Analytic Culture in the U.S. Intelligence Community (PDF) - CIA

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CHAPTER SIX a practical matter, the process would be used mostly with longer works, such as assessments or estimates. The intelligence product, along with AAR notes, would then be incorporated in a community knowledge repository. This knowledge repository would also help in the development and refinement of advanced analytic courses by providing course developers with baseline analytic data. In short, the repository becomes a tool for continuous educational needs analysis and links training directly to the actual work practices of analysts. These data can be used as a test bed for research on the effectiveness of analytic methodology. In this way, the lessons learned are not lost to future generations of analysts. 15 See the US Army Center for Army Lessons Learned Web site, which has links to numerous other repositories. Although each organization has customized the concept to meet its unique needs, all of the US military services, the National Aeronautics and Space Administration, the Department of Energy, the Environmental Protection Agency, the North Atlantic Treaty Organization, the United Nations, and the ministries of defense of Australia and Canada, currently have Lessons Learned repositories. 86
CHAPTER SEVEN Instructional Technology: Effectiveness and Implications for the Intelligence Community J. D. Fletcher 1 Rob Johnston The Intelligence Community has begun to invest substantial resources in the training and education of its analysts. With the exception of a few advanced courses available through distance learning networks, this instruction is delivered using a conventional classroom model. This model possesses a number of inherent inefficiencies, including inconsistent instruction, strict ties to time and place of instruction, large student-to-instructor ratios, and limited active participation by students due to class size and scheduling. Research suggests that significant improvements can be achieved through the use of computer-based instructional technology. According to these studies, this technology can increase instructional effectiveness and reduce time needed to learn. It can achieve these efficiencies, moreover, while both lowering the cost of instruction and increasing its availability. 2 This chapter summarizes evidence on the promise of instructional technology for intelligence analysis training. 1 Dr. J. D. Fletcher is a research staff member at the Institute for Defense Analyses, where he specializes in issues of manpower, personnel, and training. He holds graduate degrees in computer science and educational psychology from Stanford University. 2 Because instructional technology makes few distinctions between formal education and professional training, the term “instruction” will be used for both in this chapter. 87
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All statements of fact, opinion, or
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The Center for the Study of Intelli
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ACKNOWLEDGEMENTS There are literall
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CONTENTS Foreword by Gregory F. Tre
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Part IV: Notes on Methodology Chapt
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as “CNN plus secrets.” Johnston
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INTRODUCTION ment, very open and ho
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INTRODUCTION is so small and the se
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INTRODUCTION gence analysts would u
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INTRODUCTION I mention Mead not onl
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eth•nog•ra•phy\n [F ethnograp
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CHAPTER ONE Definition 1: Intellige
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CHAPTER ONE that consumers of intel
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CHAPTER ONE During the interviews f
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CHAPTER TWO improvement infrastruct
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CHAPTER TWO Secrecy vs. Efficacy se
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CHAPTER TWO You know, someday someb
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CHAPTER TWO Finding: Rewards and In
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CHAPTER TWO distinction, for langua
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CHAPTER TWO that analysis is not a
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CHAPTER TWO described by participan
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CHAPTER TWO instead of academic and
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CHAPTER TWO Asked to define their p
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CHAPTER TWO satisfaction and anxiet
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PART II Ethnography of Analysis 31
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Page 64 and 65: CHAPTER FOUR Testing the Intelligen
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Page 78 and 79: CHAPTER FIVE Integrating Methodolog
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Page 84 and 85: INTEGRATING METHODOLOGISTS case sti
Page 86 and 87: INTEGRATING METHODOLOGISTS cal infr
Page 88 and 89: INTEGRATING METHODOLOGISTS Can Tech
Page 90 and 91: INTEGRATING METHODOLOGISTS done to
Page 92 and 93: CHAPTER SIX have different historie
Page 94 and 95: CHAPTER SIX As an observer, I misse
Page 96 and 97: CHAPTER SIX In contrast, 25 percent
Page 98 and 99: CHAPTER SIX numerous domain matter
Page 100 and 101: CHAPTER SIX Quite the contrary, eac
Page 104 and 105: CHAPTER SEVEN Background The argume
Page 106 and 107: CHAPTER SEVEN age about 30 percent,
Page 108 and 109: CHAPTER SEVEN the procedure’s app
Page 110 and 111: CHAPTER SEVEN includes the ability
Page 112 and 113: CHAPTER SEVEN advance beyond the co
Page 114 and 115: CHAPTER EIGHT is the process of lea
Page 116 and 117: CHAPTER EIGHT often be hired on the
Page 118 and 119: CHAPTER EIGHT Interestingly, resear
Page 120 and 121: CHAPTER EIGHT Conclusion and Recomm
Page 122 and 123: CHAPTER EIGHT research fellowships,
Page 124 and 125: CHAPTER NINE As the resources avail
Page 126 and 127: CHAPTER NINE For intelligence analy
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Page 130 and 131: CHAPTER NINE Development and Valida
Page 132 and 133: CHAPTER NINE agents or agencies of
Page 134 and 135: CHAPTER TEN Survey Methodology This
Page 136 and 137: SURVEY METHODOLOGY content and, thu
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Page 142 and 143: CHAPTER ELEVEN Q-Sort Methodology O
Page 144 and 145: CHAPTER TWELVE The “File-Drawer
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Page 148 and 149: APPENDIX Jonathan Lockwood and K. L
Page 150 and 151: APPENDIX Hede Helfrich, “Human Re
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BIBLIOGRAPHY Published Sources Akin
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BIBLIOGRAPHY Camerer, Colin, and Er
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BIBLIOGRAPHY Endsley, M.R. “Desig
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BIBLIOGRAPHY Godson, Roy, ed. Compa
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BIBLIOGRAPHY Jervis, Robert. Percep
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BIBLIOGRAPHY ———, and Barbara
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BIBLIOGRAPHY Miller, George, and Ph
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BIBLIOGRAPHY ———. “The Pros
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BIBLIOGRAPHY Thompson, J. R., R. Ho
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BIBLIOGRAPHY Web resources Buros In
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sealed, world of intelligence. Rob
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