358 lines
18 KiB
Plaintext
358 lines
18 KiB
Plaintext
May 1990
|
||
|
||
ANALYTICAL INTELLIGENCE TRAINING
|
||
|
||
By
|
||
|
||
Marilyn B. Peterson
|
||
Analytical Supervisor
|
||
New Jersey Division of Criminal Justice
|
||
Trenton, New Jersey
|
||
|
||
and
|
||
|
||
R. Glen Ridgeway
|
||
Director of Training
|
||
New York Organized Crime Task Force
|
||
White Plains, New York
|
||
|
||
|
||
The ability to analyze is very important in law
|
||
enforcement. Every investigator uses analytical ability on the
|
||
job daily--from the investigation of a single traffic accident to
|
||
the most complex fraud and money laundering schemes. Analytical
|
||
ability is what makes a good investigator.
|
||
|
||
This article provides a look at the philosophy, environment,
|
||
and pitfalls of teaching intelligence analysis within law
|
||
enforcement. It explores curricula now available and the need to
|
||
develop more advanced courses. The article also calls for the
|
||
institution of professional standards for intelligence analysts,
|
||
including specific training topics.
|
||
|
||
THE FIELD OF INTELLIGENCE ANALYSIS
|
||
|
||
Investigators have always used analysis while performing
|
||
their jobs, but not with the disciplined procedures that
|
||
characterize a professional analyst. In most investigations,
|
||
which are reactive by nature, analysis is done on a case-by-case
|
||
basis. Yet, a systematic analytical approach requires adherence
|
||
to accepted, fundamental principles and techniques, most of which
|
||
are learned or assimilated over time. The ability to develop a
|
||
structured, systematic approach is the hallmark of an
|
||
intelligence analyst.
|
||
|
||
The field of intelligence analysis has grown enormously in
|
||
recent years. As a result, there is increasing focus on complex
|
||
crimes, particularly in the area of drug enforcement, strategy
|
||
development, and the need to analyze varying types of data. Only
|
||
a decade ago, a handful of law enforcement agencies employed
|
||
trained analysts; now, analysts can be found in even small
|
||
departments. Even so, analysis is not so entrenched in the law
|
||
enforcement profession that it is taught to every recruit at the
|
||
police academy. It is, however, offered in nearly every State in
|
||
various training settings.
|
||
|
||
The Federal law enforcement community has influenced the
|
||
development of law enforcement intelligence analysis. The
|
||
Federal Bureau of Investigation (FBI), the Drug Enforcement
|
||
Administration (DEA), and the Bureau of Alcohol, Tobacco and
|
||
Firearms (ATF) have even created a series of job titles and
|
||
career paths for analysts.
|
||
|
||
The FBI National Academy Program offers instruction in
|
||
intelligence analysis to participants during their training at
|
||
the FBI Academy in Quantico, Virginia. ATF encouraged and
|
||
supported the beginnings of the only professional association for
|
||
analysts, the International Association of Law Enforcement
|
||
Intelligence Analysts (IALEIA), which opened its membership in
|
||
1981. The Bureau of Justice Assistance (BJA) has sponsored
|
||
conferences enabling the various projects to exchange experiences
|
||
and build on each agency's success. Other Federal agencies
|
||
employ analysts, as do State agencies such as the Florida
|
||
Department of Law Enforcement (FDLE) and the Illinois State
|
||
Police.
|
||
|
||
Federally funded Regional Information Sharing System (RISS)
|
||
projects, which provide support to over 2,000 agencies
|
||
nationwide, also played a significant role in promoting
|
||
intelligence analysis. RISS projects created computerized
|
||
analytical software for specific types of analysis (1) and offered
|
||
these services to its members. Under this system, agencies could
|
||
forward data to the appropriate project. The data was then
|
||
entered, analyzed, and compiled into a finished report.
|
||
Additionally, some RISS projects taught analysis to member agency
|
||
personnel. As a result, line investigators passed on the
|
||
techniques to others.
