Fundamental Elements of the Counterintelligence Discipline [1 ed.] 9781612097336, 9781606929575

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Copyright © 2009. Nova Science Publishers, Incorporated. All rights reserved. Golovin, Andreas H.. Fundamental Elements of the Counterintelligence Discipline, Nova Science Publishers, Incorporated, 2009.

Copyright © 2009. Nova Science Publishers, Incorporated. All rights reserved. Golovin, Andreas H.. Fundamental Elements of the Counterintelligence Discipline, Nova Science Publishers, Incorporated,

In: Intelligence and Counterintelligence Studies Series

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FUNDAMENTAL ELEMENTS OF THE COUNTERINTELLIGENCE DISCIPLINE

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INTELLIGENCE AND COUNTERINTELLIGENCE STUDIES SERIES

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Fundamental Elements of the Counterintelligence Discipline Andreas H. Golovin (Editor) 2009. ISBN 978-1-60692-957-5

Golovin, Andreas H.. Fundamental Elements of the Counterintelligence Discipline, Nova Science Publishers, Incorporated,

In: Intelligence and Counterintelligence Studies Series

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FUNDAMENTAL ELEMENTS OF THE COUNTERINTELLIGENCE DISCIPLINE

ANDREAS H. GOLOVIN EDITOR

Nova Science Publishers, Inc. New York

Golovin, Andreas H.. Fundamental Elements of the Counterintelligence Discipline, Nova Science Publishers, Incorporated,

Copyright © 2009 by Nova Science Publishers, Inc. All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means: electronic, electrostatic, magnetic, tape, mechanical photocopying, recording or otherwise without the written permission of the Publisher. For permission to use material from this book please contact us: Telephone 631-231-7269; Fax 631-231-8175 Web Site: http://www.novapublishers.com

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NOTICE TO THE READER The Publisher has taken reasonable care in the preparation of this book, but makes no expressed or implied warranty of any kind and assumes no responsibility for any errors or omissions. No liability is assumed for incidental or consequential damages in connection with or arising out of information contained in this book. The Publisher shall not be liable for any special, consequential, or exemplary damages resulting, in whole or in part, from the readers’ use of, or reliance upon, this material. Independent verification should be sought for any data, advice or recommendations contained in this book. In addition, no responsibility is assumed by the publisher for any injury and/or damage to persons or property arising from any methods, products, instructions, ideas or otherwise contained in this publication. This publication is designed to provide accurate and authoritative information with regard to the subject matter covered herein. It is sold with the clear understanding that the Publisher is not engaged in rendering legal or any other professional services. If legal or any other expert assistance is required, the services of a competent person should be sought. FROM A DECLARATION OF PARTICIPANTS JOINTLY ADOPTED BY A COMMITTEE OF THE AMERICAN BAR ASSOCIATION AND A COMMITTEE OF PUBLISHERS. LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA Available upon request ISBN: 978-1-61209-733-6 (eBook)

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CONTENTS Preface Chapter 1

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Chapter 2

vii Fundamental Elements of the Counterintelligence Discipline: Universal Counterintelligence Core Competencies, Volume 1 National Counterintelligence Institute “Intelligence, Thinking, and Academia” Joel F. Brenner

Index

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1 71 77

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PREFACE Despite increased investment in counterintelligence (CI) training programs since 11 September 2001, there has been uneven emphasis across organizations and training programs with individual agencies focusing on their needs and culture. Inconsistency in content, quantity, and quality of training across the CI community persists through varied processes for developing training requirements and standards. The result is costly duplication of effort, uneven performance in the workplace, and significant unmet training requirements, particularly with regard to CI analysis and technology integration. In sum, there is a gap - with strategic implications for national security - between counterintelligence performance requirements generated by the contemporary national security environment and our current ability to train and develop a professional CI cadre that is capable of effectively meeting these requirements.

Golovin, Andreas H.. Fundamental Elements of the Counterintelligence Discipline, Nova Science Publishers, Incorporated,

Copyright © 2009. Nova Science Publishers, Incorporated. All rights reserved. Golovin, Andreas H.. Fundamental Elements of the Counterintelligence Discipline, Nova Science Publishers, Incorporated,

In: Fundamental Elements… Editor: A. H. Golovin, pp. 1-69

ISBN: 978-1-60692-957-5 © 2009 Nova Science Publishers, Inc.

Chapter 1

FUNDAMENTAL ELEMENTS OF THE COUNTERINTELLIGENCE DISCIPLINE: UNIVERSAL COUNTERINTELLIGENCE CORE COMPETENCIES, VOLUME 1 *

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National Counterintelligence Institute EXECUTIVE SUMMARY Despite increased investment in counterintelligence (CI) training programs since 11 September 2001, there has been uneven emphasis across organizations and training programs with individual agencies focusing on their needs and culture. Inconsistency in content, quantity, and quality of training across the CI community persists through varied processes for developing training requirements and standards. The result is costly duplication of effort, uneven performance in the workplace, and significant unmet training requirements, particularly with regard to CI analysis and technology integration. Although some interagency training takes place, it does not approach the amount necessary in an environment that demands structured interoperability and communication, along with a workforce capable of effectively performing in that environment. In addition, little interdisciplinary training across CI specializations *

This is an edited and excerpted edition of a National Counterintelligence Institute publication., January 2006.

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takes place, for example operations and analysis, creating additional barriers to effective communication and operations within the workplace. Training programs are limited primarily to initial skills training with a general lack of structured continuing education programs. Follow-on training tends to the ad hoc and/or on-the- job training with mentors of varying experience and qualifications. Contracted personnel rarely receive training unless it is specifically required in the contracting vehicle. As such, much training beyond the initial is at the individual’s own initiative. This makes CI less attractive as a career and creates significant knowledge and performance issues/gaps within the workforce. This is in sharp contrast to the emphasis placed on training by our enemies. Because CI lacks the training infrastructure to support long-term development of the individual, there is no accepted career path for the counterintelligence workforce and CI is not widely viewed as a discrete national security profession. As a result, counterintelligence assignments are generally not seen as career enhancing and many individuals tend to move on to what they see as mainstream assignments in their respective organizations. This lack of structured professional development and transience has contributed to the creation of a relatively inexperienced CI cadre that is less effective at responding and adapting to change in the security environment. A compounding factor has been a lack of CI leadership development. Many senior CI positions are filled with individuals who lack significant CI experience and training. In sum, there is a gap - with strategic implications for national security between counterintelligence performance requirements generated by the contemporary national security environment and our current ability to train and develop a professional CI cadre that is capable of effectively meeting these requirements. To adequately fulfill the ONCIX Congressionally legislated training, education, and professional development mission, and to meet community needs, a plan was developed to conduct community-wide research to produce baseline data for authoritatively describing CI in terms of its role as a profession or discipline, its functions, and the CI core competencies requisite to performing the functions and tasks associated with accomplishing the CI mission. This volume reports on the research related to the knowledge, skills, and abilities (KSAs) and the CI core competencies and mapped to each of the KSAs. Subsequent volumes will address the CI core competencies mapped to tasks, competencies mapped to function-specific KSAs and tasks, and the role of CI as a profession or discipline.

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The first phase of the research plan included structured interviews with individuals and focus groups. Approximately 150 people were interviewed either individually or as a member of a focus group. Interviewees were selected from journeymen and supervisors (to include senior executive leaders) across all functions representative within the CI community who had at least two years of CI experience. The researchers systematically guided the interviewees to discuss the KSAs and traits requisite for performing CI tasks. For consistency, each interview or focus group was conducted by the same two ONCIX staff members (researchers) using a standardized format for journeyman or supervisors. Each interview/focus group averaged approximately two hours. After the interviews/focus group sessions, the two researchers wrote a transcription of each interview or focus group and concurred on the content. The interview transcriptions were used as the basis for data entry of KSAs that provided the basis for identifying CI core competencies. In the second phase of the research, spreadsheets were designed and used to map the KSAs to tasks that were identified in the interviews for journeyman and for supervisors. After completing interviews/focus groups in ONICX, CIFA, AFOSI, FBI, and NCIS, the researchers had identified more than 200 task categories and more than 200 knowledge areas, skills, abilities, and traits for CI supervisors and journeymen. After the researchers conducted additional interviews in Army Intelligence and the CIA, additional tasks, KSAs, and traits were added to the spreadsheets as necessary. As the spreadsheets were populated with data collected from the interviews, similar tasks were combined under a descriptor that best represented a general task category. This process eliminated repetitive and similar tasks from the spreadsheets. Competencies were identified from government sources or developed by the researchers when the required competency was particular to CI and not evident in the sources. These competencies were then mapped against KSAs, and the same process was followed with mapping the competencies to task categories. Lastly, the competencies were reviewed to determine those that were universal across all CI functions, as well as those specific to each function. This volume represents a reporting of the universal competencies. The results of refining the interview data produced a list of 17 CI core competencies for journeymen and 17 core competencies for supervisors defined as universal regardless of CI function performed or organization/agency affiliation. Although preliminary results of this research study are not surprising, this is the first systematic study conducted to authoritatively define the competencies, KSAs, and tasks that are common throughout the CI community to standardize critical training and education for those areas that are

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universal. The listing of the KSAs and competencies provided in the report represent the result of data collected from extensive interviews and review of reference material that has been released on intelligence and CI jobs/functions. Although some variations in terminology appear between agencies and organizations pertaining to CI, the research results from this study do correlate with some related work conducted by the FBI, DIA, and an intelligence analyst working group. The most immediate application for this study will be its use in establishing a baseline of universal CI training standards. With a set of core competencies across the CI community, regardless of job function, the community will be able to begin training its workforce with a common frame of reference. Volume 2 will address the core competencies for specific functions and will use this Volume 1 as its basis. In addition to the short-term improvements to CI training established by connecting training to core competencies, a long-term result of this study will be the creation of tiered training to develop the workforce in CI careers. The standardization of training to the universal and functional competencies at milestones within an individual’s career in CI will “professionalize” the CI discipline and create consistency across the community regardless of agency or organizational affiliation. In addition to the CI training common across the community, each organization/agency will continue to provide the training required for their unique missions (for example, CI support to force protection). These agency-specific training requirements are not part of this study. The National Counterintelligence Executive (NCIX) recognizes the need for professional development and training standards and has established the National Counterintelligence Institute. Envisioned as an integral component of the National Intelligence University (NIU), the Institute will develop CI training standards based on identified core competencies and ensure their implementation. In addition, the Institute will sponsor collaboration among the CI community and academic, training, and research institutions. Concentrating on the professional development of a dedicated CI workforce, the Institute will establish career tracks that focus on joint strategic professional development from entry to senior leadership levels. An ongoing focus of the Institute will be to encourage crossover assignments among the agencies of the CI community that are career enhancing. By improving existing training and professional development within the community, the Institute will create a more effective and interoperable CI cadre capable of meeting current and future national security requirements.

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BACKGROUND AND RATIONALE In response to its Presidential and legislative tasking to develop policies and standards for training and professional development of the counterintelligence (CI) workforce, the Office of the National Counterintelligence Executive (ONCIX) embarked on a research study to develop an authoritative description of the CI profession in terms of its core disciplines and associated core competencies, inclusive of key skills and knowledge areas. The findings of this research study establish the basis for linking CI core competencies and requisite knowledge, skills, and abilities to CI education, training, and professional development. There have been some isolated attempts to do this type of research in the past, but these have not concluded in formal reports possessing community validation. This ONCIX study capitalizes on all available prior work in addition to new data acquired through this extensive study. The conclusions put forth in this report are the result of community-wide input, feedback, and validation.

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AUTHORITIES AND RECOMMENDATIONS The rationale for the National Counterintelligence Executive (NCIX) to coordinate CI community training standards and professional development derives from PDD/NSC-75, the Counterintelligence Enhancement Act of 2002, the Intelligence Reform and Terrorism Prevention Act of 2004 through the ONCIX as a component of the Office of the Director of National Intelligence (ODNI), and the President's Commission on the Intelligence Capabilities of the United States Regarding Weapons of Mass Destruction Report dated 31 March 2005 (Chapter 11 - Counterintelligence). •

•

CI Enhancement Act of 2002: A function of the ONCIX shall be to “develop policies and standards for training and professional development of individuals engaged in counterintelligence activities and to manage the conduct of joint training exercises for such personnel.” Intelligence Reform and Terrorism Prevention Act of 2004: “The Director of National Intelligence shall establish an integrated framework that brings together the educational components of the intelligence community in order to promote a more effective and productive intelligence community

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•

•

through cross-disciplinary education and joint training.” The DNI shall prescribe in consultation with the intelligence community, personnel policies and programs applicable to the intelligence community that “set standards for education, training, and career development of personnel in the intelligence community.” PDD/NSC-75, 12/28/2000: The ONCIX will “develop policies for CI training and professional development for CI investigators, operators, and analysts. It will also develop and manage joint training exercises, and assess the need for a National CI Training Academy.” Recommendation - President's Commission on the Intelligence Capabilities of the United States Regarding Weapons of Mass Destruction Report, March 31, 2005 (Chapter 11 – Counterintelligence): "that the NCIX assume the power and the responsibility to establish common training and education requirements for counterintelligence officers across the Community, and expand cross-agency training."

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KEY TERMS ability: A competence to perform an observable behavior or a behavior that results in an observable product. (OPM Delegated Examining Operations Handbook, 2003.) competency: A measurable pattern of knowledge, skills, abilities, behaviors and other characteristics that an individual needs in order to perform works roles or occupational functions successfully. (OPM Delegated Examining Operations Handbook, 2003.) counterintelligence: Counterintelligence means information gathered and activities conducted to protect against espionage, other intelligence activities, sabotage, or assassinations conducted for or on behalf of foreign powers, organizations or persons, or international terrorist activities, but not including personnel, physical, document or communications security programs. (E. O. 12333) discipline: A discrete component of a profession that is characterized by the following attributes: • • •

Identifies the branch of knowledge that forms the fundamental basis of the discipline Demonstrates a historical presence and application Suggests a set of topics that the discipline addresses

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Fundamental Elements of the Counterintelligence Discipline • • •

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•

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Identifies a set of principles and standards of practice Shows a significant concentration of know-how not generally repeated in other disciplines Outlines a course of study/activities that provide the practitioner with minimum KSAs that defines a novice level competence Establishes benchmarks to guide/judge a practitioner’s growth from the novice to journeyman to master/expert levels

(Baseline Definition of the Security Profession, September 2002. Defense Personnel Security Research Center.) education: Instruction that emphasizes far-transfer learning objectives; traditionally knowledge- based instruction not tied to a specific job, as opposed to training. (from Wilson, B. G., Jonassen, D.H., & Cole, P. (1993). Cognitive Approaches to Instructional Design. In G.M. Piskurch (Ed.), The ASTD Handbook of Instructional Technology. New York: McGraw-Hill.) function: Specific activities with assigned responsibilities and tasks within a discipline. (Baseline Definition of the Security Profession, September 2002. Defense Personnel Security Research Center.) knowledge: A body of information applied directly to the performance of a function. (OPM Delegated Examining Operations Handbook, 2003.) profession: A calling requiring specialized knowledge and sometimes-intensive academic preparation. (also) A principal calling, vocation, or employment. (Webster’s Dictionary) The five characteristics that define a profession: 1 2

3 4 5

A profession must be full-time. Schools and curricula must be aimed specifically at teaching the basic ideas of the profession, and there must be a defined common body of knowledge. A profession must have a national professional association. A profession must have a certification program. A profession must have a code of ethics.

