INTELLIGENCE COMMUNITY INFORMATION REQUEST- AGENCY UNIQUENESS

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP90-00530R000601580003-4
• Release Decision: RIFPUB
• Original Classification: K
• Document Page Count: 14
• Document Creation Date: December 22, 2016
• Document Release Date: October 18, 2012
• Sequence Number: 3
• Publication Date: May 12, 1988
• Content Type: MISC

Declassified and Approved For Release 2012/10/18: CIA-RDP90-005308000601580003-4 'a ~,~~
INTELLIGENCE COMMUNITY INFORMATION REQUEST
AGENCY UNIQUENESS
'this poftion of the Panel's work is geare3 to developing a
general framework which can be used in discussing why the
intelligence community needs flexibility in its hurnan resource
management systems. To look to the future, the Panel needs to
better understand the rationale that has been the basis for granting
special personnel authorities to the intelligence agencies. Phis
assessment will aid in determining whether these rationales, and
trius past authorities, will be sufficient for developing human
resource management systems for the next decade.
To begin this effort, we would like each intelligence agency to
list the rationales on which special personnel authorities have been
based. This list mould include reasoning cited by either the
executive, legislative or judicial branches, and would include that
cited in:
Executive Orders
Authorization legislation
- Appropriation legislation
- Judicial rulings.
Most useful to the Panel will be a narrative, with the list
appended, which looks behind the specific citations to the
legislative history or majority/minority opinions in court cases.
6rhat were some of the reasons for giving an intelligence agency
greater flexibility (or whatever) than is embodied in the standard
civil service system?
After examining the narrative, the Panel may ask for a few
specific examples of how different rationales/criteria have been
applied. They will not want an exhaustive list, and this ;nay be
achieved through project staff interviews with agency staff, rather
than a formal request.
Due Date: June 1
~iay 12, 1988
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INTELLIGENCE CCNIMUNITY INFORi~iATION REQUES~i'
FUTURE MISSION Or' IC AGENCIES
This portion of tr.e Panel's work will examine the exten t
to which past experience and future missions of tine intelligence
agencies are sufficiently well-defined to serve as a framework for
designing flexible human resource management systems to meet a
wide range of operating circumstances and changing needa.
1) Review approved fiscal year 1984-1988 budgets and identify new
intelligence initiatives. For each initiative listed, indicate
projected start up date and the outyear staffing and skill level
implications of the initiative.
2) Provide a listing of current long range mission documents.
3) Specify the current status of the Inman-directed "Intelligence
Capabilities 1985-1y90" study and the "National Foreign
Intelligence Strategy."
(Note: data on past staffing trends, asked for in
the information request for Task 5, Staffing, will
be used to prepare the working papers for this Task.)
REPORT REQUESTED BY 1~SAY 20.
~iay il, 19~i8
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INTELLIGENCE COMMUNITY INFORMATION REQUEST
WORKFORCE OF THE FUTURE
Unlike the other areas, an analysis of the U.S. workforce of
the future will largely involve data generated outside the
intelligence agencies. However, before beginning outside data
gathering, it will be useful to have material the agencies have on
the following subjects, or any suggestions as to information sources.
1) Likely skill shortages
2) Changes to staffing patterns due to advancements in
information teciznology or other reasons
3) Continued availability of current hiring sources (i.e. U.S.
universities, former military, etc.)
4) Changes in the composition of U.S. university graduating
classes.
REPORTS REQUESTED BY MAY 26
May li, 1988
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CREATING A MGRE DIVERSE WORKFORCE
tE0 DATA REQUIREMENTS
This portion of the study will examine the equal employment
efforts of each intelligence agency, and determine what each
agency is doing to enhance the representation of female and
:rinority staff in their organizations.
i) Using the attached charts, show distribution of Professional,
Aaministrative, Technical, Clerical and Other staff by grade, race
and sex.
2) Provide entry level r.iring and retention data on women and
minorities in significant occupation groups since 1978. Each IC
agency will determine, with Nr~PA, its own significant occupation
groups.
3) Provide data showing the ratio of promotions of women and
minorities compared to agency wide promotions since 1978.
4) Provide a list of recruitment/selection tests used by each IC
agency and the status of the validation of each test.
5) Describe actions taken to enhance, representation of minority
and female staff at all levels of the organization.
