a passion for excellence. We see the
following trends in specific subject matter areas:
1. Tradecraft: We will be training for operations
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2. Interpersonal Skills: Our training in inter-
personal skills will become more extensive and more
sophisticated. Our operations officers must learn to
be better and faster at developing rapport and at
assessing and persuading agents and developmentals.
Time available for these activities will be severely
limited by the opposition and possibly by our own
personnel limitations. We will continue to develop
and to refine our current persuasion skills training
and will include in our training new human
technologies such as Human Behavior Modeling
(developed from Neuro-Linguistic Programming).
3. Communications Skills: We will need to add, at
some point before the Operations Course, remedial
training in oral and written communications. Not
only will our trainees probably be weak in those
areas, but the increased pressures and challenges of
our work will demand that our operations officers be
able to communicate quickly and effectively both with
assets and with the rest of the Organization. In
particular, they will need to communicate accurately
information on technical subjects about which they
might be relatively ignorant. Though our trainees
will probably arrive computer literate, we will have
to train them (probably at Headquarters) on our
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specific systems, particularly on the security
aspects of computer use. We will need 25 to 30
terminals to simulate the stations in which 25X1
our trainees will serve.
4. Values: We will need to devote significant time
to indoctrination in Agency standards of integrity,
ethics, service, and discipline.' Given the likely
lack of military backgound of our trainees, we will
have to develop training in
n_-l leadership which we have
traditionally expected to be entry level skill.
5. General:
b. We will continue to give special operations
training to Career Trainees, in part to make up
for lack of military experience.
c. We will have increased training commitments to
the military.
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FUTURE CHANGE/RETRAINING
The need for retraining, defined as training designed to
develop new skills and competencies which replace skills and
competencies which are obsolescent, has not surfaced as an
identifiable training requirement. The Agency is fortunate in
having a work force which is intelligent, flexible and
adaptable. Experience so far in areas impacted heavily by
technology is that the significant majority of employees adapt
reasonably well when new systems are properly implemented and
perform as specified. It is possible that people who lose out
when new systems have been installed were going to fail under any
circumstance. There is no data which supports that possibility
or which identifies occupational groups which may be pushed aside
by technological or other change. If certain skills have a high
potential for simply disappearing at some point in the future,
they should be identified quickly. People holding those jobs
should be counseled and tested, career options discussed and
appropriate training planned.
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CURRICULUM CHANGE
OTE is part way through an internal audit of its curriculum
which will be completed in August 1983. The goals for the audit
are essentially those requested in the Phase IV memorandum with
two assumptions taken into account. OTE assumes that resource
needs will not be fully satisfied. The second assumption is a
corollary: OTE cannot continue to meet new tr,aining_.r.e.q.u.i_rements
by simply adding courses to the present curriculum.
Quite apart from the Phase IV request for these studies, OTE
has conducted a series of conferences with a broad range of DDI
officers which confirmed the Analyst Training Curriculum and
surfaced additional analyst training requirements. We also took
advantage of the cancellation of the Senior Officer Development
Course to reassess and redirect our training efforts at the
executive level. That process, which includes a conference on
Executive Development conducted by the Center for the Study of
Intelligence and one-on-one interviews with Agency office heads
and executives, will be completed by the middle of June.
Operations training is under continual review because of its
critical relationship to the DO's need to expand its operations
officer cadre.
Information Science training successfully absorbed the
courses formerly conducted by ODP and ran the first in a long
series of courses in support of the SAFE project. CAMS II
training is under development with high priority attention to
course substance and required classroom facilities. A clerical
training program is under development as a result of a task
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force study. The task force was comprised of senior secretaries
from across the Agency.
A significant amount of curriculum change has taken place or
is under way. In every instance, these changes involve
extraordinary degrees of collaboration with Agency management and
employees. Curriculum change is a constant and OTE's record for
responsiveness is quite good.
About 90 percent of_ thae.-co.ur_ses_..c.on.ducted_ by._OTE..can be
characterized as skills courses. These courses vary considerably
in cost depending on instructor/student ratio and the required
training facilities (specially equipped classrooms, terminals,
word processing equipment, communications lines, etc.). A five-
day skills course conducted in the Chamber of Commerce Building
costs between $200 and $500 per student. At the other extreme,
the per student cost for the Operations Course is approximately
ILLEGIB
$ ' The cost varies depending on where the closing exercise
is conducted.
The five-week Midcareer Course (assumed to be an
"educational course") costs approximately $400 a week per
student. There is not a great difference between the basic cost
of skills courses and educational courses. (These costs do not
include student salaries.)
The difference between skills and educational courses is in
the outcome. Skills courses provide the students with a set of
competencies related in a direct way to work assignments.
Educational courses provide knowledge and understanding. It is
difficult to measure the benefit of more knowledge or better
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understanding in the short term. Skills courses, if they are
effective, produce immediately observable results in the work
place.
On balance, OTE's role in the Agency is to conduct skills
training which responds to an evolving need. OTE's budget and
staffing patterns are clearly tilted toward the skills training
areas. Those priorities will continue into the future.
Educational efforts, such as the Midcareer Course and the
Advanced Intelligence Seminar, will also be a part of OTE's
future. There is no present alternative to the Midcareer Course.
OTE will report again on curriculum change in
August/September 1983.
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NEW METHODS
New approaches to training generally focus on the
distribution of training information with emphasis on
alternatives to the formal classroom setting. Following are some
examples from Information Science, Language and Operations
Training which have been studied or have potential for the
future. We have also included a statement which summarizes OTE
experiences with vendors and an estimate of the skills and
competencies required to develop computer-based instruction
software.