(Human Resource Certification Institute webs ite: http://www.hrci.org/ AboutUs/HISTORY/) professional development: Those aspects of career development concerned with improving an individual’s performance and abilities

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in given positions and specialties. (Baseline Definition of the Security Profession, September 2002. Defense Personnel Security Research Center.) skill: An observable competence to perform a learned psychomotor activity. (OPM Delegated Examining Operations Handbook, 2003.) task: A work effort that requires some skills, knowledge and abilities to perform. (Baseline Definition of the Security Profession, September 2002. Defense Personnel Security Research Center.) training: A process that aims to improve knowledge, skills, attitudes, and/or behaviors in a person to accomplish a specific job task or goal. Training is often focused on business needs and driven by time-critical business skills and knowledge, and its goal is often to improve performance. (ASTD Online Glossary) trait: A characteristic way in which a person perceives, feels, believes, or acts. A "trait" characteristic is a characteristic that tends to be stable over time in contrast to related characteristics that change. (ASTD Online Glossary)

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THE STUDY RATIONALE The rationale for conducting this extensive research study of the community was based not only on the authorities and recommendations previously addressed, but also on community- wide environmental evolution, deficiencies, and redundancies. The following provides a synopsis of the study rationale. Changed Environment: The United States national security environment has changed significantly in the post cold war era and particularly since September 11, 2001. In addition to the specter of global terrorism, the threats to US interests have greatly diversified and expanded in terms of sources and objectives. The means to carry out threats have also diversified and become more technically sophisticated. Consequently, the challenge to the counterintelligence mission and the need for coordinated consistent approaches has become greater. Yet in the face of this changing environment, the counterintelligence workforce is mostly trained and developed to face outdated challenges, posing a significant element of risk and vulnerability to successful national counterintelligence mission accomplishment. Uneven Emphasis: Despite increased investment in CI training programs, it is uneven across organizations. Training programs are largely independent among agencies and focus almost exclusively on individual agency needs and culture. Within programs, processes for developing training requirements and standards vary across agencies. Consequently, inconsistency in content, quantity, and quality

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of training across the counterintelligence community occurs, resulting in costly duplication of effort and translating into uneven performance in the workplace. It also results in significant unmet training requirements– particularly with regard to counterintelligence analysis and technology integration. Recent research identified thirty-six specific subject areas that are not sufficiently addressed in CI Community training programs. Lack of Joint Training: While some interagency training takes place, it is not sufficient for an environment that demands structured interoperability and communication along with a workforce capable of effectively performing in that environment. Likewise, little interdisciplinary training across CI specializations takes place in functions such as operations and analysis, which creates additional barriers to effective communication and operations within the workplace. Little Continuing Education: Training programs are limited primarily to initial skills training with a general lack of structured and formalized continuing education programs. Follow- on training tends to be ad hoc and/or on-the-job training with mentors of varying experience and qualifications. Much training beyond the initial is at the individual’s own initiative. This makes CI less attractive as a career and creates significant knowledge and performance issues for the workforce. This is in sharp contrast to the emphasis placed on training by our adversaries. By the time they are assigned to operations within our country, the enemy has been prepared with systematic training and has attained an expert level. Assignments to the United States are rewards for accomplishment; the operational equivalent of the "Super Bowl." Lack of Professional and Leadership Development: Because CI lacks the training infrastructure to support long-term professional development of the individual, there is no accepted career path for counterintelligence practitioners and CI is not widely viewed as a discrete national security profession. As a result, counterintelligence assignments are generally not seen as careerenhancing, forcing many individuals to move on to what they see as mainstream assignments in their respective organizations. This lack of structured professional development and transience has contributed to the creation of a relatively inexperienced CI cadre that is less effective at responding and adapting to change in the security environment. A compounding factor is that this situation does not foster the development of experienced CI leadership. Many senior CI positions are filled with individuals who lack significant CI experience and training. In sum, there is a gap - with strategic implications for national security between counterintelligence performance requirements generated by the contemporary national security environment and the current capacity to train and

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develop a professional CI cadre that is capable of effectively meeting these requirements.

METHODOLOGY

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Overview of the Research Plan In order to adequately fulfill the legislated training, education, and professional development mission and to meet community needs, a plan was developed to conduct community-wide research to produce baseline data for authoritatively describing CI in terms of its role as a profession or discipline, its functions, and the CI core competencies requisite to performing the functions and tasks associated with accomplishing the CI mission. This volume reports on the research related to the knowledge, skills, and abilities (KSAs) and the CI core competencies and mapped to each KSA. Subsequent volumes will address the CI core competencies mapped to tasks, competencies mapped to function-specific KSAs and tasks, and the role of CI as a profession or discipline. The first phase of the research plan included structured interviews with individuals and focus groups. Interviewees were selected from journeymen and supervisors (to include senior executive leaders) across all functions representative within the CI community who had at least two years of CI experience. The ONCIX researchers used the "taxonomy of a profession" model (Figure 1) to systematically guide the interviewees to discuss the KSAs and traits requisite for performing CI tasks. These KSAs provided the basis for identifying CI core competencies. The traits provided data that may assist with recruiting and identifying potential CI careerists.

Figure 1. Taxonomy of a Profession. Golovin, Andreas H.. Fundamental Elements of the Counterintelligence Discipline, Nova Science Publishers, Incorporated,

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In the second phase of the research, spreadsheets were designed and used to map the KSAs to tasks that were identified in the interviews for journeyman and for supervisors. As the spreadsheets were populated with data collected from the interviews, similar tasks were combined under a descriptor that best represented a general task category. This process eliminated repetitive and similar tasks from the spreadsheets. Competencies were identified from government sources or developed by the researchers when the required competency was particular to CI and not evident in the sources. These competencies were then mapped against KSAs and the same process was followed with mapping the competencies to task categories. Lastly, the competencies were reviewed to determine those that were universal across all CI functions, as well as those specific to each function. This volume represents a reporting of the universal competencies.

CONDUCTING THE RESEARCH

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The following CI organizations were contacted and included in the interview/focus group part of the research: • • •

Office of the National Counterintelligence Executive (ONCIX) Department of Defense Counterintelligence Field Activity (CIFA) Federal Bureau of Investigation (FBI)

Headquarters 2 large field offices 1 small field office •

Air Force Office of Special Investigations (AFOSI)

Headquarters Intermediate headquarters •

Naval Criminal Investigative Service (NCIS)

Headquarters 1 field office •

US Army

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National Counterintelligence Institute Intelligence and Security Command (INSCOM) 902nd Military Intelligence Group Foreign Counterintelligence Activity (FCA) •

Central Intelligence Agency (CIA)

Counterintelligence Center (CIC) Approximately 150 people were interviewed either individually or as a member of a focus group. For consistency, each interview or focus group was conducted by the same two ONCIX researchers using the standardized format for a journeyman or supervisor (Appendix 1). Each interview/focus group averaged approximately two hours. After the interviews/focus group sessions, the two researchers wrote a transcription of each interview or focus group and concurred on the content. The interview transcriptions were used as the basis for data entry of KSAs and tasks that lead to identification of the CI core competencies.

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Mapping KSAs to Tasks After completing interviews/focus groups in ONICX, CIFA, AFOSI, FBI, and NCIS, the researchers had identified more than 200 task categories and more than 200 knowledge areas, skills, abilities, and traits for CI supervisors and journeymen. Spreadsheets were developed to record knowledge area, skill, ability, and trait categories to related tasks. Two spreadsheets (journeymen and supervisors) were designed for each agency/organization as well as two comprehensive worksheets that reflected the combined data of all agencies/organizations. The tasks were listed on the "y" axis of the spreadsheet (first column) and the knowledge, skills, abilities, and traits were listed on the "x" axis (first row - heading). In the Journeyman spreadsheets, the second column was used to note the interviewee's functional area – operations, investigations, collections, or analysis. As the researchers conducted additional interviews in Army Intelligence and the CIA, additional tasks, KSAs, and traits were added to the spreadsheets as necessary. Each interview/focus group transcript provided the data for the spreadsheets. The researchers reviewed each interview transcription and recorded every instance of a knowledge, skill, ability (KSA), or trait requisite for each task. The result was a frequency display for KSAs and traits according to

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organization/agency and in aggregate. Some KSAs and traits appeared as outliers; in some cases they were subsets of a larger KSA or trait category, and in other cases they were anomalous to a particular interview that could not be generalized across CI. These outliers were either combined with the broader category or eliminated from the KSA or trait listing.

Mapping Competencies to KSAs After completing the interviews, the researchers began to review the KSA categories listed on the two comprehensive spreadsheets for journeymen and supervisors in order to pinpoint competency categories for the KSAs. The researchers identified potential competencies from the: •

•

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• •

Office of Personnel Management, Delegated Examining Operations Handbook, Appendix F. Multipurpose Operational Systems Analysis Inventory – Close-Ended, Army Civilian Training, Education and Development System Plan, Appendix A, Master Training Plan Competencies, United States Army Military Police School Analytical Investigative Tools, CD 19-10, Version 1.0 (2001), Thinking in the classroom. A survey of programs (1986), by P. Chance, New York: Teachers College, Columbia University.

In cases where competencies were not evident from these sources, the researchers developed an appropriate competency category and description. Appendix 2 provides a complete listing and description of the competencies for journeymen and supervisors. Two new spreadsheets were created (for journeymen and for supervisors) that listed competencies across the "x" axis (heading row) and KSAs in the "y" axis (first column). Each competency was mapped to applicable KSAs listed on the spreadsheet by asking the questions: • • •

Is this competency required for the knowledge to _[x]_?; Is this competency required to have the skill to _[x]_?; or Is this competency required to be able to _[x]_?

An indicator of "1" was placed in every cell on the spreadsheet where a competency mapped to a knowledge, skill, or ability. Appendix 3 provides a Golovin, Andreas H.. Fundamental Elements of the Counterintelligence Discipline, Nova Science Publishers, Incorporated,

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complete listing of the competencies and the KSAs for both journeymen and supervisors. At this point, traits were maintained on a separate listing and not included in competency mapping. Since a primary purpose of this study was to identify CI core competencies for the purpose of establishing training standards, traits were excluded from competencies since they are more likely to be inherent in individuals and less likely to be trainable (although training may enhance a particular trait). Traits will be useful for defining the typical "successful" CI professional for recruitment and retention, however traits are not combined with KSAs to define training requirements in this study.

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Mapping Competencies to Tasks The results of CI competencies to tasks mapping are addressed in Volume 2. In this phase of analysis, the task listing was refined to a manageable representation of tasks for journeymen and for supervisors. Many of the tasks reported in the interviews were related and were grouped into general task categories. After the journeymen tasks were grouped into general categories, they were organized according to universal tasks or tasks specific to a CI function. Two new spreadsheets for journeymen and supervisors were developed to map the competencies to the task categories. The task categories were grouped on the "y" axis (first column) according to tasks universal to all functions and then those unique to a specific function. The competencies were displayed across the first heading row ("x" axis). Each competency was mapped to applicable task listed on the spreadsheet by asking the question: Is this competency required to do _[x task]__? An indicator of "1" was placed in every cell on the spreadsheet where a where a competency mapped to a task. A final spreadsheet for displaying and mapping tasks and KSAs with the competencies required a display of an x, y, and z axis. This phase provided a finer granularity of analysis that identified competencies requisite for specific KSAs and tasks both universally as well as by function.

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LITERATURE REVIEW Historical Background

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Although directives, reviews, and commissions have exhorted the need for improved community-wide CI training, education, and career development, little attention has been given to connecting job competencies to training, education, and professional development – a requisite for building a competent CI workforce. Beginning 15 years ago with the National Security Review 18 (NSR18), Strategy for Counterintelligence and Security Measures in the 1990's, 20 June 1990; PDD-24, U.S. Counterintelligence Effectiveness, 3 May 3 1994; and the accompanying PRD-44, Report to the President on U.S. Counterintelligence Effectiveness, improvements to CI training and career development were addressed and recommended as CI emerged from the Cold War. NSR- 18 contains several references to the improvement of CI training and career development throughout the community. The review committee statements are available in the classified version. In addition, the review committee discussed and made the following recommendations to enhance CI effectiveness through training: Discussion: Offensive CI training is an integral part of our national security strategy, equipping and motivating U.S. government personnel to counter the foreign threat. The current CI training among the U.S. Government agencies that conduct CI operations varies both in quality and quantity and needs improvement. Recommendation: The AG/CI should examine the feasibility of a coordinated and centralized program for offensive CI training funded by the various CI agencies to exploit fully the unique and singular expertise of individual IC agencies.

Additional committee CI training recommendations are available in the classified version. Although NSR- 18 made specific recommendations to CI training in 1990, few, if any, changes occurred. However, in 1994, as the Ames case heightened concerns about threats to national interests, PRD-44, Report to the President on U.S. Counterintelligence Effectiveness and PDD-24, U.S. Counterintelligence Effectiveness recommended and established the National Counterintelligence Center (NACIC). Additional background information is available in the classified version of this study report.

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Yet, once again, community CI education, training, and professional development changed little over the next years. CI training continued to be developed in knee-jerk response to events without consideration to community standardization, interoperability, or workforce competencies. Although NACIC provided some awareness training for the community, these efforts still did not contribute to community training standards and workforce competencies as called for in NSR-1 8. By December 28, 2000, the President issued PDD-75, US Counterintelligence Effectiveness – Counterintelligence for the 21st Century, to address “expanded and diversified threats to our national security.” This PDD directed establishment of a counterintelligence system to include the Office of the National Counterintelligence Executive (ONCIX) and provided the direction to meet the “challenges of a threat environment made more complex by the global and interconnected information age. The Office, under the direction of the CI Executive [was to] develop and deploy the following capabilities [that included] national CI training and education functions.” Through its training and education oversight, the ONCIX was directed to “develop policies for CI training and professional development for CI investigators, operators, and analysts.” In 2002, Congress enacted the Counterintelligence Enhancement Act of 2002 establishing the ONCIX in statute. In Section 904(e)(7)(D) entitled, “National Counterintelligence Outreach, Watch, and Warning” - Training and Professional Development,” ONCIX is tasked “to develop policies and standards for training and professional development of individuals engaged in counterintelligence activities and to manage the conduct of joint training exercise for such personnel.” Two years later the Intelligence Reform and Terrorism Prevention Act of 2004 directed that the Director of National Intelligence (DNI) “shall prescribe, in consultation with the heads of other agencies or elements of the intelligence community, and the heads of their respective departments, personnel policies and programs applicable to the intelligence community that... set standards for education, training, and career development of personnel of the intelligence community.” As part of the restructuring of the intelligence community, the ONCIX was aligned under the ODNI. Thus, the ONCIX authority to establish CI education, training, and professional development standards was reiterated once again, and reinforced in the National Counterintelligence Strategy of the United States, March 2005, in the section, “Building a National Counterintelligence System.” The Strategy states: The training and education of collectors, analysts, investigators, and operators in the counterintelligence community has not always been equal

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to the performance we have demanded of them. The complexity of this subject requires a mastery of many disciplines and skills. The counterintelligence profession needs a set of common standards across many counterintelligence missions. We need to reach across departments and agencies to find centers of training excellence, address deficiencies, and upgrade the availability and uniformity of training.