Due Date: June 1
~1ay i~, i58a
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INTELLIGENCE COMMUNITY INFORMATION REQUEST
Tne purpose of work in this area is to determine if there are
current or projected skill shortages and retention problems -- of
quality staff -- and whether these threaten agency mission
accomplishment. If such shortages do or will exist, the Panel
will develop suggestions for short or long range actions the
intelligence agencies can take to address them. In addition, the
Panel will assess staffing patterns since 1960, with special
emphasis on the extent to which changing congressional staff
authorization levels have affected agencies' abilities to recruit
and retain quality staff.
Critical Skill Shortages and Retention.
1. Identify your agency's five most critical skill
occupations. Provide staffing levels (EOY authorized and assigned)
for the last 5 years. Discuss any significant vacancy problems and
indicate how such problems were addressed/resolved.
1. Provide attrition data for the critical skills identified
for the past 5 fiscal years. Show attrition for each skill by
grade and by years of service (0-l, 2-5, 5-10, over 10). Identify
any significant concerns/problems relating to attrition in these
skills. Provide data as available on reasons for attrition (e.g.
higher paying job, better benefits, desire to change geographic
location, accompany spouse, retirement, etc.) and where they go
(e.g. industry, other government, self-employment, etc.).
3. Discuss hiring strategies acid succzss/failure in meeting
critical skill hiring goals. Identify any specific problems in
recruiting. Describe any alternative hiring to offset critical
skill shortfalls.
4. Identify your main recruitment sources for critical skill
occupations and assess availability/relative size of recruitment
pools for these skills. D1SCU3S your capability to meet your
projected critical skill hiring requirements.
5. Describe any incentives used to attract and hire critical
skill people (e.g. special salary scales, travel and transportation
allowances, educational sponsorship, etc.).
6. Identify major problems of competition in the market place
(i.e. private sector, other government agencies, etc.) Assess your
agency's competitive status for critical skill hires - provide some
quantitative~MEASURES for this assessment, if possible.
7. Describe any cooperative efforts with other Intelligence
Community agencies as reyaras hiring.
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Lnteliigence community lntormation - Staffing (continued)
a. what is the impact of pre-employment processing
requirements on your Hiring program, especially for critical skill
occupations? Consider such matters as extended processing time,
security and medical processing requirements, delay in offer of
employment, etc. (Note: Specific figures on the time required for=
security clearances are not necessary. This data is requested in
the Personnel Security Information Request.)
9. Provide any available data on cost per hire and other
costs (formal and on-the-job training, etc.) to bring newly hired
critical skill employees to an acceptable performance level.
10. Identify and describe your agency's quality measure for
each of your critical skill hires. Describe, in general terms, the
relative quality of critical skill personnel you have lost through
attrition.
11. Compare the quality of your critical skill hires, if
possible, to the quality of comparable hires in the private
sector. (Use such measures as GPA, best schools, top 10~ of class,
etc.) Identify, if known, the principal reasons for declinations.
12. Identify any major staffing problems not previously
covered and provide specifics as to cause and effect. (Problems
may relate to occupations other than the previously identified
critical skills and to other staffing matters such as field
staffing.)
13. Lo you anticipate any requirements for new or
significantly changed skills considered mission critical? Will
there be a need to develop new sources/markets? Do you envision
any problems in obtaining these skills in the numbers required?
~~hanging Staffing Leve15
1. Provide end of year total authorized and assigned strength
data fo.r your agency for each year from 1960 to present.
2. Provide reasons for any major increases or decreases in
authorized strength and assess the impact of these changes on your
staffing program and mission accomplishment.
3. Discuss any significant problems which you have faced
since 1x60 regarding changes in skill mix requirements and assess
the impact of these changes on staffing and mission accomplishment.
May 11, 1988
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INTELLIGENCE COMMUNITY INFORMATION REQUEST
'DRAINING AND CAREER DEVELOPMENT
General: You are requested to provide descriptive and quantitative
data on your organization's training and career development programs
and related activities, as speciried below, as well as your
organization's views as to their quality and adequacy. You may add
other information or perspectives, as long as you cover the specific
requests and use the provided schedules. One purpose of this
inquiry is to compare programs in terms of scale of effort, and it
is necessary to have comparable data in order to accomplish this.
Specific requests:
1) Describe your policies, objectives and programs for training
and retraining of permanent, civilian personnel. Organization views
as to the quality and adequacy of these programs are requested.