|
||
|
||
Several agencies also developed analytical training in the
|
||
public sector. Many of these agencies are associated with the
|
||
Federal Government or the RISS projects. While most of the
|
||
analytical classes cover basic information, a few advanced
|
||
courses address such areas as computer-aided analysis, complex
|
||
financial case analysis, and strategic analysis.
|
||
|
||
The success of intelligence analysis courses suggests that
|
||
there is a market for analytical intelligence training. However,
|
||
the courses offered are basic and reflect little initiative in
|
||
developing alternative models. One reason is that agencies have
|
||
opted to modify the basic training wheel, rather than redesign
|
||
it, mainly because of lack of time and expertise. This means
|
||
that analytical training capabilities remain rudimentary and do
|
||
not advance the science of intelligence analysis in law
|
||
enforcement.
|
||
|
||
ANALYSIS IN ACADEMIA
|
||
|
||
All colleges and universities offer analytical courses, such
|
||
as statistical, financial and market analysis, and most mandate
|
||
a minimum number of analytical course credits within the degree
|
||
program. However, few colleges offer courses in intelligence
|
||
analysis, and even fewer have courses in law enforcement
|
||
analysis. Even so, the law enforcement analytical courses that
|
||
do exist usually focus on the use of intelligence analysis, not
|
||
on how to analyze. As a result, when law enforcement agencies
|
||
look for analytical candidates, they generally look for people
|
||
with degrees in political or social science and strong research
|
||
skills.
|
||
|
||
ANALYTICAL COURSE DEVELOPMENT
|
||
|
||
Developing any course curriculum is a time-consuming
|
||
process, and analytical courses are no exception. Minimal
|
||
research material is available, and there are no textbooks to use
|
||
as a basis for course formation. As a result, most instructors
|
||
must begin from ground zero. Therefore, the first step in
|
||
developing a course is to examine the components, i.e,
|
||
definitions, steps, examples, and practical exercises.
|
||
|
||
Definitions
|
||
|
||
Within the intelligence field, definitions have long been a
|
||
point of contention. Everyone seems to make up definitions to
|
||
suit individual needs, and most of these definitions are not
|
||
written down. While there have been attempts to define key areas
|
||
of analysis, there is rampant disagreement, (2) as can be expected.
|
||
|
||
Steps
|
||
|
||
When formulating an analysis course, step-by-step
|
||
instruction should be provided. This reduces the procedure to
|
||
its most basic components, increases the likelihood of
|
||
comprehension, and provides a basis for future reference.
|
||
|
||
Examples
|
||
|
||
Actual samples of analytical products are not only
|
||
impressive but are also informative. Ideally, an intelligence
|
||
analysis course should include fictitious or sanitized examples
|
||
of every method/product taught.
|
||
|
||
Practical Exercises
|
||
|
||
People learn best by doing. Considering that analytical
|
||
concepts are hard to teach and difficult to learn,
|
||
authentic-appearing case material should be used during course
|
||
instruction. Many practical exercises can translate the concept
|
||
of analysis into the investigator's stock-in-trade solving
|
||
cases.
|
||
|
||
PITFALLS OF TEACHING ANALYSIS
|
||
|
||
There are four general pitfalls in teaching intelligence
|
||
analysis. They are:
|
||
|
||
* Using someone else's material,
|
||
|
||
* Being too technical,
|
||
|
||
* Not being able to respond to questions, and
|
||
|
||
* Creating training programs that are too specialized.
|
||
|
||
Each needs to be considered when teaching an analytical
|
||
intelligence course.
|
||
|
||
Using Someone Else's Material
|
||
|
||
This pitfall is perhaps the most dangerous, since there are
|
||
so few sources that can be used in analytical training. Also,
|
||
developing training modules is difficult and time-consuming; so
|
||
borrowing another's material has become a common practice.