INFORMATION SCIENCE
New requirements have seen the development of a new course
using, in the case of computer skills courses, a classroom
equipped with computer terminals. We seem to be approaching a
limit in terms of dollars and classroom space, perhaps
instructors as well, that can be made available to meet new
requirements. Vendor training is an option which is being used
with moderate success in FY-83 for word processing training on
the WANG system. For the basic skills, vendor-provided training
remains an attractive option and should be utilized whenever
feasible. For more advanced functional training, which deals
with curriculum substance, unique Agency features are involved
plus security considerations so that vendor training is not
practical.
As more and more terminals come into use, it seems
attractive that the system itself can be used as a training
medium. In other words, training modules can be written that
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could be accessed by the student using the terminal in the work
environment. This option appears particularly attractive for
providing training on software enhancements to existing
systems. The student would acquire the initial skill in a
controlled classroom setting with an instructor but then would
use the modules on the terminal. to keep current. We think this
method has promise and will be developing material along these
lines.
To conserve classroom time, it is possible that better use
can be made of precourse written material. Students would be
sent introductory material prior to the course and the classroom
saved for actual hands-on exercises and assistance from the
instructors.
Self-study material and on-the-job, do-it-yourself training
are also options which should continue to be available. Much
improvement is needed before they are an attractive option. Some
tests have been developed to give course credit to people who
have acquired the appropriate skill level equivalent to an
existing course. As we move into a more structured set of
prerequisites, tests will be required for all computer skills
courses.
LANGUAGE TRAINING
The development of computer-assisted instructional packages
will have a profound impact on the way languages are taught.
These packages will be an integral part of each language course
and the primary vehicle for drill, reinforcement, and review. By
the end of the decade, technology will be available to permit
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oral conversation between student and computer. CAI packages
will be interactive, presenting material orally through
videodisc, videotape, and film. CAI programs will also allow the
tracking of student progress through a course showing what
exercises were attempted and how well they were executed. This
information will be available to students as well as to
instructors. In addition to teaching, automated techniques will
also be applied to testing. Reading proficiency tests will be
given at terminals. Standard proficiency tests with questions
and reading passages will be selected automatically to ensure
that while all tests are statistically identical, the exact
composition of each is different.
Increased interagency pooling of resources in the coming
years will permit access to methodologies developed elsewhere in
the teaching and testing realm and to personnel as well through
interagency referral of linguist applicants.
OPERATIONS TRAINING
What are today's potential new methods?
The computer driven interactive videodisc, a highly
versatile form of computer-assisted instruction (CAI), has
significant training potential. Some possible applications to
Operations and/or Operations Training of this technology follow.
a. Photography is a major part of the Technical Training
portion of the Operations Course. On sunny days,
students apply classroom theories out-of-doors as
they practice taking discreet pictures. During
inclement weather, this opportunity is lost. By
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producing an interactive videodisc with a variety of
scenes, f-stops, ASA ratings, focal distances, filter
combinations, and developing and printing variables,
students could receive immediate and accurate
feedback on their decisions, regardless of the
weather.
b. From oblique overhead photography, the construction
of a three-dimensional appearing video image as was
done at Aspen, Colorado by MIT's Architecture Machine
Group is possible. When placed on random access
disc, user-walk-through is possible--i.e., the
student can become familiar with the streets and
buildings of any given city. He controls right or
left, forward or backward movement in this
simulation. Applications: (1) OC and Military
Operations Training Course (MOTC) students can plot
surveillance detection routes without actual street
time and attendant expense and exposure. (2) Case
officers in the field can do the same.
c. Surveillance detection is presently receiving strong
emphasis; however, students receive limited training
on how to describe a surveillant or surveillance
vehicles once spotted so that, for example, others at
the station can be on the lookout for the same
activity directed against them.
(1) The Identi-kit line drawings could be placed
on videodisc for rapid re-creation of a face
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entire person.
(2) The Identi-kit photos could be treated in a
similar fashion for more precise
identification.
(3) A variety of vehicles could be placed on the
disc, similar to the Identi-kit format, for
construction of suspect vehicles.
Instructional Technology,and specifically computer-driven
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interactive videodisc, has much to offer
Current studio television equipment
purchase decisions are being made with this possible direction in
mind.
Less glamorous, but more immediately doable, are additional
video services in support of existing instruction. For example:
a. Video coverage of Special Operations Training Course
(SOTC) jump training to show students correct
procedures, and then to provide them with immediate
feedback on their own practice performances.
b. Similar coverage of student handgun usage in the
Countering Terrorist Tactics Course would be
helpful--to demonstrate correct shooting stance,
target pictures, and firing results and to provide
feedback to the students.
c. Video coverage of the many demonstrations that take
place on the 3G range--for courses and VIP visits--
might aid observer comprehension. Presently, certain
demolitions exercises are viewed from the security of
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a bunker. Capturing these exercises on videotape
would permit student review and replication of the
learning event over and over without further staff or
material drawn down.
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VENDORS
The strategy which has the most appeal for OTE and which so
far seems successful is that used with the CAMS II and SAFE
Projects. In both instances, OTE has participated in the project
during the entire developmental phase on a nearly full-time
basis. This participation surfaces special training problems
associated with hardware and software, assures that training
support can be properly phased with systems implementation, and
puts the trainer in contact with the vendor and the users
leading, in our experience, to good collaboration in the surge
training_.,pba.s.e of implementation.
The strategy is fairly simple: involve the training
specialist early in the life cycle of the project. The result is
an informed choice when deciding to use vendor or internally
conducted training to introduce the new system. Vendor conducted
training is not a cure-all, but it can bridge the resource gap.
Vendor conducted basic skills training is usually less
expensive. Vendor training has not been a satisfactory approach
for more advanced training--exploiting equipment and data bases,
for example. That kind of training is best done internally
either by the component or by OTE in close collaboration with the
user.
