FIAT Course Outline 250322 (1)

IALEIA / LEIU Foundations s of Intelligence Analysis Training (FIAT) Course Outline This course is a combined effort of the Law Enforcement Intelligence Units (LEIU) and the International Association of Law Enforcement Intelligence Analysts (IALEIA).

The Association of Law Enforcement Intelligence Units (LEIU) (LEIU.org) is focused on providing leadership and promoting professionalism within the criminal intelligence community. This both enhances public safety and protects constitutional, civil liberties and other privacy rights. LEIU was founded in 1956 and subsequently established criminal intelligence standards that are recognized by both law enforcement and privacy experts alike as creating a proper balance between the needs of law enforcement and the constitutional privacy rights of individuals.

The purpose of IALEIA (ialeia.org) is to advance high standards of professionalism in law enforcement intelligence analysis at the local, state/provincial, national, and international levels. The aim is to enhance understanding of the role of intelligence analysis, encourage the recognition of intelligence analysis as a professional endeavor, develop international qualification and competency standards, reinforce professional concepts, devise training standards and curricula, furnish advisory and related services on intelligence analysis matters, conduct analytic-related research studies, and provide the ability to disseminate information regarding analytical techniques and methods.

The FIAT course is the first step in a path for a professional becoming a Criminal Intelligence Certified Analyst (CICA). As the name states, IALEIA is an international organization with members from over seventy countries organized into regional chapters.

In addition to the US-centric version outlined here, there are tailored versions for Canada, Jamaica, Trinidad & Tobago, St.Kitts & Nevis, Dubai, and Guyana.

This is a 40-hour certification course, running on a Monday through Friday schedule.

FIAT Course Schedule

Foundations of Intelligence Analysis Training (FIAT) – INSTRUCTOR GUIDE EXCERPTS 1. Introduction to Intelligence Module / Tab – 01 Instructor Information:

The instructor will have 1.0 hour to present the slides There is no student exercise for this module Module Scope: This module provides the students with three separate but related areas. By providing the students with information on the history they gain a greater understanding of the evolution of the process; the purpose segment provides them with an understanding on the different uses for intelligence; and the models segment describes how different users of intelligence may have different models but that the process remains relatively the same.

Learning Objectives: Upon successful completion of this topic, the students will be able to; • Describe the historical development of intelligence • Discriminate between intelligence models used in various environments • Describe the purpose and scope of tactical and strategic intelligence • Differentiate between intelligence and investigation Text Reference(s): None Exercise(s): N/A Handout(s): N/A

2. The Intelligence Cycle Module / Tab – 02 Instructor Information: The instructor will have 1.0 hour to present the slides There is no student exercise for this module There are no separate handouts for this module The instructors may wish to print out a poster-sized copy of the law enforcement intelligence cycle to post for the entire week Module Scope: This module provides the students with a definition of intelligence and an understanding of the process used in the development of usable intelligence.

Learning Objectives: Upon successful completion of this topic, the students will be able to; • List and describe the steps of the intelligence cycle

• Recognize the difference between information and intelligence • Apply the intelligence cycle as a process to guide and support the development of actionable intelligence Text Reference(s): None Exercise(s): N/A Handout(s): N/A

3. Legal Issues and Ethics Module / Tab – 03 Note – There are tailored versions of this module for Canada, Jamaica, Trinidad & Tobago, St.Kitts & Nevis, Dubai, and Guyana.

Instructor Information: The instructor will have 45 minutes to present the slides The students will have 15 minutes to complete the exercise Module Scope: This module provides the students with information regarding the legal and ethical issues surrounding criminal intelligence.

Learning Objectives: Upon successful completion of this topic, the students will be able to; • Understand the legal, privacy, and ethical issues relating to criminal intelligence • Develop an awareness of the legal constraints, privacy concepts, and the controlling legal authorities associated with each Text Reference(s): None Exercise(s): Ethics exercise – Jason Sharp Homicide Handout(s): • Tab 20 – the IALEIA Code of Ethics, and the International Association of Crime Analysts (IACA) Crime Analysis Code of Ethics

4. Sources of Information Note – There are tailored versions of this module for Canada, Jamaica, Trinidad & Tobago, St.Kitts & Nevis, Dubai, and Guyana.

Instructor Information: The instructor will have 45 minutes to present the slides There is no student exercise for this module Module Scope: This module provides the students with information regarding various sources of information, from public, to law enforcement, to covert.