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Most recently the President's Commission on the Intelligence Capabilities of the United States Regarding Weapons of Mass Destruction Report, 31 March 2005 states in Chapter 11 on Counterintelligence, “we recommend that the NCIX assume the power and responsibility to... .establish common training and education requirements for counterintelligence officers across the Community, and expand cross-agency training.” As evident in these various documents, the demand for common CI education, training, and professional development standards has been consistently addressed over the past fifteen years. Although this trail of documents has included NSRs, PDDs, Acts, and a President’s Commission Report, an authoritative source of core CI competencies identified through structured research has been absent. As a result, CI workforce training has continued with lack of standardization or alignment to documented core competencies.

PAST EFFORTS Although this research study of CI competencies is the first detailed examination of its kind for the CI discipline, in July 2002 the NCIX contracted MPRI to conduct An Assessment of Counterintelligence Training and Professional Development. MPRI’s final assessment report was released January 2003. Specifically, their assessment was to accomplish the following: •

•

•

Review, analyze, and assess current CI training throughout the CI Community including the relevance of basic and advanced CI training to the needs of the 21st century. Make recommendations regarding future CI training, including establishment of a National CI Training Academy and information to support a cost/benefit analysis and to support a decision regarding outsourcing of training. Develop an implementation and monitoring plan for approved recommendations.

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The assessment team identified 16 potential issues to be addressed in their work. These issues included: • • • •

• • •

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• • • • • • • •

•

Mission and priority of CI and CI professional training within the organization. Process for identification, development, and validation of training needs and development of related curriculum. Standards for certification of training courses. Availability of training to investigators, operators, analysts, linguists, surveillance personnel, new employees, and senior management officials. Relevance, effectiveness, quality, evaluation, and adequacy of current training. CI Community core competencies Joint/interagency training and coordination among US Government agencies. Actual cost of current CI professional training. Adequacy of current resources, both money and personnel. The selection process for trainees and trainers. The impact of training on career and professional development within the CI Community. Standards for certification of course completion by individual students. Retention of trained personnel in the CI discipline. Future CI professional training needs and relevance of CI professional training to 21st Century needs. The valued of a National CI Training Academy to provide baseline CI professional training and overcome parochialism within the CI Community. The cost effectiveness, advantages, and disadvantages of outsourcing professional CI training.

According to the assessment document released in January 2003, “the team collected data via meetings with NCIX representatives; the NCIX CI Training Working Group; document reviews; questionnaires and surveys; and interviews with CI program executives, operational, training, and field managers, instructors, field operational personnel, and analysts.” The actual protocols and raw data (numbers of personnel interviewed, format/protocols followed, and statistical results; questionnaire and survey documents and results; and

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analytical methodology) used to draw conclusions were not provided in the assessment report; therefore, it is not possible to independently evaluate MPRI’s assessments and recommendations. However, their findings and recommendations are worth consideration within the parameters of this ONCIX study of the Fundamental Elements of the CI Disciplines. While MPRI assessed a broad scope of 16 CI training and professional development issues, the ONCIX study is focused on identifying core CI competencies and defining CI for career development purposes; therefore MPRI’s most relevant findings and recommendations noted in this report are those associated with competencies, skills, needs assessments, etc. As an assessment project, the MPRI findings and recommendations do not authoritatively define the core competencies for CI through structured research protocols. However, in the Annex F – Core CI Competencies section, the assessment report recommends that “NCIX, in consultation with CI Community agencies, identify core CI competencies that can form the basis for development of interagency training.” From their interviews for the assessment, the following items were most often mentioned as skills every CI professional should possess, irrespective of agency affiliation: • • • • • • • • • • • • • •

•

Knowledge of national CI structure and agency missions Knowledge of interagency memoranda of understanding and procedures Knowledge of foreign intelligence service or terrorist group culture and tradecraft Basic investigative and operational techniques and tools Asset development and handling (including difference between liaison and clandestine sources) Asset validation Liaison Interviewing and debriefing techniques Surveillance and countersurveillance Principles of collection and analysis Research and technology protection Operational cycle for double agent operations Operations security Legal aspects of investigations, including Executive Order 12333, the Attorney General Guidelines, and the Foreign Intelligence Surveillance Act Joint and interagency operations

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National Counterintelligence Institute • • • •

Listening, communication, and writing skills Knowledge of CI terminology Reporting procedures and methods Classification and dissemination rules

In the assessment Part II – Key Findings, three points specifically highlight the significance of the current ONCIX study of CI core competencies: •

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• •

There is a significant shortfall in the amount of training offered to CI analysts and few courses tailored to their specific needs; There is no rigorous process to identify and validate training needs; There is need for more interagency training and exercises, particularly where operational interests intersect or core competencies are involved.

These shortfalls within community CI training directly relate to the lack of systematic work done to identify the core CI competencies. Once the core competencies are defined, they will provide the foundation from which CI training and development offerings arise. Part IV – An Assessment of CI Training and Professional Development: Section C. CI Professional Training Needs, provides more detail of these points. For example, MPRI notes that “there are more than three-dozen subjects that CI agents and operators identified as specific areas of need, many of which are not being sufficiently addressed in CI Community training programs... With rare exceptions, training needs across the CI Community are not being determined through any systematic process. Job task analyses are not being conducted or used as a basis for course development and delivery.” The seven categories of training reported in the assessment are as follows: 1 2 3 4 5 6 7

Basic Operational CI Techniques and Skills Advanced or Specialized CI Topics Advanced Language Training Training for Non-operational CI Personnel Leadership and Management-Related Training Legal and Administrative Training Defensive CI Awareness Training

Specific training sub-topics related to knowledge, skills, or abilities are provided within each category with some brief discussion in the assessment report. However, the “training subtopics” in the assessment are not core Golovin, Andreas H.. Fundamental Elements of the Counterintelligence Discipline, Nova Science Publishers, Incorporated,

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competencies, but in some cases they are a component of a competency (for example, interrogation skills, interviewing skills, history of CI) that has been identified and will be discussed in the results section of this report. Finally, in Part V – Recommendations Regarding Future CI Training and Professional Development, MPRI provides a list of “qualities and attributes of the ideal CI professional that should be enhanced or generated through education and training.” These “qualities and attributes” cover a variety of knowledge, skills, abilities, and traits that can be found in a competency. MPRI caveats its list by stating, “the qualities and attributes of the ideal CI professional, in our view,” are: • • • • •

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• • • • • • • • • •

The ability for critical thinking; Excellent interpersonal skills; Excellent communications skills, both orally and in writing; Knowledge of CI skills, from basic to advanced, that is appropriate to individual’s level of responsibility and duty assignment; Thorough familiarity with adversary culture, capabilities, and methods of operation; Knowledge of US CI Community agencies, missions, and capabilities; Awareness of the information requirements of other CI Community agencies; Ability to properly report information of value; Willingness and ability to operate in an interagency environment; Knowledge about available investigative, operational, and analytical tools; Knowledge about sources of information, particularly on classified and unclassified computer networks; Knowledge about the legal aspects of CI; Expertise in the use and vulnerabilities of information technology; Sufficient knowledge to work with computer forensics and other CI technical experts; and Ability to work in a foreign operational environment.

Although MPRI does not supply supporting data or the analytical method used for their assessment findings and recommendations, MPRI indicates that the assessment is the result of CI community interviews, surveys, and questionnaires. As such, the MPRI assessment findings and recommendations provide useful information in comparing results and conclusions in this competency study.

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RESULTS AND CONCLUSIONS As displayed in Appendix 3, the results of refining the interview data produced a list of 17 CI core competencies for journeymen and for supervisors. These CI core competencies are defined as universal regardless of CI function performed or organization/agency affiliation. The documented KSAs and competencies in this appendix, in addition to the Task/Competency spreadsheets and accompanying lists discussed in Volume 2, provide the necessary data to baseline universal CI training requirements at the journeyman and supervisory levels. Additional analysis of KSA, task, and competency data specific to CI functional areas will provide the necessary foundation to build upon the universal competencies discussed in this volume and to map specific CI training course objectives to competencies linked to both job tasks and KSAs. A total of 192 discreet KSAs were identified from the interviews. However, since the interviewees’ emphasis on specific KSAs and tasks did not necessarily represent community- wide emphasis due to agency-specific mission, interviewees’ function, level of experience and expertise, the researchers did not weight the universal core competencies. The researchers did analyze the interviews for repetitive/similar KSAs, tasks, and competencies across the represented agencies/organizations and functions; therefore, the final listing of competencies are representative of common threads across the functions, expertise levels, and organizations/agencies interviewed and can be considered universal core competencies. The supervisor list of universal CI core competencies represents only the competencies that relate directly with management and leadership in CI. Competencies that are general for any management and leadership position are not included since these competencies are addressed by the organizations/agencies through their internal training and leadership development programs (such as the Kellogg School, Harvard Business School, Eastern Management Development Center, Federal Executive Institute). For a complete detailing of the research results, Appendix 3 displays the CI KSAs that are supported by each of the universal core competencies. For example, “Reading Comprehension” contains 43 KSAs supported by the reading comprehension competency. In other words, the first KSA item listed, “Laws and Constitution,” requires competency in reading comprehension to understand written laws and the Constitution. However, to assist the reader, a quick reference to core competencies follows below without the lengthy appendix KSA listing:

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Fundamental Elements of the Counterintelligence Discipline Journeyman Universal Core CI Competencies

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• • • • • • • • • • • • • • • • •

Reading Comprehension Written Communication Oral Communication Creative Thinking Analytical Thinking Critical Thinking Decision Making Teambuilding/Teamwork/Collaboration Interpersonal Skills Planning Evaluation and Critique Subject Matter Expertise Laws, Policies, Procedures and Jurisdictions Concept Facilitation/Influencing/Negotiating Automated Data Systems Risk Management Customer Awareness

Leadership & Management Universal Core CI Competencies • • • • • • • • • • • • • • • • •

Critical Thinking Analytical Thinking Creative Thinking Strategic Thinking Decision Making Problem Solving Collaboration Conflict Management Customer Service Communications Intelligence Awareness (Laws and Policy, Technical, etc.) Talent Management Teamwork/Teambuilding/Leadership Resource Management Leading Change/Vision Ethics, Commitment, Integrity and Accountability Continuous Learning

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PREPARING THE NOVICE FOR THE JOURNEYMAN

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In order to align CI training with core competencies that prepare the workforce with the requisite KSAs to perform their job tasks and function, a baseline of community-wide training requirements must be established for the novice and journeyman levels. This will ensure that a common foundation of basic CI universal competencies is “trained to” and required across the CI community. As each of the universal core competencies is considered with its corresponding KSAs, a logical hierarchy of education and training is apparent. At the foundational level, there are competencies that should be brought to the job upon entry (entry can be first job or first job within CI). These competencies can be enhanced over time, however recruitment of potential CI personnel should include identifying the candidates most likely to succeed through a review of scholastic records, past job performance, interview, writing samples, written exam, Myers Briggs, Keirsey Temperament, etc. The universal core competencies for the entry level are: • • • • • • • • •

Reading Comprehension Written Communication Oral Communication Creative Thinking Analytical Thinking Critical Thinking Decision Making Teambuilding/Teamwork/Collaboration Interpersonal Skills

Competency in each of the domains listed above is necessary in order for the individual to progress with training to the journeyman level and successfully perform in CI. As the reader reviews the KSAs mapped to these competencies in Appendix 3, it is apparent that the KSAs also take on a hierarchy of priority/importance. For example, KSAs related to laws, policy, procedures, how to communicate with agencies of the CI community, and where to find data/sources of information are all critical KSAs to have for any level of CI performance. However, KSAs such as interviewing skills, liaison, and assessing people are KSAs that will be enhanced over a period of time as the individual progresses from entry level to journeyman.

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As the individual receives training and education to progress in the KSAs supported by the competencies above, additional competencies are required to grow within the journeyman level. This group of competencies includes:

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• • • • • • •

Planning Evaluation and Critique Subject Matter Expertise Concept Facilitation/Influencing/Negotiating Automated Data Systems Risk Management Customer Awareness

The KSAs supported by this group can also be prioritized as was done for the entry level. For example, knowledge of analytical methods and approaches would be essential much earlier than the ability to train/mentor others or manage a team. As each KSA in both the first and second competency lists is considered, there should be evidence in the community that it is being trained or taught at the appropriate time and in the sequence to provide the greatest potential for understanding and incorporation into the CI job function (just-in-time-training). While some preliminary sequencing and prioritization is possible at this juncture, a clearer landscape for documenting systematic CI training will be evident after completing the matrix of tasks, KSAs, and competencies together. This process of matrixing the 192 KSAs against CI tasks will order the data into groupings that can be prioritized into a logical sequence to focus and guide CI training across the community. Although data will be structured in this final step before sequencing training curricula, the CI community will benefit from the results of this first volume by having a baseline for evaluating training programs and education of the workforce against essential KSAs and competencies to identify gaps and redundancies.

PREPARING FOR A CI LEADERSHIP AND MANAGEMENT ROLE The supervisor KSAs mapped to the competencies in Appendix 3 displays KSAs that are inherently related to CI. As previously noted, general leadership and management KSAs are not included in this report because research,

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documentation, and career development already exists in this general area. The purpose of this work is to focus on the competencies and KSAs that are essential to CI supervision. As in the previous novice/journeyman section, CI supervision also possesses two levels of competencies. The first level competencies are essential for the beginning supervisor and should be addressed in training as the individual prepares for a position of leadership and management. Note that some of the competencies for supervisors are repetitive from the journeyman list since supervisory KSAs map to them. The essential competencies for entrylevel supervision are: • • • • • • • • • • • •

Critical Thinking Analytical Thinking Creative Thinking Decision Making Problem Solving Collaboration Customer Service Communications Intelligence Awareness (Laws and Policy, Technical, etc.) Teamwork/Teambuilding/Leadership Ethics, Commitment, Integrity and Accountability Continuous Learning

As the first-line CI supervisor gains leadership and management KSAs and prepares for the mid-level and senior levels of management and leadership, training and education should support the following second level of competencies: • • • • •

Strategic Thinking Conflict Management Talent Management Resource Management Leading Change/Vision

The same process of sequencing training discussed in the journeyman section will follow with the supervisor competencies, KSAs, and tasks. A hierarchy and logical sequencing of training and education for the competencies and KSAs will be established upon completion of the tasks, KSAs,

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and competencies mapping. Until this phase of data refinement is complete, the competencies and KSAs in Appendix 3 provide the guide to baseline existing training for CI supervisors and to identify gaps and redundancies.

