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LEBMAY06.TXT
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1990-05-10
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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-appe