Learning Objectives: Upon successful completion of this topic, the students will be able to; • Develop the capability to access and utilize information from appropriate sources • Gain awareness of sources such as the Internet, information sharing systems, networks, centers, commercial and public databases, and others • Describe typical sources of information, their limitations and operational security concerns Text Reference(s): • Refer students to the CI21C, pages 419-423; o May be helpful on the job (especially to new analysts) o Contains articles about the current state of criminal intelligence analysis and its direction Exercise(s): None Handout(s): • Tab 4 – Advanced Internet search tips and web sites handout • Tab 20 – Recommended Resources and References

5. Core Competencies Module / Tab – 05 Instructor Information: The instructor will have 45 minutes to present the slides There is no student exercise for this module

There are no separate handouts for this module Elicit and record on a board or chart (or select someone to record) what skills the participants believe are necessary to be an effective intelligence analyst. For each item on the board, ask students if that is something that can be learned, or is it an innate character trait. Elicit examples of how the aspects of skills, or traits relate to tasks an analyst performs Module Scope: This module provides students with information relating to the skills and personal characteristics that are helpful to an intelligence analyst.

Learning Objectives: Upon successful completion of this topic, the students will be able to; • Recognize the various analyst roles based on assignment • Describe the types of skills, knowledge and personal traits necessary to effectively perform the tasks of an analyst Text Reference(s): None Exercise(s): None Handout(s): • Tab 5 - Full-size Slide 8 (clouds); Core Competencies document; Self-Evaluation of Analytic Competency (have students complete—time permitting) • Tab 20 - IALEIA membership application; FAQ’s for Hosting a FIAT 6. Creative Thinking Module / Tab – 06 Instructor Information: The instructor will have 30 minutes to present the slides The students will have 30 minutes to complete the exercises There are no separate handouts for this module Elicit rapid-fire suggested definitions of Creative Thinking.

Engage in brainstorming and record responses offered Module Scope: In this module students will learn methods for engaging in creative thinking and discuss the importance of these techniques in analysis.

Learning Objectives: Upon successful completion of this topic, the students will be able to;

• Define the term creative thinking • Demonstrate creative thinking techniques including brainstorming and mind mapping Text Reference(s): None Exercise(s): • Brainstorming the Gap exercise • Mind mapping exercise Handout(s): None

7. Critical Thinking Module / Tab – 07 Instructor Information: The instructor will have 30 minutes to present the slides There is a 3 minute exercise on making judgments, or assumptions (slide 4-5) The students will have 30 minutes to complete the exercise There are no separate handouts for this module Module Scope: In this module students will learn methods for engaging in critical thinking and discuss the importance of these techniques in analysis.

Learning Objectives: Upon successful completion of this topic, the students will be able to; • Define the term critical thinking • Explain the importance of critical thinking in intelligence analysis • Demonstrate skill in methods of critical thinking Text Reference(s): None Exercise(s): • AJ Serial Bombing Exercise, Case • Students are tasked to separate facts in the case from their assumptions and identify information gaps.

This exercise is part of Case, the serial bombings. Have students place the information in the colored folder designated for that case when the exercise is complete.

Handout(s): Have students look at the handouts:

• Elements of Thought • Creative vs. Critical Thinking

8. National Criminal Intelligence Sharing Plan Guided Discussion – 30 minutes 9. Logic Module / Tab – 09 Instructor Information: The instructor will have 1 hour to present the slides There is a mini in-class exercise – noted in slides The students will have 30 minutes to complete the exercises Module Scope: This module provides an understanding of different types of logical arguments, the types of fallacies that can occur and the ability to construct and evaluate logical arguments as an analytical tool. Discuss the construction of hypotheses, the use of inferences and how to evaluate competing probability. In addition, the uses and pitfalls of assigning probability will be discussed.

Learning Objectives: Upon successful completion of this topic, the students will be able to; • Compare and contrast deductive and inductive reasoning, and give examples of when to use which type • Describe pitfalls associated with false logic and give examples of logical fallacy types • Apply logical thought processes to develop inferences Text Reference(s): None Exercise(s): • Logic exercise • Dobbs Homicide, Case Handout(s): There are two handouts • Assigning Probability Example • An Explanation of Estimative Language from the US National Intelligence Estimate, 2007 The Terrorist Threat to the US Homeland

10. Analysis of Competing Hypotheses

Module / Tab – 10 Instructor Information: The instructor will have 1 hour to present the slides There is an ACH teaching activity using the hack of the Office of Personnel Management (OPM), or alternate scenario The students will have 30 minutes to complete the exercise The exercise is not part of the group presentation case structure There are no separate handouts for this module Recommend the section of Heuer's Psychology of Intelligence Analysis as good background to this topic. It is available online free of charge.