COMMENTARY Although preliminary results of this research study are not unexpected, this is the first systematic study conducted to authoritatively define the competencies, KSAs, and tasks that are common throughout the CI community in order to standardize critical training and education. The listing of the KSAs and competencies represents the result of data collected from extensive interviews and reviews of reference material that have been released on intelligence and CI jobs/functions. Although some variations in terminology appear among agencies and organizations, the research results from this study correlate with related areas in draft versions of: •

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• •

•

FBI Special Agent Career Track Model (3 levels) competencies and developmental opportunities; Draft Standards Descriptions – IC Working Group on Leadership Standards for Training, Education, and Career Development; Draft Standards Descriptions – ICTEB Working Group on Standards for the Training, Education, and Career Development of IC Analysts; and DIA Production Career Service Program Core Competencies Guide of Analysts, May 2000.

The results of this study were presented and discussed in a meeting of the Counterintelligence Professionalization Steering Committee, 6 January2006, whose members represent executive CI leadership in the agencies/organizations used in this study. The Steering Committee identified some immediate applications for the study results and anticipated the release of Volume 2 that will present core competencies linked with CI functions. The most immediate application for this study will be its use in establishing a baseline of universal CI training standards. With a set of defined core competencies across the CI community regardless of job function, the community will be able to begin training its workforce with a common frame of reference. Volume 2 will address the core competencies for specific functions and will use this volume as it basis.

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In addition to the short-term improvements to CI training established by aligning training with core competencies, a long-term result of this study will be the creation of tiered training to develop the workforce in CI careers. The standardization of training to the universal and functional competencies at milestones within an individual’s career in CI will “professionalize” the CI discipline and create consistency across the community regardless of agency or organizational affiliation. In addition to the CI training common across the community, each organization/agency will continue to provide training that is required for their unique missions (for example, CI support to force protection). These unique training requirements are not part of this study. With standardized professional expectations, the CI community will be positioned to collaborate with the academic community to build the future workforce. Academic programs can be developed that will prepare students for careers in CI and will provide a basis for recruitment by offering courses focused on developing CI competencies. Early development of the CI workforce will ensure continuity and leadership.

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THE NATIONAL COUNTERINTELLIGENCE INSTITUTE The CI training standards created as a result of this study will be established and implemented through the National CI Institute (NCI). The NCI, an arm of the NCIX, has been established as an integral component of the ODNI National Intelligence University (NIU) System to lead the CI community in enhancing the performance, interoperability and professionalization of the CI cadre as part of the larger strategy for the intelligence workforce. The National Counterintelligence Institute, will: • • • • •

develop and establish training and professional development standards; conduct annual peer evaluation of compliance and effectiveness of training programs against community standards; document community requirements and develop programmatic responses; create a joint CI professional development and leadership program with joint training and exercise components; and support research initiatives and develop a CI knowledge base.

Creating the NCI and using the results of this study offer not only the CI Community, but the Intelligence Community long-term benefits as follows: Golovin, Andreas H.. Fundamental Elements of the Counterintelligence Discipline, Nova Science Publishers, Incorporated,

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Creates a national focus for the “profession” of counterintelligence. Establishes a community center of gravity for joint strategic workforce development. Lends visibility to training and developmental requirements. Facilitates collaboration with academic, training, and research institutions.

As a vehicle for implementing CI workforce professional and training standards, synergy among the NCI functions will provide continuous research and evaluation, program development, and professional development for the CI community.

LIST OF SOURCES

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An

Assessment of Counterintelligence Training and Professional Development. MPRI. January 2003. Analytical Investigative Tools, CD 19-10, Version 1.0. 2001. United States Army Military Police School. Army Civilian Training, Education and Development System (ACTEDS) Plan – Appendix A, Master Training Plan (MTP) – Competencies. May 2001. Retrieved Sep2005 from http://cpol.army.mil/library/train/acteds/CP _3 5/app-a.html. Baseline Definition of the Security Profession. PERSEREC. September 23, 2002. Bassi, Laurie J., Jens Ludwig, Daniel P. McMurrer and Mark Van Buren. Profiting from Learning: Do Firms' Investments in Education and Training Pay Off? ASTD Research White Paper, September 2000. Chance, P. Thinking in the classroom: A survey of programs. 1986. New York: Teachers College, Columbia University. Civilian Professional Development Program (CPDP), General Military Intelligence, Core Competencies for Senior Level Professionals. Retrieved Sep2005 from http://www.pacom.ic.gov/~dst/jicnet/training/ CPDPSeniorGMI.cfm. Core Competencies Guide for Analysts. DIA Production Career Service Program. May 2000. Counterintelligence Enhancement Act. Public Law 107-306. November 27, 2002. Delegated Examining Operations Handbook. Office of Personnel Management. 2003. Retrieved Sep05 from http://www.opm.gov/deu/Handbook_2003.

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Human Capital: A Guide for Assessing Strategic Training and Development Efforts in the Federal Government. GAO. July 2003. Intelligence Essentials for Everyone. Occasional Paper Number 6. Joint Military Intelligence College. June 1999. Intelligence Reform and Terrorism Prevention Act of 2004. Public Law 108-45 8. December 17, 2004. Murphy, Charlie P. Professional Development is for All Analysts. Communique, June 2004. National Security Review 18, June 20, 1990. Secret. CLBY: 2136464, DECL OADR, DRV MIS 1-87 Preferences and Priorities for Professional Development in the Security Workforce: A Report of the Professional Development Survey. PERSEREC. January 2004. Presidential Decision Directive/NSC-24, May 3, 1994. Presidential Decision Directive/NSC-75, December 28, 2000. Presidential Report Directive-44, April 24, 1994. Secret. President's Commission on the Intelligence Capabilities of the United States Regarding Weapons of Mass Destruction Report, Chapters 10 and 11. March 31, 2005. Special Agent Career Track Model, Federal Bureau of Investigation. September 2005 draft version. Standards Descriptions – IC Working Group on Leadership Standards for Training, Education, and Career Development. September 2, 2005 draft version. Standards Descriptions – ICTEB Working Group on Standards for the Training, Education, and Career Development of IC Analysts. August 18, 2005 draft version. State of the Industry, ASTD's Annual Review of Trends in Workplace Learning and Performance. American Society for Training and Development (ASTD). 2004. State of the Industry, ASTD's Annual Review of Trends in Workplace Learning and Performance. American Society for Training and Development (ASTD). 2005. Supervisors in the Federal Government: A Wake-up Call. OPM, Office of Merit Systems Oversight and Effectiveness. January 2001. The Federal Bureau of Investigation's Efforts to Hire, Train, and Retain Intelligence Analysts. U.S. Department of Justice, Office of the Inspector General, Audit Division. Audit Report 05-20, May 2005.

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APPENDIX 1. CI JOURNEYMAN INTERVIEW FORMAT INTERVIEW____________________ DATE: _________________________ Background: ____________________ # years in CI _____________________ in what primary capacity? __________ in what agency/organization? _________ Defining the Profession

1. According to the definitions provided, in which definition would Counterintelligence most apply? 2. If Counterintelligence is ___________ , what are its core_________________?

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Defining the Workforce 3. In what __________ does your job fit? 4. Within the _______________ you identified in #3, what are its major elements? Defining Workforce Competencies 5. What do you view as the major tasks within the functional elements of your___________________________? 6. What skills must a person possess to successfully carry out these tasks? 7. What abilities and traits must a person possess to successfully carry out these tasks? 8. What knowledge must a person possess to successfully carry out these tasks? Transforming Counterintelligence 9. As you look forward in the coming five years, what core competencies – skills, abilities, traits, knowledge – do you envision being most critical to CI.

CI SUPERVISOR INTERVIEW FORMAT INTERVIEW__________ DATE: _______________ Background: __________

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National Counterintelligence Institute # years in CI ___________ in what primary capacity? _______________ in what agency/organization? _______________ Defining the Profession

1. According to the definitions provided, in which definition would Counterintelligence most apply? 2. If Counterintelligence is __________ , what are its core ________________ ? Defining the Workforce

3. In what _________ does your job fit? 4. Within the _______________ you identified in #3, what are its major elements?

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Defining Leadership and Workforce Competencies

5. What do you view as the major tasks for a supervisor/manager within the functional elements of your_______________? 6. What skills must a manager possess to successfully carry out these tasks? 7. What abilities and traits must a manager possess to successfully carry out these tasks? 8. What knowledge must a manager possess to successfully carry out these tasks? 9. As a manager, what knowledge, skills, and abilities do you need your subordinates to demonstrate? Transforming Counterintelligence

10. As you look forward in the coming five years, what core competencies – skills, abilities, traits, knowledge – do you envision being most critical to leaders in the CI community? 11. How can training best adapt to support the needs of CI leaders in the next five years?

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APPENDIX 2. JOURNEYMAN UNIVERSAL CI CORE COMPETENCIES Title

Description

Reading Comprehension

Understands and interprets written material, including technical material, rules, regulations, instructions, reports, charts, graphs, or tables; applies what is learned from written materials to specific situations. *

Written Communication

Recognizes or uses correct English grammar, punctuation, and spelling; communicates information (for example, facts, ideas, or messages) in a succinct and organized manner; produces written information, which may include technical material that is appropriate for the intended audience. *

Oral Communication

Expresses information (for example, ideas or facts) to individuals or groups effectively, taking into account the audience and nature of the information (for example, technical, sensitive, controversial); makes clear and convincing oral presentations; listens to others, attends to nonverbal cues, and responds appropriately. *

Creative Thinking

Uses imagination to develop new insights into situations and applies innovative solutions to problems; designs new methods where established methods and procedures are inapplicable or are unavailable. *

Analytical Thinking

Applies an organized mental process to derive meaning from collected information. Compare, contrast and review data, looking not only at what is there, but what is missing. **

Critical Thinking

Analyzes facts, generates and organizes ideas, defends opinions, makes comparisons, draws inferences, evaluates arguments and solves problems. ***

Decision Making

Makes sound, well-informed and objective decisions; perceives the impact and implications of decisions; commits to action, even in uncertain situations, to accomplish organizational goals; causes change, accomplishes goals; monitors progress and evaluates outcomes. *

Teambuilding/Teamwork/ Collaboration

Encourages and facilitates cooperation, pride, trust, and group identity; consistently develops and sustains cooperative working relationships; fosters commitment and team spirit; works with others to achieve goals; coaches, mentors and challenges subordinates. ****

Interpersonal Skills

Shows understanding, friendliness, courtesy, tact, empathy, concern, and politeness to others; develops and maintains effective relationships with others, may include effectively dealing with individuals who are difficult, hostile, or distressed; relates well with people from varied backgrounds and different situations; is sensitive to cultural diversity, race, gender, disabilities, and other individual differences. *

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National Counterintelligence Institute Appendix 2. (Continued).

Title

Description

Planning

Organizes work, sets priorities, and determines resource requirements; determines short- or long-term goals and strategies to achieve them; coordinates with other organizations or parts of the organization. *

Evaluation and Critique Subject Matter Expertise

Laws, Policies, Procedures and Jurisdictions

Understands US laws and statutes that govern intelligence and counterintelligence operations, to include the US Constitution, and use of the Freedom of Information and Privacy Acts. Understands applicable Executive Orders, Federal laws and agency regulations and policies. ****

Concept Facilitation/ Influencing/ Negotiating

Persuades others; builds consensus through give and take; gains cooperation from others to obtain information and accomplish goals; facilitates “win-win” situations. **** Understands and uses basic concepts, procedures and capabilities of intelligence communications systems, intelligence information systems, and supporting databases and networks applicable to career area, specialty and agency. Uses computers to satisfy informational needs and to satisfy job requirements. Manipulates computer data to produce complex analysis. ****

Automated Data Systems

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Develops and determines quality of projects, products, or performance by comparison against standards or objectives or customer requirements. **** Understands the history, culture, geography, language and customs of countries being studied or targeted. Thoroughly understands the history of, as well as current methods of operation used by, foreign intelligence services within the area of expertise.

Risk Management

Applies rigorous assessment of potential threats against potential gains in operational situations to determine the level of risk created by executing proposed actions.

Customer Awareness

Understands the full range of customer, roles, responsibilities, processes and needs. Knows the programs and projects of each specifically supported organization, its mission and functions; the processes and procedures by which it fulfills its missions; and how the integration of intelligence and threat contributes to the conduct of the mission. ****

* Office of Personnel Management, Delegated Examining Operations Handbook, Appendix F: Multipurpose Operational Systems Analysis Inventory – Close- Ended ** United States Army Military Police School (2001). Analytical Investigative Tools, CD 1910, Version 1.0 *** Chance, P,(1986). Thinking in the classroom: A survey of programs, New York: Teachers College, Columbia University **** Army Civilian Training, Education and Development System Plan, Appendix A, Master Training Plan Competencies.

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LEADERSHIP & MANAGEMENT UNIVERSAL CI CORE COMPETENCIES Title

Description

Critical Thinking

Analyzes facts, generates and organizes ideas, defends opinions, makes comparisons, draws inferences, evaluates arguments and solves problems. *

Analytical Thinking

Applies an organized mental process to derive meaning from collected information. Compare, contrast and review data, looking not only at what is there, but what is missing. **

Creative Thinking

Uses imagination to develop new insights into situations and applies innovative solutions to problems; designs new methods where established methods and procedures are inapplicable or are unavailable. ***

Strategic Thinking

Formulates effective strategies consistent with the business and competitive strategy of the organization in a global economy; examines policy issues and strategic planning with a long term perspective; determines objectives and sets priorities; anticipates potential threats or opportunities. ***

Decision Making

Makes sound, well-informed and objective decisions; perceives the impact and implications of decisions; commits to action, even in uncertain situations, to accomplish organizational goals; causes change, accomplishes goals; monitors progress and evaluates outcomes. ***

Problem Solving

Identifies problems; determines accuracy and relevance of information; uses sound judgment to generate and evaluate alternatives, and to make recommendations. *** Encourages and facilitates cooperation, pride, trust, and group identity; consistently develops and sustains cooperative working relationships; fosters commitment and team spirit; works with others to achieve goals; coaches, mentors and challenges subordinates. **** Manages and resolves conflicts, grievances, confrontations, or disagreements in a constructive manner to minimize negative personnel or organizational impact. ***

Collaboration

Conflict Management

Customer Service

Works with clients and customers (that is, any individuals who use or receive the services or products that your work unit produces, including the general public, individuals, who work in the agency, other agencies, or organizations outside the Government) to assess their needs, provide information or assistance, resolve their problems, or satisfy their expectations; knows about available products and services; committed to providing quality products and services. ***

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National Counterintelligence Institute

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(Continued). Title

Description

Communications

Recognizes or uses correct English grammar, punctuation, and spelling; communicates information in a succinct and organized manner orally and in writing; expresses information (for example, ideas or facts) to individuals or groups effectively, taking into account the audience and nature of the information; makes clear and convincing oral presentations; listens to others, attends to nonverbal cues, and responds appropriately; understands and interprets written material, including technical material, rules, regulations, instructions, reports, charts, graphs, or tables; applies what is learned from written materials to specific situations. ***

Intelligence Awareness (Laws and Policy, Technical, etc.)