|
||
|
||
Yet, using another's course curriculum keeps individual
|
||
experiences from being incorporated into the training, which
|
||
helps to explain ideas and techniques. This also prohibits an
|
||
instructor from truthfully answering the question most often
|
||
asked in the analytical classroom, ``Why did (or didn't) you do
|
||
it that way?'' If the ``it'' referenced is an example or answer
|
||
an instructor did not create, the instructor can either make up
|
||
an answer or admit ignorance. But, too many ``I don't know''
|
||
answers may have negative consequences.
|
||
|
||
Being Too Technical
|
||
|
||
Because intelligence analysis is a very technical field, it
|
||
is important to explain the subject matter in the simplest terms
|
||
possible. Instructors should speak to the audience as a whole,
|
||
not direct the lecture to one or two technically oriented
|
||
students who may ask questions frequently. It may be necessary
|
||
to cover certain concepts and techniques more than once. What is
|
||
important is that everyone thoroughly understands and comprehends
|
||
the topics covered.
|
||
|
||
The presentation should be designed for the audience at
|
||
hand. Investigators are generally the least technical, but most
|
||
practical, while managers and analysts usually have a greater
|
||
tendency to use details and speak abstractly. However, all
|
||
instruction should be as simple as possible. The goal is to have
|
||
the students learn intelligence analysis.
|
||
|
||
Responding to Questions
|
||
|
||
The nightmare of all instructors is not being able to
|
||
respond adequately to questions. Using original materials helps
|
||
to decrease the likelihood that this nightmare will occur.
|
||
However, an instructor who teaches a course only a few times a
|
||
year can forget to cover certain details. To prevent this,
|
||
materials should be thoroughly reviewed a few days before the
|
||
class begins.
|
||
|
||
Specialized Training
|
||
|
||
At present, a limited number of advanced analytical courses
|
||
are offered in the United States because there is a limited
|
||
audience for such training, making it not cost effective. For
|
||
the most part, those who take analytical courses are not
|
||
analysts; they are more interested in an overview of the concepts
|
||
and techniques, not in details. In addition, structured courses
|
||
for experienced analysts may only be offered a few times a year.
|
||
Therefore, time spent in course development may never be recouped
|
||
in terms of the number of persons taught, particularly on the
|
||
local or State level.
|
||
|
||
The answer might be in forming advanced classes through the
|
||
cooperation of Federal agencies, programs such as RISS, or a
|
||
national consortium of analytical experts. This would allow more
|
||
advanced classes to be available over a wider area and to a
|
||
greater number of participants.
|
||
|
||
THE FUTURE
|
||
|
||
It is clear that analysis will continue as a necessary
|
||
component of criminal investigation in the future. It is also
|
||
clear that computerization will not take the place of the
|
||
analyst, but instead will create a greater demand for more
|
||
complex analysis. However, if analytical intelligence
|
||
instruction is to reach its potential, there are several areas
|
||
that must be addressed. These include developmental support, the
|
||
training of analytical instructors, the development of new models
|
||
and curricula in computerized analysis, and emerging analytical
|
||
techniques.
|
||
|
||
Developmental Support
|
||
|
||
There is little support to rely on in the area of analytical
|
||
training development. Articles, chapters, books, or monographs
|
||
depicting practitioners' methods are scarce. A few instructors
|
||
exchange training manuals informally or permit one another to
|
||
borrow teaching modules. Unfortunately, there is no formal
|
||
structure designed to assist in the development of training
|
||
through a professional organization or agency.
|
||
|
||
Training Analytical Instructors
|
||
|
||
Outside of one private company that trains its own faculty,
|
||
there is no organization that educates analysts on how to become
|
||
analytical instructors. As a result, there are very few
|
||
qualified analysis instructors in the United States generally
|
||
available for teaching in multiagency settings. One solution
|
||
may be to form an intelligence analysis faculty in order to teach
|
||
others to become analytical instructors.