Module Scope: This module provides the student with an understanding of an analytical process conceptualized by Richards Heuer (pronounced HOYer, CIA, 1999) in his book, entitled “Psychology of Intelligence Analysis.”

This process is described in depth and can relate to law enforcement applications. At the end of this module the participant will have a valid analytical tool for their repertoire and will be able to apply the process to complex law enforcement situations.

Learning Objectives: Upon successful completion of this topic, the students will be able to; • Define Analysis of Competing Hypotheses and describe the ACH process • List and explain the benefits of using ACH • Explain the concept of diagnosticity • Demonstrate the ability to apply the ACH model Text Reference(s): None Exercise(s): Who Hacked the OPM? Dirty Dawgs exercise Handout(s): • ACH Steps document handout • A full-size chart of ACH Steps graphic

11. Recommendation Development Module / Tab – 11 Instructor Information: The instructor will have 30 minutes to present the slides

There is no student exercise for this module There is a mini-exercise (Re: Dobbs Homicide)—allow 5 minutes for brainstorming Module Scope: This module discusses the importance of developing recommendations in an analytical project. Different types of recommendations are defined and explored. Important considerations and pitfalls in recommendation development are outlined.

Learning Objectives: Upon successful completion of this topic, the students will be able to; • Describe various types of recommendations • Identify intelligence gaps • Develop appropriate recommendations to support analytic goals Text Reference(s): None Exercise(s): None Handout(s): Money Laundering in New Jersey: A Preliminary Assessment

12. Crime Analysis Module / Tab – 12 Instructor Information: The instructor will have 1 hour to present the slides The students will have 1.5 hours to complete the exercises The exercises are not part of the group presentation case structure.

Have students (time permitting) do a calculation of the Mean, Median, and Mode values Module Scope: This module enables the student to compile and review specific criminal data for the purpose of uncovering the meaning of patterns in that data. They will learn to assess the pattern’s impact on the criminal activity. The uses, methods and products of crime analysis are presented.

Learning Objectives: Upon successful completion of this topic, the students will be able to; • Demonstrate the ability to identify crime patterns • Demonstrate the ability to distinguish series and trends

• Demonstrate the ability to interpret data • Demonstrate the ability to identify gaps in data Text Reference(s): None Exercise(s): • Crime Pattern / Frequency Distribution Analysis exercise • Days Between Hits exercise • Crime Pattern Exercise 2A • Crime Pattern Exercise 2B Handout(s): Calculating Standard Deviation and Empirical Rule Days Between Hits Exercise Steps Forecasting Time of Crime example Time Span Analysis example Crime Pattern Analysis Exercise 2B – Calculations and Steps Crime Analysis Bulletin example

13. Indicator Development Module / Tab – 13 Instructor Information: The instructor will have 30 minutes to present the slides There is no student exercise for this module There are no separate handouts for this module Module Scope: This module enables the students to identify indicators of criminal activity. The module will enable the student to appropriately apply a multiplicity of indicators and make recommendations based on those indicators. Indicators from numerous criminal activities are reviewed and discussed.

Learning Objectives: Upon successful completion of this topic, the students will be able to; • Describe the development and application of criminal activity indicators • Develop and apply indicators for the purpose of recognizing and/or responding to potential criminal activity Text Reference(s): None Exercise(s):

None

14. Association Analysis Module / Tab – 14 Instructor Information: The instructor will have 1 hour to present the slides The students will have 1.5 hours to complete the exercises o There are three, long exercises to be done o All support the group presentations for Friday. o The PowerPoint presentation contains sample matrices and charts for the exercises.

Module Scope: This module provides the students with a methodology to identify and visually display associations or possible associations among individuals, groups, and/or other entities.

This methodology, known as association analysis, is also known as link analysis.

Association analysis can be…

• a tool when you don't know who the target is • a work product - not necessarily to share • used as a tool to identify information gaps • used to graphically present information Learning Objectives: Upon successful completion of this topic, the students will be able to; • Define the term Association Analysis • Demonstrate the ability to create and interpret association matrices and association charts (link charts) Text Reference(s): None Exercise(s): Jason Sharp – homicide, Case King’s Pawn – stolen electronics, Case Terror, Inc. – bombings, Case Handout(s): None

15. Communication Analysis Module / Tab – 15

Instructor Information: The instructor will have 1.25 hours to present the slides The students will have 1.5 hours to complete the exercises Make these additional points at the outset; o What used to be only phone records to analyze have now become phone (land line & cellular), text messages, e-mails and other forms of digital communication. o How the records are sorted determines what you can learn. o It is often helpful to sort the records in many ways to see what kinds of patterns develop Module Scope: This module provides students with an overview of the types of communications, the records produced and how to analyze the patterns formed.

