LETTER TO (SANITIZED) FROM DON I. WORTMAN

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP90-00530R001002350010-5
• Release Decision: RIPPUB
• Original Classification: K
• Document Page Count: 10
• Document Creation Date: December 27, 2016
• Document Release Date: May 28, 2013
• Sequence Number: 10
• Publication Date: May 6, 1988
• Content Type: MISC

Declassified in Part - Sanitized Copy Approved for Release 2013/06/05: CIA-RDP90-00530R001002350010-5
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ASTAPA
1/National Academy of Public Administration
Chartered by Congress
May 6, 1988
Director, Planning and Policy Office
Intelligence Community Staff
Dear Dick,
Enclosed are ten copies of the information requests for
several objectives in the study workplan. Included are the
requests for the training and career-development, staffing,
security, future workforce, future mission, and uniqueness
critieria objectives. The data request for the equal employment
opportunity and compensation and benefits objectives will be
provided shortly.
Unless an earlier date is indicated on the specific request, the
information is requested by June 1.
Enclosure: As stated
1120 G Street, N.W., Suite 540 Washington, D.C. 20005 [phone]
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INTELLIGENCE COMMUNITY INFORMATION REQUEST
UNIQUENESS CRITERIA
This portion of the Panel's work is geared to assessing the
criteria that have been the basis for granting special personnel
authorities to the intelligence agencies, and determining whether
these criteria and 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 criteria on which special personnel authorities have been
based. This list should include criteria 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.
What was the rationale 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 criteria have been applied. They
will not want an exhaustive list, and this may be achieved through'
project staff interviews with agency staff, rather than a formal
request.
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INTELLIGENCE COMMUNITY INFORMATION REQUEST
FUTURE MISSION OF IC AGENCIES
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 1985-1990" study and the "National Foreign
Intelligence Strategy."
REPORT REQUESTED BY MAY 25.
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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 technology or ?other reasons
3) Continued availability of current hiring sources (i.e. U.S.
universities, former military, etc.)
Changes in the composition of U.S. university graduating
classes.
REPORTS REQUESTED BY MAY 25.
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L.) L.4
INTELLIGENCE COMMUNITY INFORMATION REQUEST
STAFFING
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.
2. 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 (0-2, 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 and success/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. Discuss 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 regards hiring.
8. 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.)
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Intelligence Community Information Request - Staffing (continued)
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. Do 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?
Changing Staffing Levels
1. Provide end of year total authorized and assigned strength
data for 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 1960 regarding changes in skill mix requirements and assess
the impact of these changes on staffing and mission accomplishment.
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INTELLIGENCE COMMUNITY INFORMATION REQUEST
TRAINING AND CAREER DEVELOPMENT
General: You are requested to provide descriptive and quantitative
data in writing on your organization's training and career
development programs and related activities, as specified below, as
well as the organization's views as to their quality and adequacy.
You may add items, provided they address the specific requests and
use the provided formatted schedules for quantitative data. 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 civilian, permanent, fulltime 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 Schedule A.
2) 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
than others, please identify and explain. Each organization is also
asked to identify the resources devoted to training using the format
in Schedule B. Views as to the adequacy of resources are requested.
4) Describe whether you have planning processes or mechanisms
related to training and career development, as follows:
a. A long range training plan and whether/how the plan is
linked to agency 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.
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SCHEDULE A
TRAINING RECEIVED BY EMPLOYEES DURING FY 19871
Number of Time Spent 2
Enrollments in Training
Total
Subtotal, training conduced
inside the organization
Subtotal, training conducted
outside the organization
Subtotal, management and
supervisory trainees
Subtotal, executive
development training
Subtotal, Ipandated skills
training'
(Organization)
Average Days in Triining
Per Employee
Costs4
Subtotal, training not in
other subtotals
1/ If available, submit similar reports covering FY 1977 and FY 1982.
2/ Days or years; 230 days equate to one year. For part-time training, double the time spent in
classroom instruction and convert to days using the standing eight-hour workday.
3/ Divide organization workyears during fiscal year by total time spent in training.
4/ Dollars in thousands; use budget figures.
5/ Include only formal courses; do not include on-the-job training.
6/ Training which is required before an employee can perform the duties of a position or advance in grade.
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SCHEDULE B
(Organization)
RESOURCES DEVOTED TO TRAINING AND CAREER DEVELOPMENT DURING FY 19871
Total Staff Years
Staff per 100
Years Employees
Staff assigned to training and
career development activities
1/ Submit if available reports for
FY 1977 and FY 1982
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INTELLIGENCE COMMUNITY INFORMATION REQUEST
PERSONNEL SECURITY
1) Personnel security procedures and timeframes
Copies of appropriate portions of personnel or procedures
manuals pertaining to security clearances (initial and
reinvestigation).
- Breakdown 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.
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 security 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 which agencies use these alternatives.
5) Views on usefulness of polygraphy 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.
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