|
||
|
||
Developing New Models
|
||
|
||
New models for providing analytical training should be
|
||
encouraged. One particular model--definition, how-to steps,
|
||
practical exercises--is effective at the introductory level but
|
||
not at the more advanced level. The case-long practex model,
|
||
developed in the training course ``Advanced Analytical
|
||
Training,'' (3) could be used in various scenarios, such as drugs
|
||
and the infiltration of legitimate businesses. However, other
|
||
models also should be designed.
|
||
|
||
Computerized Analysis
|
||
|
||
The field of computerized analysis has opened new areas of
|
||
expertise and potential courses. Currently, classes are limited
|
||
to database applications for toll records, event flow, or network
|
||
analysis. Artificial intelligence in which computerized data are
|
||
flagged based on certain elements is a solid tool for targeting
|
||
criminals and helping to predict criminal activity. Agencies
|
||
with such programs in use should develop applicable training
|
||
courses.
|
||
|
||
DEVELOPING STANDARDS
|
||
|
||
The International Association of Law Enforcement
|
||
Intelligence Analysts (IALEIA) has called for institution of
|
||
standards for analysts. In fact, the IALEIA's Standards and
|
||
Accreditation Committee, first formed in Florida, was able to
|
||
have standards adopted there. However, further efforts toward
|
||
standardization have encountered obstacles, mainly because of the
|
||
myriad of position classifications used for analysts. Some
|
||
analysts are sworn police personnel, others are civilian. Some
|
||
perform a quasi-clerical function, while others are
|
||
management-oriented strategic planners.
|
||
|
||
Some analysts view their jobs merely as stepping stones to
|
||
investigative work; others look at it as a step toward computer
|
||
software development positions. But few remain analysts for more
|
||
than 3 or 4 years, and few receive advanced training, develop
|
||
training, or write in the field. In short, not all analysts are
|
||
committed to analysis as a profession for the long term. This
|
||
lack of commitment helps explain the lack of advanced analysis
|
||
and standards. It also does little to foster the goal of IALEIA
|
||
to promote high standards of professionalism in analysis.
|
||
|
||
CONCLUSION
|
||
|
||
This article has detailed the support, or the lack of
|
||
support, for analytical intelligence training. Several agencies
|
||
have, in fact, devoted time and personnel to analysis
|
||
instruction. As a result, hundreds of law enforcement agencies
|
||
have benefited. However, analytical intelligence training needs
|
||
more support.
|
||
|
||
Adequate support for the use of analysis within law
|
||
enforcement will only come through the education of managers,
|
||
investigators, prosecutors, and analysts. Unfortunately, a vast
|
||
majority of agencies in the United States still do not realize
|
||
how analysis can help them.
|
||
|
||
Analysis is a subject worth exploring, but law enforcement
|
||
will only fully accept it when it becomes a routine part of the
|
||
teaching curricula and standard operating procedures. To achieve
|
||
this, each analyst must help to persuade the law enforcement
|
||
community that professional analysis is necessary and vital to
|
||
law enforcement's mission. Only through standardization and the
|
||
cultivation of dedicated analysts will analysis as a profession
|
||
receive the acclaim it so rightly deserves.
|
||
|
||
FOOTNOTES
|
||
|
||
(1) There are six RISS projects--the Rocky Mountain
|
||
Information Network, the Western States Information Network, the
|
||
Mid-States Organized Crime Information Center, the Regional
|
||
Organized Crime Information Center, and the Middle
|
||
Atlantic-Great Lakes Organized Crime Law Enforcement Network.
|
||
|
||
(2) Marilyn Peterson Sommers, ``Law Enforcement Intelligence:
|
||
A New Look,'' International Journal of Intelligence and
|
||
Counterintelligence, vol. 1, No. 1, Fall, 1986.
|
||
|
||
(3) ``Advanced Analytical Training'' includes complex cases
|
||
for which teams of analysts were required to do analytical
|
||
products. Areas of instruction include collection plans, fact
|
||
patterns, corporate analysis and event flow analysis.
|
||
|