Understands US laws and statutes that govern intelligence and counterintelligence operations (as they relate to the conduct of counterintelligence collections, analysis, operations, etc.), to include the US Constitution, and use of the Freedom of Information and Privacy Acts. Understands applicable Executive Orders, Federal laws and agency regulations and policies. ****

Talent Management

Organizes and assigns work based on strengths and weaknesses of the available workforce; sets priorities and determines resource requirements; determines shortor long-term goals and strategies to achieve them; coordinates with other organizations or parts of the organization.

Teamwork/Teambuil ding/Leadership

Works with others to coordinate and synthesize activities to produce required products; contributes to integrating individual team members with organizational objectives, developing cohesive teams and units; manages group processes; encourages and facilitates cooperation, pride, trust and group identity; works with others to achieve goals; coaches, mentors and challenges juniors/subordinates; adapts leadership style to a variety of situations. ****

Resource Management

Leading Change/Vision

Assess current and future resource and staffing needs based on organizational goals and budget realities; uses cost-benefit thinking to set priorities, then monitors expenditures of resources to support those priorities. **** Takes a long-term view and acts as a catalyst for organizational change; builds a shared vision with others; influences others to translate vision into action. ****

Ethics, Commitment,

Instills mutual trust and confidence’ creates a culture that

Integrity and

fosters high standards of ethics; behaves in a fair and

Accountability

ethical manner toward others, and demonstrates a sense of corporate responsibility and commitment to public service. **** Grasps the essence of new information; masters new technical and business knowledge’ recognizes own strengths and weaknesses; pursues selfdevelopment; seeks feedback from others and opportunities to master new knowledge. ****

Continuous Learning

* Chance, P,(1986). Thinking in the classroom: A survey of programs, New York: Teachers College, Columbia University ** United States Army Military Police School (2001). Analytical Investigative Tools, CD 1910, Version 1.0

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*** Office of Personnel Management, Delegated Examining Operations Handbook, Appendix F: Multipurpose Operational Systems Analysis Inventory – Close- Ended **** Army Civilian Training, Education and Development System Plan, Appendix A, Master Training Plan Competencies

APPENDIX 3. CORE COMPETENCIES/KSAS – JOURNEYMAN

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Reading Comprehension Laws and Constitution Rules of evidence AG Guidelines Organizational policy/procedures Classification guidance/controls Intelligence Oversight Reporting requirements Standard evidence protocols of other agencies Use of all-source data Mastery of some area (academic achievement) Subject/target country area (geography and culture) Cases in target area History of the target country and FISS History of American Counterintelligence FISS Tactics, Techniques and Procedures Well-rounded through experience and education Foreign policy related to target country Fundamental understanding of terrorism Content specialization in your functional/geographic area Terrorist organizations being targeted Sources trends, acts, etc. Psychological instruments Reading Data-mining Prioritize data/information Recognize important details Structure data Sift/sort information Recognize and interpret/monitor trends/indicators Recognize anomalies/trouble spots/unresolved issues Validate data/information Correlate data from different sources

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National Counterintelligence Institute Prioritize threats and targets Determine associations/links/relationships Build "storyboard" Recognize collections gaps Recognize significance of comments and fields in IIRs Determine what is actionable and what is not Extract important information from volumes of data Validate research data Determine the reliability of info (SIGINT, HUMINT, etc) Use open sources

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Written Communication How to get originator release/downgrade of classified info Record-keeping Effective, clear, concise, accurate, and succinct writing Persuasive writing Detailed writing on key information Grammar Writing style flexible to audience Presentation and briefing Articulate thoughts clearly Communicate without revealing sources Communicate information to other agents Properly document information (e.g., for court) Outline information Comprehensive note taking Publication skills Structure data Provide perspective/context to CI issues Build "storyboard" Convey thoughts effectively Present points succinctly and logically - distill information Advocate a position/stand behind your research/work Market products and services Develop tailored testing strategies Provide direction Manage human sources Collaborate with others in other agencies Coordinate plans Objective reporting

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Oral Communication Legal rights/warnings How to get originator release/downgrade of classified info What information is critical to decision-makers Where to find data/sources of information Language of target country Content specialization in your functional/geographic area Surveillance techniques What other agencies need How to communicate with agencies of the CI Community Know customer mission, equities protected and req’s for CI Attentive/active listening Grammar Presentation and briefing Articulate thoughts clearly Communicate without revealing sources Negotiation Interviewing skills/techniques (Reid, etc) Interrogation skills Communicate information to other agents Neuro-linguistics Comprehensive note taking Interpersonal skills Liaison Networking Teambuilding/teamwork Conflict resolution Elicitation Guide a conversation Rapport building Use of communication systems (STU-III, radios, etc.) Provide perspective/context to CI issues Assess people for targeting Assess asset's motivations Convey thoughts effectively Present points succinctly and logically - distill information Recognize deception through body language Advocate a position/stand behind your research/work Market products and services

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National Counterintelligence Institute Ask questions that dig beneath the surface Ask the right questions Train/mentor/teach others Protect sources Manipulate/influence/exploit people Provide direction Delegate Role play/act Motivate others Lead others Manage human sources Manage a team Persuade Build confidence in assets Collaborate with others in other agencies Develop relationships Coordinate plans Use and work with interpreters Ability to adapt approach/personality situationally Presence/Professionalism Objective reporting Control your emotions Be diplomatic

Creative Thinking Use of all-source data Analytical methods and approaches Where to find data/sources of information Well-rounded through experience and education Surveillance techniques Effective, clear, concise, accurate, and succinct writing Persuasive writing Writing style flexible to audience Presentation and briefing Negotiation Interviewing skills/techniques (Reid, etc) Interrogation skills Use of analytical tools (link analysis, etc.) Data-mining Networking

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Fundamental Elements of the Counterintelligence Discipline Elicitation Guide a conversation Rapport building "Blend into a crowd" Disguise Time management Organize processes/multi-task Predict/project Think analytically Develop hypotheses Determine associations/links/relationships Build "storyboard" Assess people for targeting Market products and services Operational Planning Conceptualize Develop tailored testing strategies Inductive reasoning Think in abstract - look for what you don't know Perception Think laterally Think strategically Problem solving Ask questions that dig beneath the surface Ask the right questions Train/mentor/teach others Manipulate/influence/exploit people Role play/act Motivate others Lead others Manage human sources Manage a team Persuade Manipulate the environment Exploit vulnerabilities Capitalize on opportunities Resourcefulness Plan use of manpower and resources Ability to adapt approach/personality situationally

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National Counterintelligence Institute

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Analytical Thinking What information is critical to decision-makers How to develop timelines How to build matrices Use of all-source data Analytical methods and approaches Where to find data/sources of information Know baseline activities (what is normal) Psychology/Behavioral analysis Sources trends, acts, etc. Effective, clear, concise, accurate, and succinct writing Persuasive writing Detailed writing on key information Articulate thoughts clearly Communicate without revealing sources Negotiation Interviewing skills/techniques (Reid, etc) Interrogation skills Neuro-linguistics Outline information Comprehensive note taking Database manipulation Use of analytical tools (link analysis, etc.) Data-mining Elicitation Prioritize data/information Set priorities Time management Recognize important details Structure data Sift/sort information Organize processes/multi-task Recognize and interpret/monitor trends/indicators Recognize anomalies/trouble spots/unresolved issues Validate data/information Draw logical conclusions Choose means of analysis Predict/project Correlate data from different sources Think analytically Develop hypotheses Prioritize threats and targets Determine associations/links/relationships Build "storyboard"

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Recognize collections gaps Assess people for targeting Assess asset's motivations Recognize significance of comments and fields in IIRs Present points succinctly and logically - distill information Recognize deception through body language Operational Planning Conceptualize Anticipation and reaction Develop tailored testing strategies Inductive reasoning Deductive reasoning Determine what is actionable and what is not Think in abstract - look for what you don't know Think logically Perception Problem solving Ask questions that dig beneath the surface Ask the right questions Extract important information from volumes of data Validate research data Determine the reliability of info (SIGINT, HUMINT, etc) Use open sources Assess risks Read people Manage human sources Manage a team Capitalize on opportunities Resourcefulness Recognize personal weaknesses and improve on them Ability to adapt approach/personality situationally

Critical Thinking Which analytical tools to use What technology is admissible in court How to develop timelines How to build matrices Use of all-source data Analytical methods and approaches Reading Effective, clear, concise, accurate, and succinct writing

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National Counterintelligence Institute Communicate without revealing sources Negotiation Interviewing skills/techniques (Reid, etc) Interrogation skills Properly document information (e.g., for court) Database manipulation Data-mining Interpersonal skills Driving techniques Observation skills Prioritize data/information Set priorities Time management Structure data Sift/sort information Organize processes/multi-task Validate data/information Draw logical conclusions Choose means of analysis Predict/project Think analytically Develop hypotheses Prioritize threats and targets Build "storyboard" Recognize collections gaps Assess people for targeting Recognize significance of comments and fields in IIRs Operational Planning Conceptualize Anticipation and reaction Strategic planning Deductive reasoning Determine what is actionable and what is not Think in abstract - look for what you don't know Think logically Think strategically Problem solving Ask questions that dig beneath the surface Ask the right questions Validate research data Determine the reliability of info (SIGINT, HUMINT, etc) Use open sources Protect sources Assess risks Provide direction Lead others Manage a team Persuade

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Fundamental Elements of the Counterintelligence Discipline Build confidence in assets Exploit vulnerabilities Capitalize on opportunities Resourcefulness Leverage technology Plan use of manpower and resources Recognize personal weaknesses and improve on them

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Decision Making How to manipulate a database Which analytical tools to use What technology is admissible in court Who should receive what information What information is critical to decision-makers Use of all-source data Analytical methods and approaches Where to find data/sources of information Surveillance techniques Effective, clear, concise, accurate, and succinct writing Writing style flexible to audience Presentation and briefing Communicate without revealing sources Interrogation skills Properly document information (e.g., for court) Comprehensive note taking Data-mining Use of technology Interpersonal skills Liaison Conflict resolution Elicitation Guide a conversation Use weapons Driving techniques Read and follow a map Disguise Prioritize data/information Set priorities Time management Structure data Sift/sort information Organize processes/multi-task Recognize and interpret/monitor trends/indicators Draw logical conclusions Recheck work/conclusions Choose means of analysis

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46

National Counterintelligence Institute Predict/project Correlate data from different sources Develop hypotheses Prioritize threats and targets Determine associations/links/relationships Build "storyboard" Recognize collections gaps Assess people for targeting Present points succinctly and logically - distill information Recognize deception through body language Operational Planning Develop tailored testing strategies Strategic planning Determine what is actionable and what is not Think strategically Problem solving Ask questions that dig beneath the surface Ask the right questions Extract important information from volumes of data Validate research data Determine the reliability of info (SIGINT, HUMINT, etc) Use open sources Attention to detail Protect sources Assess risks Manipulate/influence/exploit people Provide direction Delegate Lead others Manage human sources Manage a team Persuade Exploit vulnerabilities Capitalize on opportunities Resourcefulness Leverage technology Plan use of manpower and resources Recognize personal weaknesses and improve on them Ability to adapt approach/personality situationally Objective reporting Maintain objectivity Control your emotions Be diplomatic

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Teambuilding/Teamwork/ Collaboration Understand difference btwn CI and other intel disciplines Understand role/function of operators you support Who should receive what information How to get originator release/downgrade of classified info How collectors collect Where to find data/sources of information Reach-back capabilities Available enabling resources What other agencies need How to communicate with agencies of the CI Community Community roles Know customer mission, equities protected and req’s for CI Negotiation Communicate information to other agents Liaison Networking Teambuilding/teamwork Conflict resolution Operational Planning Train/mentor/teach others Work in austere environments Motivate others Lead others Manage a team Collaborate with others in other agencies Develop relationships Coordinate plans Use and work with interpreters

Interpersonal Skills How to get originator release/downgrade of classified info What other agencies need How to communicate with agencies of the CI Community Attentive/active listening Presentation and briefing Communicate without revealing sources Negotiation Interviewing skills/techniques (Reid, etc) Interrogation skills Communicate information to other agents Neuro-linguistics

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National Counterintelligence Institute Interpersonal skills Liaison Networking Teambuilding/teamwork Conflict resolution Elicitation Guide a conversation Rapport building "Blend into a crowd" Assess people for targeting Convey thoughts effectively Present points succinctly and logically - distill information Advocate a position/stand behind your research/work Market products and services Control body language Train/mentor/teach others Read people Manipulate/influence/exploit people Develop trust Provide direction Role play/act Motivate others Lead others Manage human sources Manage a team Persuade Build confidence in assets Collaborate with others in other agencies Develop relationships Coordinate plans Use and work with interpreters Ability to adapt approach/personality situationally Presence/Professionalism Be diplomatic

Planning Which analytical tools to use What information is critical to decision-makers Analytical methods and approaches Reach-back capabilities Available enabling resources Interviewing skills/techniques (Reid, etc) Interrogation skills Liaison Elicitation

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Prioritize data/information Set priorities Time management Organize processes/multi-task Build "storyboard" Operational Planning Develop tailored testing strategies Strategic planning Delegate Manage human sources Manage a team Manipulate the environment Exploit vulnerabilities Capitalize on opportunities Coordinate plans Plan use of manpower and resources

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Evaluation and Critique What information is critical to decision-makers How to replicate your methodology/results Analytical methods and approaches Know customer mission, equities protected and req’s for CI Psychology/Behavioral analysis Sources trends, acts, etc. Psychological instruments Properly document information (e.g., for court) Neuro-linguistics Prioritize data/information Set priorities Recognize important details Recognize and interpret/monitor trends/indicators Recognize anomalies/trouble spots/unresolved issues Validate data/information Draw logical conclusions Recheck work/conclusions Choose means of analysis Correlate data from different sources Think analytically Develop hypotheses Prioritize threats and targets Determine associations/links/relationships Recognize collections gaps Assess people for targeting Assess asset's motivations Recognize significance of comments and fields in IIRs Recognize deception through body language Operational Planning

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National Counterintelligence Institute Anticipation and reaction Inductive reasoning Deductive reasoning Determine what is actionable and what is not Think in abstract - look for what you don't know Think logically Problem solving Ask questions that dig beneath the surface Ask the right questions Extract important information from volumes of data Validate research data Determine the reliability of info (SIGINT, HUMINT, etc) Assess risks Read people Manipulate/influence/exploit people Exploit vulnerabilities Capitalize on opportunities Plan use of manpower and resources Recognize personal weaknesses and improve on them

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Subject Matter Expertise What information is critical to decision-makers FISS country cultures Where to find data/sources of information Diverse background knowledge Mastery of some area (academic achievement) Subject/target country area (geography and culture) Cases in target area History of the target country and FISS Language of target country Environment of operations area FISS Tactics, Techniques and Procedures Well-rounded through experience and education Foreign policy related to target country Content specialization in your functional/geographic area Terrorist organizations being targeted Know baseline activities (what is normal) Detailed writing on key information Articulate thoughts clearly Communicate information to other agents Networking Conflict resolution Elicitation Guide a conversation Prioritize data/information Recognize important details Recognize and interpret/monitor trends/indicators Recognize anomalies/trouble spots/unresolved issues Validate data/information