WHAT AN OTE/CBE GROUP MIGHT LOOK LIKE IN THE FUTURE
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In this context, CBE (Computer-Based Education) refers to
instruction provided by a variety of Agency computers: VM, WANG,
DEC, and other mainframe and mini/micro machines. Courseware
would include audio, video (both passive and interactive),
graphics and textual material presented in tutorial, drill, and
practice and simulation modes. The purview of the group should
be wide enough to include adaptive proficiency testing as well.
To preserve flexibility, this group would do only small
curriculum development projects in-house, but for most courseware
development would plan, oversee the development of, and evaluate
material done by outside contractors. The CBE Group will need
expertise in:
1. Instructional design
2. Educational psychology
3. Media specialties
4. Educational technology
5. Programming
6. Subject matter specialties (on rotation or detailed
to the job)
7. Production coordination
The CBE group would work with various elements of OTE at
first and perhaps later with other components of the Agency to
determine what aspects of training should be adapted to CBE. The
CBE Group would also do the preliminary design study. If
development were to be contracted out, the group would be
responsible for developing the technical aspects of the Request
For Proposals (RFP) and for overseeing the evaluation of
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For ?`"`. `a n Z o r o Term-oz f
competing proposals. The group would also work with the
component involved to evaluate all courseware in the trial
implementation phase to ensure that curriculum developed met the
needs of those who used it.
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RESPONSE TO CUSTOMER REQUESTS
1. PROFESSIONAL DEVELOPMENT (PD)
The Professional Development Division was disbanded in May
1983. The Division had been formed to focus on need of mid-level
and senior officers for a broad understanding and knowledge of
the Agency, the intelligence process, the Intelligence Community,
and Executive and Congressional policy processes. Additionally,
the Division supported the Leadership Seminar conducted by Dr.
Harry Levinson.
During the existence of the Division, the Midcareer Course
was redesigned, and an extensive study of the Agency executive
selection and development procedures was initiated.
The Midcareer Course (MCC) redesign was accomplished without
disturbing the relationship between the Course and the
Directorates. The Midcareer Course has become
institutionalized. It clearly belongs to the Agency more than it
does OTE. Directorates are jealous of their Midcareer time, do
not give up time willingly, and are actively concerned that they
"do well" in the Course. We believe the redesign improved the
quality of the Course. Midcareer participants have consistently
rated the Course well. Those who speak to the Midcareer Group
consistently seek feedback and consistently respond positively to
suggestions for change.
The Midcareer Course quality is good as verified by direct
contact with senior officers and by participant evaluation. It
responds to a specific need--it is the first opportunity most
participants have to learn of the activity and current status of
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the Agency and the community.
The Senior Officer Development Course (SODC) has had a
troubled existence. The Course was created by executive order.
There was no Agency consensus around the training needs being
met. The Course was considered too long, too short, too narrowly
focused or too broadly focused. Each running was an adventure.
The conduct and content of the Course improved rapidly and
measurably. Most, but not all, of the participants found the
Course at least useful. Many found it to be a very significant
experience.
The Spring 1983 running was cancelled because of an un-
representative student body. The cancellation offered the
opportunity to evaluate SODC and assess the training needs of
officers at the senior level. This assessment began with an
Executive Development Conference conducted by the Center for the
Study of Intelligence. The report of that conference has been
published. At this time, interviews of all office chiefs and
above are being completed. The results of the interview
sessions, as well as the conference results, will lead to
proposals for training at the executive and senior officer
level. Those proposals will be published in mid-June. They are
not reported in this paper.
The Leadership Seminar continues to be highly regarded by
participants. A significant proportion of SIS level officers
have attended. In recent weeks, OTE adjusted the attendance
criteria to include high potential GS-15 officers.who__h.old
significant management positions. This adjustment will assure a
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continued flow of high quality officers for the Seminar.
2. INTELLIGENCE TRAINING
The Analysis Training Branch (ATB) conducts training for
the Directorate of Intelligence (DI) analysts in response to
requirements levied through the DI Senior Training Officer (STO).
The Branch currently offers nine courses, but the number of
courses will expand to 18 by the beginning of calendar year 1984.
A. Branch Overview
The Branch conceives its role as providing
instruction designed to develop or enhance the skills, abilities,
and substantive knowledge of intelligence analysts assigned to
the DI. Courses are grouped into four categories depending upon
the purpose and objectives of the course. The categories are
skills, information, supervision and substance.
1. Category I: Skills Courses
Category I includes those courses designed to teach
skills required by DI analysts to effectively produce
finished intelligence. The content of each course is
carefully selected to meet the particular needs of
the students given their organizational level,
experience and competency as analysts. For example,
new analysts are given significant instruction in the
more basic skills of writing, analysis, editing,
etc. Advanced analysts are taught more sophisticated
analytic techniques, such as quantitative
methodologies, creative problem solving techniques,
etc.
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The identification of precise skills to be taught in
a particular course is determined by direct
consultation with DI management. A recent survey of
DI office chiefs identified 10 skills. These are:
skills in research, conceptualizing analytical
problems, organizing information, problem solving,
creating options, basic.writing techniques and DI
style, briefing, quantitative methods, the use, and
application of computers, and environmental skills.
The skill courses are:
- Principles of Analysis Course - a five-day segment
of the Career Trainee Development Course.
- Introduction to Analysis Course.
- Seminar on Intelligence Analysis.
2. Category II: Information Courses
Category II courses are designed to convey
information to students bearing directly on the
processes of intelligence analysis. The processes
range from collection systems available to generate
intelligence information to methods for ensuring that
finished intelligence products are relevant to the
policymaking consumer. These courses are:
- Survey of Intelligence Collection Systems.