Quantitative data on the training/retraining program are requested
using the format set out in Schedules A and B.
1) Describe your policies, objectives, program and activities
(other than training) related to career development (such as
aptitude and preference testing, career counselling, and
developmental assignments, as well as usage of information manuals
or handbooks). Organization views as to the quality and adequacy of
career development programs and activities are requested.
3) Describe how your training and career development programs are
linked or related. If the programs for some groups of employees
(different grades, different units within the organization, or
different occupational groups) are tied more closely or differently
tnan others, please iaentify and explain. Each organization is also
asked to identify the resources devoted to training using the format
in Schedule C. Views as to the adequacy of resources are requested.
~) Indicate whether you have planning processes or mechanisms
related to training and career development, as follows:
a. A long range training plan, describing the plan, the way
it is used and whether/how the plan is linked to current
and future organization missions.
b. A long range worKforce plan and whether/how the plan is
linked to training and career development.
c. Succession planning and whether/how the process is linked
to training and career development.
12 May i98cs
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SQIE'DULF' A
TRAINING BY IACATION DURING FY 1987
(Organization)
Average Days
Number of Time Spent Training Per
Enrollments In Training (1) F,lnployee ( 2 ) Costs ( 3 )
Subtotal, training conducted
inside the organization (4)
Subtotal, training conducted
outside the organization
(1) Vive in days or years; 23U days equate to one year. For part-time training, double the time spent in
classroom instruction and convert to Gays using the standard eight-hour workday.
(2) Divide organization workyears during the fiscal year by the total time spent in training.
(3) Dollars in thousands; use budget figures.
(4) Attendance only in formal courses; do ,got include on-the-job training.
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SCHEDULE B
`1'IlAINING BY 'T'YPE DURING FY 1987
(Organization)
Average Days
Number of Time Spent Training Per
Enrollments In 2'ra fining (1) F~nployee ( 2 ) Costs ( 3 )
Subtotal, Management and
supervisory training
Subtotal, executive
development training
Subtotal, mandated skills
training (4)
Subtotal, training not in
other subtotals
(1) Vive in days or years; 23U days equate to one year; for part-time training double the time spent
in classroom instruction and convert to days using the standard eight-hour workday.
(2) Uivicle organization workyears during the fiscal year by the total time spent in training.
(3) Dollars in thousands; use budget figures.
(4) Indicate by separate noting if mandated skills training includes management and ,supervisory
or executive development training.
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SC~IEDULE C
RESOUKCES DEVC)TED TO TRAINING AND CAREER DEVEI:,OPMET]'1' DURING FY 1987
'Ibtal Staff Years
Staff Per 100
Years E~loyees
Staff_ assigned to training and
career developm~-~t activities
(Organiza- t n
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INTELLIGENCE COi~'~lUNITY INFORMATION REQUEST
PERSONNEL SECURITY
The portion of the Panel's work will determine the impact of the
more stringent personnel security requirements of the IC agencies on
their ability to attract and retain top quality staff.
1) Personnel security procedures and timeframes
Copies of appropriate portions of personnel or procedures
manuals pertaining to security clearances (initial and
reinvestigation).
Break3own of time it takes to complete the process, broken
down by major components of the process, if possible.
2) Impact of security investigation on agency selection process.
- Statistics on those not hired (1985.- 87) because they do
not meet security requirements.
- Data on numbers who withdrew their employment application
during the security review process (1985 - 87). Of this
number, how many cited some aspect of the security process
-- i.e. length of time, intrusive nature of investigation --
as the reason for withdrawing.
3) Extent of impact of security process on lifestyle/family issues.
- Number of staff who cite as their reason for leaving some
aspect of the security requirements -- i.e. reinvestigation,
family travel limitations, etc. (1985 - 1987)
4) Impact of involuntary staff separations on agency security.
- Number of staff removed per year, reasons for removal
(broadly categorized), and aecurity clearance level of those
removed for 1985 - 87.
Agency policies on assessing the level/type of classified
information removed staff have, and whether there is a risk
that removed staff will act against the national security
interest.
Examples of alternatives other than removal -- for those
employees deemed a security risk if separated -- and extent
to wnich agencies use these alternatives.
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5) Views on the polygraph examination as a security tool.
Agency suggestions on background literature.
Agency views on using the polygraph as a screening device,
and rationale on when it is used in the clearance process.
Due date: June 1
May 11, 1988
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