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Fundamental Elements of the Counterintelligence Discipline Draw logical conclusions Predict/project Provide perspective/context to CI issues Develop hypotheses Prioritize threats and targets Determine associations/links/relationships Build "storyboard" Recognize collections gaps Assess people for targeting Assess asset's motivations Convey thoughts effectively Recognize deception through body language Advocate a position/stand behind your research/work Conceptualize Anticipation and reaction Determine what is actionable and what is not Think in abstract - look for what you don't know Ask questions that dig beneath the surface Ask the right questions Extract important information from volumes of data Validate research data Determine the reliability of info (SIGINT, HUMINT, etc) Train/mentor/teach others Work in austere environments Assess risks Read people Manipulate/influence/exploit people Role play/act Manage human sources Build confidence in assets Manipulate the environment Collaborate with others in other agencies Use and work with interpreters Ability to adapt approach/personality situationally

Laws, Policies, Procedures and Jurisdictions Laws and Constitution What technology is admissible in court Legal rights/warnings Rules of evidence

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National Counterintelligence Institute AG Guidelines Organizational policy/procedures Mission/purpose of your agency CI Definitions and terms of reference Who should receive what information Classification guidance/controls How to get originator release/downgrade of classified info Intelligence Oversight Goals/strategy of your agency/relationship to nat'l strategy What information is critical to decision-makers Reporting formats Procedures for sharing information Reporting requirements How to collect and preserve evidence Standard evidence protocols of other agencies Ops methodology-how your own intel service works How collectors collect Accounting basics Record-keeping Surveillance techniques Reach-back capabilities Available enabling resources Community roles Know customer mission, equities protected and req’s for CI Interviewing skills/techniques (Reid, etc) Interrogation skills Properly document information (e.g., for court) Use weapons Use photographic equipment Operational Planning Develop tailored testing strategies Strategic planning Train/mentor/teach others Protect sources Provide direction Lead others Manage human sources Manage a team Manipulate the environment Exploit vulnerabilities Capitalize on opportunities Coordinate plans Leverage technology Plan use of manpower and resources

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Fundamental Elements of the Counterintelligence Discipline

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Concept Facilitation/ Influencing/ Negotiating How to get originator release/downgrade of classified info Persuasive writing Presentation and briefing Negotiation Interviewing skills/techniques (Reid, etc) Interrogation skills Interpersonal skills Liaison Networking Teambuilding/teamwork Conflict resolution Elicitation Guide a conversation Provide perspective/context to CI issues Convey thoughts effectively Present points succinctly and logically - distill information Advocate a position/stand behind your research/work Market products and services Problem solving Ask questions that dig beneath the surface Ask the right questions Train/mentor/teach others Manipulate/influence/exploit people Provide direction Motivate others Lead others Manage human sources Manage a team Persuade Build confidence in assets Capitalize on opportunities Resourcefulness Collaborate with others in other agencies Coordinate plans Plan use of manpower and resources Ability to adapt approach/personality situationally

Automated Data Systems How to manipulate a database

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National Counterintelligence Institute Procedures for sharing information How to collect and preserve evidence How to develop timelines How to build matrices Use of all-source data Analytical methods and approaches Record-keeping Where to find data/sources of information Know customer mission, equities protected and req’s for CI Computers/technical knowledge Properly document information (e.g., for court) Computer/IT skills Database manipulation Software/applications (Office suite) Use of analytical tools (link analysis, etc.) Data-mining Use of technology Use of communication systems (STU-III, radios, etc.) Extract important information from volumes of data Use open sources Leverage technology Plan use of manpower and resources

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Risk Management What technology is admissible in court Who should receive what information How to get originator release/downgrade of classified info Surveillance techniques Communicate without revealing sources Interrogation skills Properly document information (e.g., for court) Use of technology Use weapons Driving techniques Use of communication systems (STU-III, radios, etc.) Use photographic equipment Prioritize data/information Set priorities Time management Recognize important details Develop hypotheses Prioritize threats and targets Operational Planning Develop tailored testing strategies Determine what is actionable and what is not Problem solving

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Ask questions that dig beneath the surface Ask the right questions Protect sources Assess risks Manipulate/influence/exploit people Delegate Role play/act Manage human sources Manage a team Manipulate the environment Use and work with interpreters

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Customer Awareness Who should receive what information How to get originator release/downgrade of classified info What information is critical to decision-makers Analytical methods and approaches What other agencies need How to communicate with agencies of the CI Community Know customer mission, equities protected and req’s for CI Persuasive writing Detailed writing on key information Writing style flexible to audience Presentation and briefing Negotiation Properly document information (e.g., for court) Prioritize data/information Set priorities Provide perspective/context to CI issues Prioritize threats and targets Recognize collections gaps Convey thoughts effectively Present points succinctly and logically - distill information Market products and services Strategic planning Determine what is actionable and what is not Think strategically Problem solving Ask the right questions Protect sources Assess risks Develop trust

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National Counterintelligence Institute Persuade Plan use of manpower and resources Presence/Professionalism Maintain objectivity

CORE COMPETENCIES/KSAS - LEADERSHIP AND MANAGEMENT

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Critical Thinking Requirements/interests of other agencies in the IC relative to your organization How your organization fits into the CI community Customer mission and equities requiring CI services Needs of CI collectors/operators in the field CI program priorities Understand customer priorities Educate consumers on potential impact of CI information Proficiency with CI investigation techniques (for management credibility) Read people (for spotting, assessing) Identify people with CI leadership potential Manage a variety of CI skill levels Recruit people with the right backgrounds for various CI functions Develop, implement, and adapt strategy based on CI developments Anticipate CI manpower needs Organize large amounts of data CI Operational Planning Prioritize threats Make decision based on experience Create/build strategic CI partnerships (liaison) Leverage CI capabilities of other agencies Ensure CI products meet customer needs Make CI information relevant to consumer Scope CI products to customer requirements Carry out oversight of CI programs

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Analytical Thinking CI resource management CI program priorities Appreciation of threats coming from technology Substantive knowledge of targets Background in analysis (research and writing) Some years of experience as analyst Determine CI priorities (resource allocation) Summarize large amounts of CI material/facts into concise reports Prioritize threats Sense why what you're doing is important (how it fits into the big picture) Analyze large amounts of information Think analytically Recognize relationships between targets, groups, etc. Appreciate different perspectives within the CI community Ensure CI products meet customer needs

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Creative Thinking CI resource management CI resources available to subordinates Understand benefits of technical collection Where to acquire information Understand human sources and how to recruit them Available tools to enhance/assist in accomplishing the CI mission Educate consumers on potential impact of CI information Proficiency with CI investigation techniques (for management credibility) Liaison with other foreign CI/Intelligence/Security agencies Interact with and manage people from other CI organizations Marketing CI products and services Manage a variety of CI skill levels Justify and argue for CI resources Create/develop programs that satisfy CI requirements Develop, implement, and adapt strategy based on CI developments Develop and manage CI budget Devise plans to meet CI goals Anticipate CI manpower needs

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National Counterintelligence Institute Determine CI priorities (resource allocation) CI Strategic Planning CI Operational Planning Sense why what you're doing is important (how it fits into the big picture) Create/build strategic CI partnerships (liaison) Leverage CI capabilities of other agencies

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Strategic thinking Requirements/interests of other agencies in the IC relative to your organization Your agency's CI mission How your organization fits into the CI community Customer mission and equities requiring CI services Customer requirements for CI information CI resource management CI program priorities National Intelligence Program budget cycle/process Understand your agency's perspective and priorities Understand customer priorities Justify and argue for CI resources Create/develop programs that satisfy CI requirements Develop, implement, and adapt strategy based on CI developments Devise plans to meet CI goals Anticipate CI manpower needs Determine CI priorities (resource allocation) CI Strategic Planning Prioritize threats Develop CI programs (collections, analysis, etc.) to meet consumer needs Make decision based on experience Sense why what you're doing is important (how it fits into the big picture) Appreciate different perspectives within the CI community Create/build strategic CI partnerships (liaison) Carry out oversight of CI programs

Decision Making Interact with and manage people from other CI organizations Identify people with CI leadership potential Manage a variety of CI skill levels

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Recruit people with the right backgrounds for various CI functions Justify and argue for CI resources Devise plans to meet CI goals Anticipate CI manpower needs Determine CI priorities (resource allocation) CI Strategic Planning CI Operational Planning Prioritize threats Make decision based on experience Leverage CI capabilities of other agencies

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Problem Solving Requirements/interests of other agencies in the IC relative to your organization CI jurisdiction of your agency and others (identify overlaps and gaps) Understand benefits of technical collection Appreciation of threats coming from technology Appreciation for what CI field agents experience (gained through experience) Proficiency with CI investigation techniques (for management credibility) Liaison with other domestic CI/security agencies Liaison with other foreign CI/Intelligence/Security agencies Interact with and manage people from other CI organizations Manage a variety of CI skill levels Justify and argue for CI resources Create/develop programs that satisfy CI requirements Develop, implement, and adapt strategy based on CI developments Develop and manage CI budget Anticipate CI manpower needs Determine CI priorities (resource allocation) CI Strategic Planning CI Operational Planning Develop CI programs (collections, analysis, etc.) to meet consumer needs Make decision based on experience Appreciate different perspectives within the CI community Leverage CI capabilities of other agencies Interact with and communicate with the media on sensitive CI issues

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National Counterintelligence Institute Ensure CI products meet customer needs Make CI information relevant to consumer Scope CI products to customer requirements Carry out oversight of CI programs Be able to force cooperation/collaboration on CI issues

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Collaboration Requirements/interests of other agencies in the IC relative to your organization CI structure of other agencies in the IC CI jurisdiction of your agency and others (identify overlaps and gaps) Capabilities of other agencies in the IC How your organization fits into the CI community How LE community operates Human resource process at other agencies including military and civil service Customer mission and equities requiring CI services Customer requirements for CI information Understand customer priorities Available tools to enhance/assist in accomplishing the CI mission Educate consumers on potential impact of CI information Liaison with other domestic CI/security agencies Liaison with other foreign CI/Intelligence/Security agencies Interact with and manage people from other CI organizations CI Strategic Planning CI Operational Planning Develop CI programs (collections, analysis, etc.) to meet consumer needs Appreciate different perspectives within the CI community Create/build strategic CI partnerships (liaison) Leverage CI capabilities of other agencies Ensure CI products meet customer needs Make CI information relevant to consumer Scope CI products to customer requirements

Conflict Management Requirements/interests of other agencies in the IC relative to your organization CI structure of other agencies in the IC CI Definitions and terms of reference in other agencies

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CI jurisdiction of your agency and others (identify overlaps and gaps) How your organization fits into the CI community How LE community operates Requirements for obtaining/justifying CI resources Appreciation for what CI field agents experience (gained through experience) Understand customer priorities Educate consumers on potential impact of CI information Proficiency with CI investigation techniques (for management credibility) Liaison with other domestic CI/security agencies Liaison with other foreign CI/Intelligence/Security agencies Interact with and manage people from other CI organizations Manage a variety of CI skill levels Justify and argue for CI resources Develop and manage CI budget Anticipate CI manpower needs Determine CI priorities (resource allocation) Prioritize threats Make decision based on experience Appreciate different perspectives within the CI community Create/build strategic CI partnerships (liaison) Leverage CI capabilities of other agencies Interact with and communicate with the media on sensitive CI issues

Customer Service Requirements/interests of other agencies in the IC relative to your organization Customer mission and equities requiring CI services Customer requirements for CI information CI program priorities Requirements for obtaining/justifying CI resources Understand benefits of technical collection Appreciation of threats coming from technology Understand your agency's perspective and priorities Understand customer priorities Your CI functional content area Available tools to enhance/assist in accomplishing the CI mission Educate consumers on potential impact of CI information Liaison with other domestic CI/security agencies

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National Counterintelligence Institute Liaison with other foreign CI/Intelligence/Security agencies Interact with and manage people from other CI organizations Marketing CI products and services Create/develop programs that satisfy CI requirements CI Strategic Planning CI Operational Planning Develop CI programs (collections, analysis, etc.) to meet consumer needs Sense why what you're doing is important (how it fits into the big picture) Appreciate different perspectives within the CI community Ensure CI products meet customer needs Make CI information relevant to consumer Scope CI products to customer requirements

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Communications Requirements/interests of other agencies in the IC relative to your organization Customer mission and equities requiring CI services Customer requirements for CI information Needs of CI collectors/operators in the field CI resource management CI program priorities National Intelligence Program budget cycle/process Cultural awareness and sensitivity -- international experience/exposure Appreciation for what CI field agents experience (gained through experience) Understand customer priorities Understand human sources and how to recruit them Substantive knowledge of targets Background in analysis (research and writing) Perform necessary administrative CI processes Educate consumers on potential impact of CI information Proficiency with CI investigation techniques (for management credibility) Liaison with other domestic CI/security agencies Liaison with other foreign CI/Intelligence/Security agencies Interact with and manage people from other CI organizations Read people (for spotting, assessing) Marketing CI products and services Identify people with CI leadership potential Manage a variety of CI skill levels

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Recruit people with the right backgrounds for various CI functions Justify and argue for CI resources Create/develop programs that satisfy CI requirements Develop, implement, and adapt strategy based on CI developments Develop and manage CI budget Devise plans to meet CI goals Anticipate CI manpower needs Determine CI priorities (resource allocation) Summarize large amounts of CI material/facts into concise reports CI Strategic Planning CI Operational Planning Develop CI programs (collections, analysis, etc.) to meet consumer needs Make decision based on experience Appreciate different perspectives within the CI community Create/build strategic CI partnerships (liaison) Leverage CI capabilities of other agencies Interact with and communicate with the media on sensitive CI issues Make CI information relevant to consumer Be able to force cooperation/collaboration on CI issues

Intelligence Awareness (Laws and Policy, Technical, etc.) Requirements/interests of other agencies in the IC relative to your organization CI structure of other agencies in the IC CI Definitions and terms of reference in other agencies CI jurisdiction of your agency and others (identify overlaps and gaps) Capabilities of other agencies in the IC Your agency's CI mission How your organization fits into the CI community How LE community operates Human resource process at other agencies including military and civil service Needs of CI collectors/operators in the field AG Guidelines Legal statutes/authorities (FISA, NSL, etc) OPSEC principles Organizational CI policy CI program priorities Core knowledge of the CI Program

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National Counterintelligence Institute Requirements for obtaining/justifying CI resources National Intelligence Program budget cycle/process Understand benefits of technical collection Appreciation of threats coming from technology Understand your agency's perspective and priorities Appreciation for what CI field agents experience (gained through experience) Knowledge of intelligence Your CI functional content area Available tools to enhance/assist in accomplishing the CI mission Diversified background across field and at national level Perform necessary administrative CI processes Proficiency with CI investigation techniques (for management credibility) Interact with and manage people from other CI organizations Develop, implement, and adapt strategy based on CI developments Devise plans to meet CI goals Determine CI priorities (resource allocation) CI Strategic Planning CI Operational Planning Prioritize threats Make decision based on experience Sense why what you're doing is important (how it fits into the big picture) Appreciate different perspectives within the CI community Create/build strategic CI partnerships (liaison) Leverage CI capabilities of other agencies Interact with and communicate with the media on sensitive CI issues Carry out oversight of CI programs Be able to force cooperation/collaboration on CI issues