- Intelligence Process Seminar.
- Industry Familiarization Course.
- Seminar on the Producer-Consumer Relationship.
3. Category III: Supervision Courses
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Category III courses meet the DI perceived need to
train managers in the unique supervision and
administrative practices of the DI. Currently, the
branch offers one such course:
- Supervision of Analysis Seminar.
4. Category IV: Substantive Courses
Category IV includes those courses designed to
enhance the substantive abilities of DI analysts and
supervisors. Current offerings are limited to one
such course:
- Economics for Supervisors.
A. Long-range Issues
1. & 2. Future Changes and Curriculum Changes
By its beginning of CY 1984, ATB will add
nine courses to its program of instruction. By category, these
courses are the following:
Category I: Skill Courses
- New Analyst Course.
- Basic DI Writing Skills.
- Analyst Support Course.
Category II: Information Courses
- ELINT Training Course.
- Defense Industries - currently with GITB.
Category III: Supervision Courses
- Symposium on DI Supervision.
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B. Performance in Response to Customer Requirements
The Analysis Training Branch has developed several
mechanisms for ensuring that the total training program and the
course curriculum remain responsive to the needs of the DI
consumer. Several means are employed:
1. In the summer of 1982, the DI Senior Training Officer
and C/ATB extensively interviewed each DI office
director, deputy director and career management
officer. The interviews resulted in the
identification of the kinds of skills, information
and knowledge needed by analysts at differing stages
in their careers--Junior Analyst, Journeyman, and
Senior Analyst. A composite profile was developed,
written up in a report, and presented to the office
chiefs with a compendium of the courses taught by ATB
to meet the needs of analysts at the identified
career stages.
The Branch has recently developed a survey
questionnaire which next month will randomly sample
DI analysts to determine their perceptions on the
skills, information, and knowledge needed at critical
career points. A report will be developed on these
analysts' perceptions and provided to the DDI and
ADDI.
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2. Office Conferences
In the fall of 1982, ATB hosted a conference of DI
office chiefs, deputy office chiefs, and executive
officers. The conference was moderated by the ADDI
and the Director of Training and Education. The
results of the summer 1982 survey were presented and
each course reviewed by the conferees. Specific
changes in several courses were recommended. These
changes were subsequently incorporated into the
curriculum. In addition, the conferees indicated a
need for additional courses--military analysis
training, economic training, skills development for
Intelligence Assistants, and a course of six-weeks
length designed for all new DI analysts.
The ADDI wants to hold a second office conference in
the fall 1983 to discuss the implementation of the
previous year's recommendations and to again review
the curriculum in light of this year's survey
questionnaire.
3. Branch and Division Chief Conferences
The Analysis Training Branch holds quarterly sessions
with groups of up to 50 DI branch and division
chiefs. These sessions are designed for mutual
information sharing and for the elicitation of
feedback from the operating level. Generally, the
sessions have proved effective in building
understanding and commitment to the DI analyst
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training program.
4. Monthly Meetings with DI Senior Training Officers
C/ATB meets monthly with the DI/STO to discuss
progress toward implementing changes in the training
program. These are attended by the ADDI on a
selected basis.
C. Timeliness, Quality and Responsiveness of Support
Surveys, office conferences, branch chief sessions
and monthly meetings with Senior Training Officers provide a
continuing feedback mechanism for ensuring that the total
analytical training program meets current and projected DI
training needs. Generally, we believe that DI management from
the director to the analyst level perceive the training as
relevant and applicable to their needs. This assertion is
validated in part by the increasing demand for new courses and by
the sustained number of enrollments in existing courses.
Moreover, the ADDI has recently detailed two senior DI officers
and one part-time contract annuitant to assist in the design and
implementation of the new training requirements.
ATB semi-annually reviews each course for focus,
content, relevancy, and student understanding and acceptance.
Although information generated through surveys, questionnaires,
conferences, etc. is utilized, most attention is paid to student
evaluations in these reviews. The branch has implemented a
standarized student evaluation form which looks not at student
satisfaction but at learning, i.e. do students understand what is
taught and do they recognize the application to the back-home
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environment. Generally, the semi-annual review results in
modifications to courses, such as the introduction of new topics,
new skill areas or in the pacing and flow of the content. The
Branch also makes use of external training, consultants, and
Agency expertise as the means for keeping track of new skills and
topical areas which should be introduced into its courses. For
example, the Branch held a three day seminar on formal logic with
an external consultant. The effort has resulted in the
introduction into the basic courses of several teaching modules
on reasoning and argumentation in the analytic process.
In at least one instance, a major reorganization of a
course was undertaken in response to student feedback. The
Principles of Analysis--a one week course designed for Career
Trainees(CTS), most of whom are destined for the DO--was changed
from a survey oriented course to an analytic skill course.
Student feedback had indicated that the survey approach was too
broad and, in their view, not relevant to their needs. The
course was revamped and now teaches the analytic process by
classroom exercises and simulations.
C. General Intelligence Training Branch (GITB)
GITB is responsible for a wide range of training
activities, including:
Orientation
Introduction to CIA
Orientation for New Employees
CIA Today and Tomorrow
Administrative Directorate: Trends and Highlights
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Career Trainee Development Program and
follow-up Priority Issues and Targets for
persons, largely CTs, who have completed the
Operations Course.
