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
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):