Learning Objectives: Upon successful completion of this topic, the students will be able to; • Define the term Communication Analysis • Explain the relevance of frequency distribution • Demonstrate the ability to create and interpret communication matrices and charts Text Reference(s): None Exercise(s): Jason Sharp – homicide, Case King’s Pawn – stolen electronics, Case Terror, Inc. – bombings, Case Handout(s): Common Critical Questions That Relate to Communication Analysis Telephone Record Matrix

16. Flow Analysis Module / Tab – 16 Instructor Information: The instructor will have 1 hour to present the slides The students will have 1 hour to complete the exercises NOTE: There are three long exercises, all of which upon completion, are placed in the proper case folders.

The PowerPoint presentation contains sample charts for the exercises.

Target these points (with the slide presentation) Flow analysis looks at a sequence to gain meaning.

Flow charts and timelines can be used to represent movement for analysis

Module Scope: This module provides the students with a set of methodologies to represent the movement of commodities and events that are of interest in an investigation.

Learning Objectives: Upon successful completion of this topic, the students will be able to; • Define the terms Flow Analysis, Commodity Flow, and Event Flow • Demonstrate the ability to create and interpret flow charts and timelines Text Reference(s): None Exercise(s): • Jason Sharp – homicide case • King’s Pawn – stolen electronics case • Terror, Inc. – bombing case Handout(s): None

17. Financial Analysis Module / Tab – 17 Instructor Information: The instructor will have 2.25 hours to present the slides The students will have 1.5 hours to complete the exercises Note: The instructor’s role is to “demystify” the process Students need to understand that they acquired the tools to perform this type of analysis in grade school – basic arithmetic.

There are tailored versions of this module for Canada, Jamaica, Trinidad & Tobago, St.Kitts & Nevis, Dubai, and Guyana.

Module Scope: This module provides students with an overview of money laundering and financial analysis including bank record analysis, business record analysis, and exploiting reports through the Bank Secrecy Act and other regulations.

Learning Objectives: Upon successful completion of this topic, the students will be able to; • Identify benefits of financial analysis • Describe financial aspects of crime • Describe money laundering • Describe types and uses of Bank Secrecy Act (BSA) information

• Demonstrate types of financial analyses Text Reference(s): None Exercise(s): Terror – Bombings.

King’s Pawn – stolen electronics Jason Sharp - homicide Handout(s): Bank Record Analysis Steps Sample Bank Records Schedule A

18. Strategic Analysis Module / Tab – 18 Instructor Information: The instructor will have 1.25 hours to present the slides o The activity at slide #14 is included in this time allotment The students will have 45 minutes to complete the closing exercise o The exercise is not part of the group presentations.

Module Scope: This module provides the students with an overview of strategic analysis, its uses, and products within a law enforcement context. Slide #8, click on the ROAD MAP to start 31 page embedded example document.

Learning Objectives: Upon successful completion of this topic, the students will be able to; • Recognize the value of strategic analysis • Describe the differences between tactical and strategic analysis • Develop strategic collection plans • Describe the use of threat matrices • Utilize various strategic analysis models and products • Apply strategic targeting and prioritization Text Reference(s): None Exercise(s): Group exercise – Scenario Exercise: topics chosen by the student work groups Handout(s): Strategic analysis framework

Threat Assessment Table Sleipnir technique graphic

19. Products of Intelligence Module / Tab – 19 Instructor Information: The instructor will have 1 hour to present the slides There is no student exercise for this module Module Scope: This module provides students with an understanding of the types of products of their work that they will be creating for their customers. Slides #16 and #25 contain embedded PowerPoint example documents. LEFT Click on the image to open the document.

Learning Objectives: Upon successful completion of this topic, the students will be able to; • Describe the rules that govern the development of all quality reports and presentations • Develop the ability to clearly state conclusions drawn from intelligence analysis • Demonstrate the capability to organize a written and oral presentation and use graphical representations to enhance a presentation Text Reference(s): None Exercise(s): None Handout(s): Sample Intelligence/Analytic Report

20.

Final Exam

21. Group Presentation