Operations Support
Overseas Orientation Course
Risk of Capture Course
Operational Records I and II and other records
training
Scientific/Weapons Intelligence for the
Operations Officer
Introductory Phase of the Clandestine Operations
Familiarization Course
International Narcotics Intelligence Issues
Area and Substantive Issues
Advanced Intelligence Seminar
USSR Country Survey
China Familiarization
Communism in the Contemporary World
International Economics
Soviet Realities/Russian Language
Performance in Response to Customer Requirements
GITB has attempted to adapt its courses to meet the needs
of Agency components--in scheduling and in content. In addition,
we have responded to new requirements. In March 1983, at the
request of the DO, GITB offered a course "International Narcotics
Intelligence Issues." This was based on a course offered a year
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earlier by the International Activities Division (IAD) of the
DO. OTE was able to broaden and strengthen the course in form
and content. The response was excellent, but a number of
questions will be examined with the consumer elements,
particularly IAD. These include questions of students
(Intelligence Community or CIA only), frequency, and the possible
need for a shorter exposure for persons such as records officers
who require only a minimum knowledge of the issues. This effort
represents a rapid and useful response to a specific requirement
levied by an operating component.
Timeliness, Quality and Responsiveness of Support
GITB is in close contact with components through training
officers and through officers at various levels within those
components. We rely on supervisors and training officer
reactions and on student evaluations to determine the quality,
timeliness and relevance of training. Efforts are underway to
adjust to changing needs and resources. Before offering the
course on Communism in the Contemporary World (first time in
December 1982), notes were distributed to concerned officers who
made suggestions which were assessed and, where appropriate,
included into the new course.
It will be necessary, over the coming years, to develop a
system of selective feedback. Today, we rely on the useful but
imprecise means noted above. Feedback must be selective because
of the high volume of students trained by GITB.
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3. MANAGEMENT AND ADMINISTRATIVE TRAINING DIVISION (MATD)
Using FY 1982 as the base, MATD accomplished the
following:
Twenty-three courses were conducted a total of 152
times
Total enrollment in those courses was 2875 Agency
employees
The 23 courses offered by MATD typically run at or
near capacity. Additionally, the following courses
have experienced significant backlogs of students.
Students
FY-82
No. Runnings
FY-82
Standard
No. Runnings
Briefing Techniques
90
Counseling Course
180
Effective Employee Course
380
Effective Written English
348
Leadership Styles &
Behavior
288
Management Development
Course
245
*Program on Creative (POCM)
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Management
Proofreading
Writing for CIA
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*POCM ran only three times in FY-82 due to lack of available
assessment psychologists. A contract was signed with the
Center for Creative Leadership for FY-83 and the course is
again running on schedule.
In response to the backlogs, several have been conducted more
frequently than the normal schedule. The statistics for these
runnings are listed in the second column. (Number of Runnings
FY-82)
The regularly scheduled course runnings provide training
topics required by a diverse audience. In order to be
more responsive to the needs of a specific type of
audience, special presentations are made on request. In
1981, 1982, and 1983 over 1600 employees were
participants in these "special" sessions.
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Topics covered have included the following:
Number of Runnings
Managing Change 6
Time Management 6
Effective Supervision 1
Nonverbal Communication
Management of Stress
Creative Problem Solving
Listening Workshop
Writing Tutorials
Performance Appraisal Workshop
Effective Employee Course
Team Building
Utilizing Group Resources
Feedback
These special offerings have been conducted for offices in
each Directorate. The attached details these subjects and for
whom-they were conducted. Every component in the Agency has
benefitted through the normally scheduled courses and a signifi-
cant proportion of these components have received the more
tightly focused assistance through the specially requested
presentation.
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Another form of specially dedicated programs is the
Workshop. Currently MATD conducts Performance Appraisal and
Selection Interviewing Workshops. These can be requested by a
component and, while they have a standard format, it can be
modified to address the component's needs. In FY 81, 82, and 83
these were conducted on the following basis:
Component Number of Students
Performance Appraisal Workshop DDS&T 84
Selection Interviewing Workshop DDA 33
DDI 17
DDS&T 18
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By supplementing the normal schedule of courses with more
narrowly focused presentations for particular offices, MATD has
been able to address in a very timely fashion the stated require-
ments of the many Agency components. Due to constraints on staff
availability, it has been necessary to occasionally turn down a
request. Where this has been necessary every effort has been
made to satisfy the component's requirement in some fashion, that
is, another date has been selected or someone outside the MATD
staff has been found who could address the need. As a result,
requestors have been turned down for special consideration on
fewer than 10% of the requests.
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The scheduled courses are targeted at Agency careerists at
certain points in their careers. In this fashion it is possible
to provide training for people when it is most appropriate. For
instance, the Field Administration Course is offered to Opera-
tions Support Assistants just prior to an overseas assignment.
The Management Development Course is offered for first-line
supervisors within their first year of acquiring supervisory
responsibility. MATD has learned through carefully collected
participant feedback, that targeting training in this timely
fashion is the only effective method of delivering the training
product. When training has been received out of sequence it has
been less than responsive to the students' needs.
Every course offered in MATD assesses the quality of that
training as viewed by the individual student. The vast majority
of this response has been very positive. It has frequently been
this feedback which has dictated course modifications. Periodi-
cally, the course staff will conduct an internal audit of the
course content to determine if the topics are responding to
consumers' requirements. This review process provides for a
dynamic environment in which course materials, topics, and
methods are frequently modified.
Providing training for such a diverse audience precludes all
consumers' needs being fully met. MATD has occasionally found
that a component would like to have training more narrowly
focused on their particular needs. The previously mentioned
special offerings are a partial response to this demand. The
charter to provide training to Agency-wide audiences inhibits our
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ability to fully respond to these perceived requirements. The
overwhelmingly positive response to current offerings would make
it difficult to focus the training more narrowly. However, new
strategies for delivering this training are under constant
investigation.
A major concern in the area of responsiveness is the signif-
icant backlog in the previously cited MATD courses. While
additional runnings have been conducted, these have made only a
modest dent in the backlog figures. Two efforts should have a
beneficial impact on this problem.