Talent Management Human resource process at other agencies including military and civil service Needs of CI collectors/operators in the field Prior CI management experience At least 5+ yrs experience in CI for credibility and training/mentoring CI resources available to subordinates Appreciation for what CI field agents experience (gained through experience) Proficiency with CI investigation techniques (for management credibility) Interact with and manage people from other CI organizations

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Read people (for spotting, assessing) Identify people with CI leadership potential Manage a variety of CI skill levels Recruit people with the right backgrounds for various CI functions Create/develop programs that satisfy CI requirements Anticipate CI manpower needs Determine CI priorities (resource allocation) CI Operational Planning Make decision based on experience Be able to force cooperation/collaboration on CI issues

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Teamwork/ Teambuilding/ Leadership Human resource process at other agencies including military and civil service Needs of CI collectors/operators in the field OPSEC principles Organizational CI policy Prior CI management experience At least 5+ yrs experience in CI for credibility and training/mentoring CI program priorities CI resources available to subordinates Requirements for obtaining/justifying CI resources National Intelligence Program budget cycle/process Appreciation for what CI field agents experience (gained through experience) Where to acquire information Understand human sources and how to recruit them Background in analysis (research and writing) Some years of experience as analyst Your CI functional content area Available tools to enhance/assist in accomplishing the CI mission Diversified background across field and at national level Perform necessary administrative CI processes Proficiency with CI investigation techniques (for management credibility) Interact with and manage people from other CI organizations Read people (for spotting, assessing) Identify people with CI leadership potential Manage a variety of CI skill levels

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National Counterintelligence Institute Recruit people with the right backgrounds for various CI functions Justify and argue for CI resources Create/develop programs that satisfy CI requirements Develop, implement, and adapt strategy based on CI developments Devise plans to meet CI goals Anticipate CI manpower needs Determine CI priorities (resource allocation) CI Strategic Planning CI Operational Planning Prioritize threats Develop CI programs (collections, analysis, etc.) to meet consumer needs Make decision based on experience Leverage CI capabilities of other agencies

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Resource Management Your agency's CI mission How your organization fits into the CI community Human resource process at other agencies including military and civil service Needs of CI collectors/operators in the field CI resource management CI program priorities CI resources available to subordinates Requirements for obtaining/justifying CI resources National Intelligence Program budget cycle/process Appreciation for what CI field agents experience (gained through experience) Available tools to enhance/assist in accomplishing the CI mission Interact with and manage people from other CI organizations Justify and argue for CI resources Develop and manage CI budget Anticipate CI manpower needs Determine CI priorities (resource allocation) Make decision based on experience

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Leading Change Requirements/interests of other agencies in the IC relative to your organization CI jurisdiction of your agency and others (identify overlaps and gaps) Customer requirements for CI information CI resource management Requirements for obtaining/justifying CI resources Cultural awareness and sensitivity -- international experience/exposure Understand benefits of technical collection Appreciation of threats coming from technology Available tools to enhance/assist in accomplishing the CI mission Identify people with CI leadership potential Recruit people with the right backgrounds for various CI functions Justify and argue for CI resources Create/develop programs that satisfy CI requirements Develop, implement, and adapt strategy based on CI developments CI Strategic Planning Make decision based on experience Sense why what you're doing is important (how it fits into the big picture) Create/build strategic CI partnerships (liaison) Leverage CI capabilities of other agencies

Ethics, Commitment, Integrity, Accountability CI jurisdiction of your agency and others (identify overlaps and gaps) Customer mission and equities requiring CI services Needs of CI collectors/operators in the field AG Guidelines Legal statutes/authorities (FISA, NSL, etc) OPSEC principles Organizational CI policy Requirements for obtaining/justifying CI resources National Intelligence Program budget cycle/process Understand benefits of technical collection Appreciation for what CI field agents experience (gained through experience) Understand customer priorities Substantive knowledge of targets Available tools to enhance/assist in accomplishing the CI mission Educate consumers on potential impact of CI information Proficiency with CI investigation techniques (for management credibility)

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National Counterintelligence Institute Liaison with other domestic CI/security agencies Liaison with other foreign CI/Intelligence/Security agencies Read people (for spotting, assessing) Marketing CI products and services Identify people with CI leadership potential Manage a variety of CI skill levels Recruit people with the right backgrounds for various CI functions Justify and argue for CI resources Create/develop programs that satisfy CI requirements Develop, implement, and adapt strategy based on CI developments Develop and manage CI budget Determine CI priorities (resource allocation) CI Strategic Planning CI Operational Planning Prioritize threats Develop CI programs (collections, analysis, etc.) to meet consumer needs Make decision based on experience Appreciate different perspectives within the CI community Create/build strategic CI partnerships (liaison) Interact with and communicate with the media on sensitive CI issues Ensure CI products meet customer needs Make CI information relevant to consumer Scope CI products to customer requirements Carry out oversight of CI programs Be able to force cooperation/collaboration on CI issues

Continuous Learning Requirements/interests of other agencies in the IC relative to your organization Capabilities of other agencies in the IC How your organization fits into the CI community How LE community operates Human resource process at other agencies including military and civil service Customer mission and equities requiring CI services Customer requirements for CI information Needs of CI collectors/operators in the field Legal statutes/authorities (FISA, NSL, etc) Organizational CI policy CI resource management CI program priorities

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CI resources available to subordinates Cultural awareness and sensitivity -- international experience/exposure Understand benefits of technical collection Appreciation of threats coming from technology Understand your agency's perspective and priorities Appreciation for what CI field agents experience (gained through experience) Understand customer priorities Where to acquire information Environment in your area of operation Available tools to enhance/assist in accomplishing the CI mission Diversified background across field and at national level Proficiency with CI investigation techniques (for management credibility) Prioritize threats Develop CI programs (collections, analysis, etc.) to meet consumer needs Sense why what you're doing is important (how it fits into the big picture) Think analytically Recognize relationships between targets, groups, etc. Appreciate different perspectives within the CI community Create/build strategic CI partnerships (liaison) Leverage CI capabilities of other agencies Ensure CI products meet customer needs Make CI information relevant to consumer

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In: Fundamental Elements… Editor: A. H. Golovin, pp. 71-75

ISBN: 978-1-60692-957-5 © 2009 Nova Science Publishers, Inc.

Chapter 2

“INTELLIGENCE, THINKING, AND ACADEMIA” *

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Joel F. Brenner Good afternoon, ladies and gentlemen. I am Joel Brenner, the National Counterintelligence Executive, in the Office of the Director of National Intelligence. I’m going to start by telling you what counterintelligence is and what I do, and then I’ll explain why I asked for some of your time today.

COUNTERINTELLIGENCE Counterintelligence is the business of identifying and dealing with threats to the United States from the foreign intelligence services of foreign states and similar organizations of non-state actors –transnational terrorist groups such as al Qa'ida and Lebanese Hizbollah, for instance. We have both a defensive mission — protecting the nation’s secrets and assets against foreign intelligence penetration — and an offensive mission — finding out what foreign intelligence organizations are up to in order to better defeat their aims. By statute, Congress has charged me with promulgating a strategy for all U.S. counterintelligence elements. My office must (1) integrate activities of all our counterintelligence programs to make them coherent and efficient, (2) coordinate *

This is an edited and excerpted edition of a National Counterintelligence publication

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Joel F. Brenner

counterintelligence policy and budgets to same end, and (3) evaluate performance of counterintelligence community against the strategy. The key noun here is “strategy.” The key verbs are “integrate”, “coordinate”, “evaluate.” My office doesn’t do operations.

ESPIONAGE In my line of work, the standing joke is, if you’re catching spies, you messed up, you failed. And if you’re not catching spies, you’re messing up, you’re failing. Espionage is a persistent problem, and it wasn’t an invention of the Cold War. It’s older than Joshua’s reconnoitering of the Promised Land, and it will be with us forever. In case your memory requires refreshing, the United States has suffered our share of hostile penetrations in the last couple of decades: •

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• •

•

•

FBI agent Robert Hanssen spied for Soviets/Russians for two decades and gave them continuity of government information they could have used to defeat us decisively if war had broken out. Walker spy ring provided Soviets with cryptologic material that let them read more than a million messages to our ships and submarines at sea. Conrad spy ring compromised to Soviets war planning for defense of Europe. The judge at Conrad’s trial wrote: “If war had broken out between NATO and the Warsaw Pact, the West would have faced certain defeat.” CIA case officer Aldrich Ames compromised hundreds of CIA, DoD, and FBI human agent operations. Virtually our entire network against Soviets was wiped out — imprisoned or killed. DIA analyst Ana Montes caught after 15 years’ spying against us for Cubans; compromised our entire program against Cuba — electronic as well as human.

These are cases of treason, and they still go on. Within the past few months a federal court in California found Chi Mak – a US citizen of Chinese origin – guilty in a case with profound implications for our military. For starters, he compromised the radar on the Navy’s next generation (DDX) warship. Chi Mak wasn’t a government employee; he was a contractor’s employee, and he also worked on the Navy’s quiet electric drive, designed to suppress signatures emitted by our submarines and surface warships. We lost this technology too. The technologies he compromised cost U.S. taxpayers billions to develop, and the Chinese got it free. What he did shortened by years the U.S. Navy’s technological

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advantage. It degraded deterrent capability in Taiwan Strait. And it put the lives of our sons, daughters, and fellow citizens in the Navy at risk. Preventing penetrations like these, and ferreting them out early when we can't prevent them, is a big part of counterintelligence. The job isn’t getting easier, I’m afraid. There are about 140 foreign intelligence services whose primary target is the United States and U.S. companies. It’s not getting easier to another reason, too. Nowadays, information is electrons, electrons travel on cyber network, and those networks are vulnerable. Our nation’s electronic networks – and here I emphatically include those at every university represented in this room – are too easy to hack, while the number of worldclass hackers is multiplying at bewildering speed. If you can exfiltrate massive amounts of information electronically from any place on earth, why incur the expense and risk of running a spy? If you can disrupt critical infrastructure electronically from the other side of the world, who needs a local saboteur? Our water and sewer systems, electricity grids, financial markets, payroll systems, airand ground-traffic control systems – they’re all electronically controlled, and they are subject to sophisticated attack by state-sponsored as well as free-lance hackers. This is not science fiction. If you want a preview of this sort of attack, just take note of the massive and effective attacks on Estonia emanating from Russia this spring. It was the first coordinated, denial-of-service attack directed at the infrastructure of a nation-state, but it won’t be the last. To my way of thinking, cyber network vulnerability is a new frontier for counterintelligence. Counterintelligence, by the way, is not security. Let me put it this way. If there’s a hole in your fence, security’s job is to fix it. Our job (in part) is to figure out how it got there, who’s been coming through it, and what they took when they left. We collaborate closely with security, but we’re in a different line of work.

COMMON AGENDA What brings me here today, however, isn’t fences. It’s the strategic part of my work and our common agenda. The business of intelligence must be closely related with intelligence writ large, and that is why, strategically speaking, the relationship of the intelligence community with the academic community must remain vital. Our nation’s wellbeing depends on it. You also know from your own experience that, in all walks of life, urgent issues get immediate attention and that crises drive decision-making. But urgency and importance are not the same thing, and there is a constant struggle in the world of policy-makers, and in the intelligence community that serves them, to pay attention

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to what’s important even when it’s not urgent. The more strategic the intellectual questions, the more intelligence analysts look like academics; and the more strategic the personnel questions, the more our interests converge. We both ask: • •

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•

How will the world look in five or ten or 20 years? What are the cultures, histories, politics, and languages that we in the intelligence community will wish we had begun studying now, in 2007 – and that you in the universities will wish you had begun teaching now, in 2007 – rather than in 2015? What are the skill sets our engineers and computer scientists, our lawyers and psychologists will need in 2015?

Last week I had the pleasure of moderating a panel of distinguished professionals on the question of open-source information. The intelligence community, as you may know, is sometimes accused of having an unwarranted bias in favor of the secret over the open, and this panel was part of a conference designed to address that issue. It included a lawyer, an executive of a polling organization, a journalist now in the consulting business, and an experienced policy advisor now in academia. When all of them had finished speaking, I realized (and noted) that each of them had spoken only about what we need to know about the present or future, and that none of them had mentioned history as being open-source information worth having. Those of us in the business of strategic intelligence, however, must know – and here I am quoting the late, brilliant Adda Bozeman of Sarah Lawrence College – that “all human contests are in the final analysis mental and psychological, and ... can be won or managed only by those who understand the mind-set of the counterplayer while being resolutely certain of just who they are themselves and what it is they stand for.” The other occupants of this planet are not all Americans under the skin. They behave differently than we do, and they think differently than we do. And their mind-sets are historically conditioned. To that end, Bozeman was right to insist that “history must be accepted as the primary and indispensable tool of political analysis ... .” Your graduates who are well trained in history, politics, and languages are going to find work in our agencies. At the same time, the intelligence community’s appetite for engineers, computer scientists, and other technical specialists will continue to be insatiable. (By the way, I hope you won’t regard the realm of the humanities and the realm of the physical sciences as mutually exclusive. It may be too much to demand graduates steeped in both, but we do get some. They are treasures, and they write their own tickets.)

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Lately I’ve been asked about programs in national security, or homeland security, and how they should be set up. Let me say, first, that it’s immensely gratifying to those of us in the intelligence community to see the flowering of interest in strategic and security studies; and, second, that there’s no one right way to set up these programs. So I’ll make just one suggestion. If your institution is thinking along these lines, either to start a new program or expand an existing one, then build on what you already have. An institution with a strong program in nursing or public health, for example, is likely to pursue an angle that may be quite different from another school with strong area studies in, say, Africa or Latin America. Relevance is what you make of it. A school with a solid program in electrical engineering, but weak in area studies or political theory, has possibilities to develop a program in cyber network security that the other won’t have. Figure out your strong suit, and play to it. Now, as to counterintelligence in particular, I can’t resist pointing out that no national security program that I know of is built around this topic, and very few pay any attention to it at all. To help remedy that, my Office is supporting an effort at the National Defense University to create and, so to speak, test drive a counterintelligence course. I’m hoping that we may have it ready to go in about three semesters – after which we will make the syllabus, outline, and reading list available to any program that wants it. So stay tuned. In closing, let me thank you for your interest in this seminar. Our nation is engaged in what promises to be a long struggle against a foe that relentlessly dehumanizes it enemies. This struggle will require our imagination, our will power, and our intelligence. Our task as citizens is to align our institutions to support American vitality, safety, and security, and to do it in a way that is methodical but not hysterical, bold but not imprudent, forceful but not intolerant. We need each other. Thank you.