1. More careful management of the selection process should
2. Some increase in staffing should allow for a few more
runnings of the most heavily backlogged programs.
I
Dedicated Runnings and Workshops
Office of the Director
DCI/EEO - Team Building - one running for 13
DCI/OP - Time Management - one running for 30
Directorate of Administration
DDA/OS/Special Agents Education Group - Nonverbal Communication -
three runnings for a total of 65 students
DDA/OS/Special Agents Education Group - Listening Workshops -
three runnings for a total of 60 students
DDA/OTE/LS - Interpersonal Feedback - one running for 25
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DDA/BAB - Presentation on Nonverbal Communication and Cross
Cultural Behavior - one running for eight
DDA/OC - Problem Solving Session - one running for ten
DDA/OC - Nonverbal Communication - one running for 30
DDA/OC - Applied Creativity - Innovative Problem Solving - one
running for ten
DDA/OC/Telecommunications Operations Branch - one running for 25
DDA/OC - Listening Workshop - one running for 25
Directorate of Intelligence
DDI/OIA/Technical Systems Division - Time Management - one
running for 30
DDI/OIA/Conventional Forces Division - Time Management - one
running for 30
DDI/European Issues Division - Time Management - one running for
DDI/Office of East Asia Analysis - Managing Change - one running
for 20
DDI/Publications Center - Managing Change - one running for 35
DDI/Current Production and Analytic Support - Managing Change -
one running for 25
DDI/Current Production and Analytic Support - Managing Change -
one running for 30
DDI/OCR/Acquisitions Branch - Group Process/Problem'Solving - one
running for 11
DDI/OCR - Listening Module - one running for 25
DDI/OCR - Assertive Communication Presentation - one running for
50
DDI/OCR - On Being Your Own Personnel Officer - one running for
40
DDI/OCR - Group Problem Solving - one running for 30
DDI/OCR - How to Make Decisions - one running for 30
DDI (NFAC/NESA) - Feedback Workshop - one running for 15
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DDI (NFAC) - Matrix Management - one running for 15
DDI/OER - Time Management - one running for 30
Directorate of Operations
DDO - Admin Procedures - one running for 25
DDO/DCD - Effective Supervision - one running for unknown number
DDO/DCD - Nonverbal Communication - one running for 25
DDO/DCD - Listening - one running for 25
DDO for Ops Training - Lecture - Opening speaker to cover subject
Management to Operations Management Seminar for ten
DDO/STO - Management of Stress Workshop - one running for 30
DDO/OED - Writing for NOC Officer - one running for 12
DDO/OED - Condensed version of Writing for CIA - five students
for seven runnings = 35 students
Directorate of Science and Technology
DDS&T/OTS/Training Branch - Managing Change - one running for 40
DDS&T - Effective Written English - two runnings for a total of
26 students
DDS&T - Management Development Course I & II (combined) two
runnings for a total of 60
DDS&T/Personnel Branch - Interpersonal Skills - one running for
DDS&T - Effective Employee Course - ten runnings since 1978 for
an average of 28 students each running = 280
DDS&T/NPIC - Challenge to Change - one running for unknown number
DDS&T/NPIC - Presentation to Feedback - one running for ten
DDS&T/FBIS - Process of Interpersonal Feedback - one running for
DDS&T/OD&E/KPG - Utilization of Group Resources - one running for
24
Non-Agency Training Included:
Intelligence Community Staff - Admin Procedures - one running for
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Presidential Interns - Time Management - One running for 14
4. LANGUAGE TRAINING (LT)
The Language School has been able to respond positively to a
great variety of customer requirements, from lengthening tradi-
tional courses to developing a week-long survival program for
people with immediate needs for rudimentary language capabili-
ty. Approximately 80 students so far have taken one of the eight
runnings of the week-long Spanish Survival Course (SURS). Famil-
iarization and minimal survival (FAMS) courses of 12 weeks'
duration are available for people who need language familiariza-
tion rather than the development of professional level skills.
Few people have selected this option, however, preferring to
negotiate the length of their training. Fully 80 percent of our
full-time students plan from the outset to complete less than the
number of hours in our shortest traditional course, which is of
six months' duration. In addition, course curricula is routinely
tailored to fit individual needs for specialized vocabulary
acquisition.
The debate continues with the Language School
responding to requests for this type of material on an individual
4.6
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During the past two years, four additional runnings
of Total Immersion Programs have been 25X1
1
held in order to accommodate the students unable to attend the
regularly scheduled programs. The Language School has responded
to requests for training at disparate locations, and in addition
to the programs at the Chamber of Commerce Building, provides
instruction at Headquarters,
and Key 25X1
Building. By far the largest, the Headquarters program has been
increasing by about 50 to 75 students in each of the past three
years. For the fall 1982 program, approximately 475 part-time
students were enrolled to study one of ten different languages.
Since the inception of our part-time program
addition, approximately 76 students have studied one of the seven
languages offered at the Key Building since fall of 1980.
The Language School increasingly has been asked to provide
language instruction to liaison officials and defectors. In this
regard, we have done teaching of foreign languages using a common
third language and much teaching of English to foreigners. In
FY-82 and FY-83, six of our instructors were called upon to teach
English to speakers of foreign languages, and two instructors
were tasked with teaching their native language to two liaison
officials of a third country. Requests for translation and
interpretation services are received too frequently to list;
several of our instructors do this type of work for other agency
offices as a matter of course whenever they are not teaching or
testing here. We expect these requirements to continue.
in FY-82, 90 students have taken this training. In
25X1
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1
Additionally, members of the Language School staff have
frequently responded to requests for TDY interpretation and
translation duties abroad. In FY-82, five language instructors
spent a total of 20 weeks on overseas TDYs.
Fully 50% of the Language School's teaching is done in
response to ad hoc requests. The continuing inability of our
customers to adhere to scheduled course dates causes an
inefficient use of Language School resources. We realize,
however, that this is not done capriciously, and we try to
accommodate all off-cycle requirements; nevertheless, this is not
always possible.
The survival course in Spanish (SUBS) was developed in short
order in response to urgent requests. In addition, our
instructors have tailor-made courses to emphasize particular
vocabularies, and we have conducted before and after hours
classes to meet priority requirements. We have also increased
the number of a variety of high-level language maintenance
courses. In the future, more of our courses--especially those in
high-level maintenance--will be opened to students from other
government agencies.
5. OPERATIONS TRAINING DIVISION (OTD)
OTD has two principal customers for its product: (a) the
Directorate of Operations and (b) the Department of Defense
(DoD).
The latter customer is desirous of having the following
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7 -7 7
t
program modifications made:
a. Three Military Attache Courses per year vs. the
present two, or 40 students per class vs. 30 with two
runnings.
b. A special Military Operations Course running for 15
c. Neuro Linguistic Programming (NLP) training for all
military students.
By way of ensuring that OC students are adequately prepared
for this relatively rigorous activity, upgraded physical training
facilities are proposed, to include an alternate site for an
enlarged weight training room, probably adjacent to west side of
the present gym, and racquet ball/squash courts possibly adjacent
to the north side. Additionally, the reinstallation of the
obstacle course formerly in this area is being explored.
The Operations Management Seminar (OMS) has been revised
this year, deleting impersonal communications and surveillance
detection, since these skills are now available through the
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Components within the DO have requested video assistance
with their training programs
and
support and, to the extent that OTE requirements for studio time
permit, can expect similar service in the future.
25X1
25X1
Additional tasking comes from OTE for classroom support.
OTD has been responsive, and will be more so in the future as
facilities are upgraded as is happening with the Centralized
Television Program Distribution Facility being constructed in
Room 132.
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OTD courses, such as the Clandestine Operations Familiariza-
tion Course (COFC), are tailored for participants who have no
operational experience--such as language instructors, DDI and
DDS&T persons.
Likewise, the defensive driving portion of the Countering
Terrorist Tactics Course (CTTC) has been dedicated to special
groups such as the FBI, Secret Service, Drug Enforcement Agency,
DoD, etal.
CTTC responsiveness may be self-curtailing as the number of
surplus vehicles available for this course is rapidly
diminishing.
Timeliness, quality, and responsiveness of support has in
the past been sometimes limited by the amount and quality of the
equipment and supplies at hand. Thanks to an augmented FY-83
budget, additional student cameras, transceivers, paging devices,
practice ammunition, and classroom video distribution equipment,
for example, have been purchased which will permit achievement of
these desirable program characteristics for the immediate term,
but future budget cuts would diminish our capacity to provide
support.
6. INFORMATION SCIENCE CENTER (ISC)
The process of identifying training requirements and then
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1
designing programs to respond to them in a timely manner with a
quality product is difficult. It is a two-way street which
requires close coordination between the customer and the
trainer. For specific computer systems, for example CAMS2 and
SAFE, the set of students to be trained is reasonably well
defined, the timing of the training is determined by system
delivery, and the tasks to be performed determine in a fairly
straight-forward way the training that must be accomplished.
Early involvement of OTE in the development and design of such
systems is essential. For both of these systems, OTE/ISC
personnel were involved 1 1/2 to 2 years before the start of
actual training. In effect OTE/ISC personnel, working with the
customers, helped determine the training requirements and then
participated in developing the program to meet them. We think
this approach is the only way a quality training product can be
delivered on time for systems of this type. In general, however,
OTE is not manned at a level which allows trainers to devote
almost full-time to this type of liaison. If we are to be
responsive in the future as more and more computer systems are
introduced, it will be essential to have staffing levels which
allow for this kind of participation.
Close liaison with ODP is important now and will increase in
importance in the future. This liaison is essential because
additions of new software capability and enhancements of existing
capability are made continuously. Training courses must be
current and accurate to be effective so we must have a way to be
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1
aware of such changes before they are implemented. This liaison
is performed on an informal basis now but needs to be formalized.
7. EXTERNAL TRAINING (TSD)
In administering and monitoring the Agency-wide external
training activity, OTE/TSD serves a cost-effective role, as check
point for the most efficient and inexpensive way to meet the
specific training requirement. If the latter is something that
might be handled via an internal course, the training request is
diverted to the internal channel. Also, TSD checks past
critiques and its "resource reservoir" of external training
sources and suggests other possibilities, less expensive and in
the local area, or closer to it, in an effort to lessen travel
and per diem costs. In FY-82 savings of approximately $20,000
were realized by such monitoring and interoffice coordination.
Another form of support to the Training Officer network is
the screening of external informational material, which is
received in OTE/TSD from a variety of sources--colleges and
universities; Government agencies; and private companies. This
dissemination activity is carefully monitored, and done in
connection with a formal subject survey TSD distributes to
components on an annual basis. The replies are analyzed and
collated and every effort is made to get the right type of
information to the right place in the Agency. In FY-82 TSD sent
out 1,029 single copies of such, and 19,687 multiple copies.
Following on this, a lot of research is conducted to locate
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the type of training desired, facility, etc. to best meet the
requirement, whether Agency-sponsored or not. These queries
range from fairly routine requests for date, location, and cost
of certain courses, to questions requiring extensive contact(s)
and coordination. (Recent examples: courses in project
management, or similar, for NPIC, and what training is being
planned by the Office of Personnel Management and/or Social
Security Administration in connection with the recent changes in
Government retirement vis-a-vis Social Security benefits, for
OP's Retirement Division.)