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INDEX

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A academic, 4, 7, 28, 29, 37, 50, 73 academics, 74 accuracy, 35 achievement, 37, 50 ad hoc, 2, 9 administrative, 62, 64, 65 Africa, 75 afternoon, 71 age, 16 agent, 19, 72 agents, 20, 38, 39, 47, 50, 59, 61, 62, 64, 65, 66, 67, 69 air, 73 alternatives, 35 analysts, 6, 16, 18, 20, 74 analytical tools, 21, 40, 42, 43, 45, 48, 54 anomalous, 13 appendix, 22 appetite, 74 application, 4, 6, 27 Army, 3, 11, 12, 13, 29, 34, 36, 37 assessment, 17, 18, 19, 20, 21, 34 assets, 40, 45, 48, 51, 53, 71 assignment, 21 attacks, 73 attitudes, 8 Attorney General, 19 authority, 16

availability, 17 awareness, 16, 62, 67, 69

B background information, 15 barriers, 1, 9 behavior, 6 benchmarks, 7 benefits, 28, 57, 59, 61, 64, 67, 69 bias, 74 body language, 39, 43, 46, 48, 49, 51

C candidates, 24 capacity, 9, 31, 32 career development, 6, 7, 15, 16, 19, 26 catalyst, 36 category a, 13 cell, 13, 14 Central Intelligence Agency, 12 centralized, 15 certification, 7, 18 changing environment, 8 CIA, 3, 12, 72 citizens, 73, 75 civil service, 60, 63, 64, 65, 66, 68 classroom, 13, 29, 34, 36 clients, 35

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Index

Co, 41, 43, 44, 51 coaches, 33, 35, 36 Cold War, 8, 15, 72 Collaboration, 4, 23, 24, 26, 29, 33, 35, 47, 60, 63, 64, 65, 68 Columbia, 13, 29, 34, 36 Columbia University, 13, 29, 34, 36 communication, 1, 9, 20, 39, 54 communication systems, 39, 54 community, vii, 1, 2, 3, 4, 5, 8, 9, 10, 15, 16, 20, 21, 22, 24, 25, 27, 28, 29, 32, 56, 57, 58, 59, 60, 61, 62, 63, 64, 66, 68, 69, 72, 73, 74, 75 competence, 6, 7, 8 competency, 3, 6, 11, 13, 14, 21, 22, 25 complexity, 17 compliance, 28 components, 5, 28 comprehension, 22 concentration, 7 confidence, 40, 45, 48, 51, 53 Congress, 16, 71 consensus, 34 Constitution, 22, 34, 36, 37, 51 consulting, 74 consumers, 56, 57, 60, 61, 62, 67 continuity, 28, 72 control, 73 corporate responsibility, 36 cost effectiveness, 18 counterintelligence, vii, 1, 2, 5, 6, 8, 9, 16, 17, 29, 34, 36, 71, 73, 75 CP, 29 credibility, 56, 57, 59, 61, 62, 64, 65, 67, 69 critical infrastructure, 73 critical thinking, 21 Cuba, 72 culture, vii, 1, 8, 19, 21, 34, 36, 37, 50 curriculum, 18 customers, 35

D database, 45, 53 decisions, 33, 35

defense, 72 definition, 31, 32 delivery, 20 demand, 17, 74 denial, 73 Department of Defense, 11 Department of Justice, 30 directives, 15 Director of National Intelligence, 5, 16, 71 discipline, 2, 4, 6, 7, 10, 17, 18, 28 diversity, 33 draft, 27, 30 duplication, vii, 1, 9

E earth, 73 Education, 9, 13, 27, 29, 30, 34, 37 electricity, 73 electrons, 73 emotions, 40, 46 empathy, 33 employees, 18 employment, 7 environment, vii, 1, 2, 8, 9, 16, 21, 41, 49, 51, 52, 55 equities, 39, 47, 49, 52, 54, 55, 56, 58, 60, 61, 62, 67, 68 espionage, 6 Estonia, 73 ethics, 7, 36 Europe, 72 evolution, 8 Executive Order, 19, 34, 36 exercise, 16, 28 expenditures, 36 expert, 7, 9 expertise, 15, 22, 34 exposure, 62, 67, 69

F FBI, 3, 4, 11, 12, 27, 72 Federal Bureau of Investigation, 11, 30

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Index feedback, 5, 36 field agents, 59, 61, 62, 64, 65, 66, 67, 69 financial markets, 73 FISA, 63, 67, 68 focus group, 2, 3, 10, 11, 12 focus groups, 2, 3, 10, 12 focusing, vii, 1 foreign intelligence, 19, 34, 71, 73 Foreign Intelligence Surveillance Act, 19

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G GAO, 30 gender, 33 geography, 34, 37, 50 global economy, 35 global terrorism, 8 goals, 33, 34, 35, 36, 57, 58, 59, 63, 64, 66 government, 3, 11, 15, 72 gravity, 29 grids, 73 group identity, 33, 35, 36 group processes, 36 groups, 2, 3, 10, 12, 33, 36, 57, 69, 71 growth, 7 guidance, 37, 52 guilty, 72

H hackers, 73 handling, 19 Harvard, 22 homeland security, 75 human, 38, 40, 41, 43, 46, 48, 49, 51, 52, 53, 55, 57, 62, 65, 72, 74

79

indicators, 37, 42, 45, 49, 50 individual differences, 33 individual students, 18 inferences, 33, 35 information age, 16 information systems, 34 information technology, 21 infrastructure, 2, 9, 73 Inspector General, 30 institutions, 4, 29, 75 instruction, 7 instructors, 18 instruments, 37, 49 integration, vii, 1, 9, 34 intelligence, 3, 5, 6, 16, 27, 28, 34, 36, 64, 71, 73, 74, 75 Intelligence Community, 28, 71 Intelligence Reform and Terrorism Prevention Act, 5, 16, 30 interdisciplinary, 1, 9 interoperability, 1, 9, 16, 28 interpersonal skills, 21 interview, 3, 11, 12, 22, 24 interviews, 2, 3, 10, 11, 12, 13, 14, 18, 19, 21, 22, 27 Investigations, 11 investigative, 19, 21 investment, vii, 1, 8

J January, 1, 17, 18, 29, 30 job performance, 24 job training, 2 jobs, 3, 27 judge, 7, 72 judgment, 35 jurisdiction, 59, 60, 61, 63, 67

I id, 22 identification, 12, 18 identity, 33, 35, 36 imagination, 33, 35, 75 implementation, 4, 17

L language, 34, 39, 43, 46, 48, 49, 51 Latin America, 75 laws, 22, 24, 34, 36

Golovin, Andreas H.. Fundamental Elements of the Counterintelligence Discipline, Nova Science Publishers, Incorporated,

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Index

lawyers, 74 lead, 12, 28 leadership, 2, 4, 9, 22, 25, 26, 27, 28, 36, 56, 58, 62, 65, 67, 68 leadership style, 36 learning, 7 legal aspects, 21 legislative, 5 linguistics, 39, 42, 47, 49 links, 38, 41, 42, 46, 49, 51 listening, 39, 47 long-term, 2, 4, 9, 28, 34, 36

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M mainstream, 2, 9 management, 18, 22, 25, 26, 41, 42, 44, 45, 49, 54, 56, 57, 58, 59, 61, 62, 64, 65, 66, 67, 68, 69 manipulation, 42, 44, 54 manpower, 41, 45, 46, 49, 50, 52, 53, 54, 56, 57, 58, 59, 61, 63, 65, 66 mapping, 3, 11, 14, 27 mastery, 17 matrix, 25 media, 59, 61, 63, 64, 68 memory, 72 mentor, 25, 40, 41, 47, 48, 51, 52, 53 mentoring, 64, 65 messages, 33, 72 military, 60, 63, 64, 65, 66, 68, 72 mining, 37, 40, 42, 44, 45, 54 missions, 4, 17, 19, 21, 28, 34 money, 18

N nation, 73, 75 national, vii, 2, 4, 7, 8, 9, 15, 16, 19, 29, 64, 65, 69, 75 national interests, 15 national security, vii, 2, 4, 8, 9, 15, 16, 75 NATO, 72 Navy, 73

network, 72, 73, 75 New York, 7, 13, 29, 34, 36 next generation, 72 nonverbal, 33, 36 nonverbal cues, 33, 36 normal, 42, 50 NSC, 5, 6, 30 nursing, 75

O objectivity, 46, 56 observable behavior, 6 occupational, 6 Office of Personnel Management, 13, 29, 34, 37 on-the-job training, 9 OPM, 6, 7, 8, 30 Ops, 52 oral, 33, 36 oral presentations, 33, 36 organ, 33, 35 organization, 3, 4, 12, 13, 18, 22, 28, 31, 32, 34, 35, 36, 56, 58, 59, 60, 61, 62, 63, 66, 67, 68, 74 organizations, vii, 1, 2, 4, 6, 8, 9, 11, 12, 22, 27, 34, 35, 36, 37, 50, 57, 58, 59, 60, 61, 62, 64, 65, 66, 71 outliers, 13 outsourcing, 17, 18 oversight, 16, 56, 58, 60, 64, 68

P Paper, 29, 30 partnerships, 56, 58, 60, 61, 63, 64, 67, 68, 69 payroll, 73 peer, 28 performance, vii, 1, 2, 7, 8, 9, 17, 24, 28, 34, 72 personal, 43, 45, 46, 50 personality, 40, 41, 43, 46, 48, 51, 53 physical sciences, 74 planning, 35, 44, 46, 49, 52, 55, 72

Golovin, Andreas H.. Fundamental Elements of the Counterintelligence Discipline, Nova Science Publishers, Incorporated,

Index play, 40, 41, 48, 51, 55, 75 pleasure, 74 politeness, 33 politics, 74 polling, 74 power, 6, 17, 75 powers, 6 priorities, 34, 35, 36, 42, 44, 45, 49, 54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69 professional development, 2, 4, 5, 6, 7, 9, 10, 15, 16, 17, 18, 19, 28, 29 professionalization, 28 program, 7, 15, 18, 28, 29, 56, 57, 58, 61, 62, 63, 65, 66, 68, 72, 75 promote, 5 protection, 4, 19, 28 protocols, 18, 19, 37, 52 public, 35, 36, 75 public health, 75 public service, 36

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Q qualifications, 2, 9 questionnaire, 18 questionnaires, 18, 21

R race, 33 radar, 72 range, 34 reading, 22, 75 reading comprehension, 22 reasoning, 41, 43, 44, 50 recruiting, 10 refining, 3, 22 regulations, 33, 34, 36 relationship, 52, 73 relationships, 33, 35, 38, 40, 41, 42, 46, 47, 48, 49, 51, 57, 69 relevance, 17, 18, 35 reliability, 38, 43, 44, 46, 50, 51

81

research, 2, 3, 4, 5, 8, 9, 10, 11, 17, 19, 22, 25, 27, 28, 29, 38, 39, 43, 44, 46, 48, 50, 51, 53, 57, 62, 65 researchers, 3, 10, 11, 12, 13, 22 resolution, 39, 45, 47, 48, 50, 53 resource allocation, 57, 58, 59, 61, 63, 64, 65, 66, 68 resource management, 57, 58, 62, 66, 67, 68 resources, 18, 36, 41, 45, 46, 47, 48, 49, 50, 52, 53, 54, 56, 57, 58, 59, 61, 63, 64, 65, 66, 67, 68, 69 responsibilities, 7, 34 restructuring, 16 retention, 14 rewards, 9 risk, 8, 34, 73 risks, 43, 44, 46, 50, 51, 55 Russia, 73

S SA, 22 sabotage, 6 safety, 75 school, 75 scientists, 74 secret, 74 secrets, 71 security, vii, 2, 4, 6, 8, 9, 15, 16, 19, 59, 60, 61, 62, 68, 73, 75 sensitivity, 62, 67, 69 September 11, 8 sequencing, 25, 26 services, 34, 35, 38, 39, 41, 48, 53, 55, 56, 57, 58, 60, 61, 62, 67, 68, 71, 73 sharing, 52, 54 short-term, 4, 28 singular, 15 skills, 2, 3, 5, 6, 8, 9, 10, 12, 17, 19, 20, 21, 24, 31, 32, 38, 39, 40, 42, 44, 45, 47, 48, 52, 53, 54 skills training, 2, 9 skin, 74 solutions, 33, 35 specialization, 37, 39, 50

Golovin, Andreas H.. Fundamental Elements of the Counterintelligence Discipline, Nova Science Publishers, Incorporated,

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82

Index

specter, 8 speed, 73 spelling, 33, 36 sponsor, 4 spreadsheets, 3, 11, 12, 13, 14, 22 staffing, 36 standardization, 4, 16, 17, 28 standards, vii, 1, 4, 5, 6, 7, 8, 14, 16, 17, 18, 27, 28, 29, 30, 34, 36 statutes, 34, 36, 63, 67, 68 STD, 8 strategic, vii, 2, 4, 9, 29, 35, 56, 58, 60, 61, 63, 64, 67, 68, 69, 73, 74, 75 strategic planning, 35 strategies, 34, 35, 36, 38, 41, 43, 46, 49, 52, 54 students, 18, 28 submarines, 72 Super Bowl, 9 supervision, 26 supervisor, 12, 22, 25, 26, 32 supervisors, 3, 10, 11, 12, 13, 14, 22, 26, 27 supply, 21 surveillance, 18 systems, 34, 73

threats, 8, 15, 16, 34, 35, 38, 42, 44, 46, 49, 51, 54, 55, 56, 57, 58, 59, 61, 64, 66, 67, 68, 69, 71 time, 7, 8, 9, 24, 25, 71, 74 traffic, 73 trainees, 18 training, vii, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 14, 15, 16, 17, 18, 19, 20, 21, 22, 24, 25, 26, 27, 28, 29, 32, 64, 65 training programs, vii, 1, 8, 20, 25, 28 traits, 3, 10, 12, 14, 21, 31, 32 transcript, 12 transcription, 3, 12 transfer, 7 transnational, 71 travel, 73 treason, 72 trial, 72 trust, 33, 35, 36, 48, 55

U unclassified, 21 United States, 5, 6, 8, 9, 13, 16, 17, 29, 30, 34, 36, 71, 72, 73 universities, 74

T Taiwan, 73 Taiwan Strait, 73 targets, 38, 42, 44, 46, 49, 51, 54, 55, 57, 62, 67, 69 taxonomy, 10 taxpayers, 72 teaching, 7, 74 team members, 36 technology, vii, 1, 9, 19, 43, 45, 46, 51, 52, 54, 57, 59, 61, 64, 67, 69, 72 terrorism, 8, 37 terrorist, 6, 19, 71 terrorist groups, 71 theory, 75 thinking, 36, 58, 73, 75 threat, 15, 16, 34

V validation, 5, 18, 19 vision, 36 vulnerability, 8, 73

W war, 72 Warsaw, 72 Warsaw Pact, 72 water, 73 weapons, 45, 52, 54 Weapons of Mass Destruction, 5, 6, 17, 30 wellbeing, 73 workforce, 1, 2, 4, 5, 8, 9, 15, 16, 17, 24, 25, 27, 28, 29, 36

Golovin, Andreas H.. Fundamental Elements of the Counterintelligence Discipline, Nova Science Publishers, Incorporated,

Index

writing, 20, 21, 24, 36, 38, 40, 42, 43, 45, 50, 53, 55, 57, 62, 65

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workplace, vii, 1, 9

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Golovin, Andreas H.. Fundamental Elements of the Counterintelligence Discipline, Nova Science Publishers, Incorporated,