8. OFF CAMPUS PROGRAM
Another activity which is used on an Agency-wide basis is
the Agency Off-Campus Program. This Program is organized,
administered, monitored, and funded by OTE. The University of
Virginia's Falls Church Center is our facilitator; all courses,
curriculum, and instructors (all Agency personnel) are approved
by the University's appropriate Department Head at Charlottes-
ville. An average of 19 courses are included in each of two
semesters; most are taught in classrooms at Headquarters, and a
few are conducted in out buildings. Courses are selected by an
OTE chaired committee, with input and consultation with selected
Agency components, depending on the area of expertise. The
selection of courses is based on Agency need; for example, as an
alternate to heavily backlogged internal courses; in critically
needed disciplines, e.g., information systems, area study,
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communications skills. In FY-82 a total of 425 students partici-
pated in the Program, most sponsored, some self-sponsored.
Tuition costs for two semesters totalled $52,713.
It is hard to judge the quality and responsiveness of the
Off Campus Program. The instructional staff must meet academic
standards established by the University. The program is
responsive to the needs of participants so long as minimum class
size is met and a qualified instructor is available. The program
is comparatively inexpensive and it appears to serve a need.
Participation is not large but consistent. On balance, there are
more pluses than minuses. If we didn't sponsor the Off Campus
Program we would have to develop something like it.
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r
1
REDUCING LEAD TIME AND IMPROVING QUALITY OF RESPONSE
Two assessments of the lead time and quality follow. They
provide good perspective of the problem for the entire office.
In general the sooner OTE gets involved in a prospective training
problem the better. First, it's important because some problems
which appear to be training-related are really better solved by
other means; procedural change, better instruction and guidance
from management, etc. Secondly, early involvement almost always
guarantees a more precise, better quality response to the
training need.
The response of the Language School to training requests
would be greatly facilitated by better forecasts of requirements
on the part of our customers. Knowing requirements in advance
would help us to make available the right mix of resources at the
right time.
The quality of instruction would be enhanced if more
students would enroll in advertised classes rather than make ad
hoc starts which are disruptive to ongoing classes and wasteful
of teaching resources. A more judicious selection of students,
i.e., those with proven language learning ability or high MLAT
scores would eliminate the resource-stretching requirements to
split classes in order to separate slow learners from normally-
paced or fast classes. Pressure on our limited teaching assets
may in the near future require us to bow to the necessity of
discontinuing slow or marginal students.
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 1
Finally, the quality of the instruction provided by the
Language School is enhanced through expanded training programs
for teachers and participation by the staff in the activities of
professional associations.
Since the finished product is a qualified first-tour case
officer, and the base material is a newly hired CT, the
"manufacturing" process must be the operations training
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provided. Lead time reduction--i.e., shortened operations
courses--is not anticipated. Given the increasingly hostile
environment faced by case officers abroad, the direction has been
just the opposite. Longer training is necessary due to the
additional skills required. For example, the addition of six
delays entry of the
potential case officer into the field by at least that amount of
time. However, when he gets there he is better prepared
mentally, physically, and in terms of skill level, to survive
whatever adversities s/he may encounter. Thus, the longer lead
time seems appropriate and desirable.
The question of improved quality is more difficult to
address since it is the belief of OTD that already in place is a
high quality program. Although fine tuning takes place after
each course, the basic staff-intensive "hands on" approach has
been well proven over the years as being a viable way to produce
good case officers.
While the instructional emphasis may change--e.g., the
attention to surveillance detection in the last several years--
who is to say that the course quality has improved? It is simply
57
F r-n^
? 7." I"7P
I i/~/~J i1~vJ ?dJi . Y
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weighted differently in response to evolving operational
UNNECESSARY PAPERWORK, CUMBERSOME REGULATIONS, AND ADMINISTRATIVE
REPORTING
OTE produces a lot of paper in the form of training
' materials for the classroom. Handling this volume will become
' less of a problem as word processing equipment becomes more
available.
1
No one in OTE raised an issue concerning unnecessary
administrative paperwork or reporting nor were there complaints
concerning cumbersome regulation. External training programs are
guided by Title V of the U.S. Code, which is used effectively.
Internal regulations are not causing difficulty.
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1
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INTERNAL COURSE STATISTICS BY FY
FY NUMBER NUMBER NUMBER
OF OF OF
COURSES RUNNINGS STUDENTS
79 83 328
80 88 379
81 88 367
82 90 402
STAT
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Iq
STAT
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AGENCY OFF-CAMPUS PROGRAM
1979
1980
1981
1982
SPRING FALL
SPRING FALL
SPRING FALL
SPRING FALL
STUDENTS
142 180
113 248
185 309
193 232
COURSES
16 14
9 18
15 20
14 16
COSTS
$14,891 19,749
12,583 26,278
20,944 33,723
23,268 29,445
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Iq
STAT
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 mmmmm~ - - ^~
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ADP TRAINING BACKLOG
COURSE
OCT 82
MAY 83
FUNDAMENTALS OF VM
230
53
INTERMEDIATE OF VM
129
42
GIMS
85
55
SCRIPT
46
31
RAMIS REPORT WRITING
58
26
FUNDAMENTALS OF PL1
41
18
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ROUTING AND RECORD SHEET
1O"?I)
gDD/A Registr
Long-Range Pipaming Item
lqdW
FROM: Y'
EXTENSION
NO.
1126
DATE
C of C
3 June 1983
TO: (Officer designation, room number, and
building)
DATE
OFFICER'S
COMMENTS (Number each comment to show from whom
RECEIVED
FORWARDED
INITIALS
to whom. Draw a line across column after each comment.)
1 DDA
7D18
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
FORM 610 USE PREVIOUS
-79 EDITIONS
,-79m