Improving Professional Training in Criminal Intelligence ...

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VALCRIWHITEPAPERSERIESVALCRI-WP-2017-0081January2017EditedbyB.L.WilliamWong

ImprovingProfessionalTraininginCriminalIntelligenceAnalysisAleksandraBielska,andChrisPallarisi-intelligenceGmbH54Hallwylstrasse8004Zurich,SWITZERLAND

ProjectCoordinatorMiddlesexUniversityLondonTheBurroughs,HendonLondonNW44BTUnitedKingdom.

ProfessorB.L.WilliamWongHead,InteractionDesignCentreFacultyofScienceandTechnologyEmail:[email protected]

Copyright©2016TheAuthorsandProjectVALCRI.Allrightsreserved.

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I N T E N T I O N A L L Y B L A N K

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ABSTRACTThetraininganddevelopmentofcriminalintelligenceprofessionalshaslongsufferedfromarangeofchallenges including the absence of rigorous training standards and a failure to embrace newdisciplinesorbranchesofknowledge.Thishasunderminedanalysts’abilities tokeeppacewith theevolutionofcrime.TheVALCRIsyllabuswasdevelopedtoaddressthisproblembyprovidinginstruc-tion in aholistic setoforganisational, operational, informational, technological and cognitive skills.Weoutlinetheevolutionofthissyllabusandwhatwehopetoachievethroughitsdelivery.

KeywordsCriminal intelligence, law enforcement intelligence, intelligence training, professional development,analytictraining,intelligenceanalysis,VALCRIProject

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INTRODUCTIONThis paper details the work of the VALCRI project in

developinganewsyllabusforthedevelopmentofcriminalintelligenceanalysts.Thepaperbeginsbyexaminingtradi-tional impediments to intelligence training, aswell as therequirements of law enforcement professionals in Europeandbeyond.ThepapergoesontoexploretheVALCRIpro-ject’sresponsetotheserequirementsbyelaboratingonthevalue and scope of our syllabus, our intended means ofdelivery,andtheoutcomeswehopetoachieve.

CHALLENGESTOINTELLIGENCETRAININGTraining and professional development are key to im-

provingcriminalintelligenceanalysis(Gwinn,etal.,2008,p.28).However,researchandanecdotalevidencesuggestthetrainingofintelligenceprofessionalsissubjecttoanumberofchallenges, including:theabsenceoftrainingstandards;pooror limitedon-the-jobtraining; limitedtrainingoppor-tunitiesat the intermediateandadvanced levels;arapidlychangingoperatingenvironment;overrelianceontheintel-ligencecycleasaninstructionalmodel;limitedresearchonthe current state of intelligence training in law enforce-ment; a reluctance to address the many causes ofintelligencefailure;andthecontinuedindifferencetonon-traditional subjects in standard intelligence curricula. Weexamineeachofthesebelow.

TheLackofComprehensiveTrainingStandardsCurrenttrainingstandardsareinadequatetotheneeds

of intelligence professionals working in law enforcement.Those that exist – including from the US Department ofJustice’s Global Justice Information Sharing Initiative(2007), the US Department of Homeland Security (2010)andtheInternationalAssociationofLawEnforcementIntel-ligenceAnalysts(2012)–typicallyfocusonanarrowsubsetof intelligence skills, or the “minimum” training require-ments needed by entry-level analysts. They do not detailthediversityofskillsneededbyintelligenceanalystingen-eral,orcriminalintelligenceanalystinparticular,tooperateinrapidlychangingenvironments.Nordotheyelaborateonhowananalyst’sskill setshouldevolveoverthecourseoftheir career.Theonlystandardknownto theauthors thatincludes a detailed maturity model is the Analyst Profes-sional Development Roadmap published by the UnitedStatesGlobalAdvisoryCommittee(GAC)whichisaFederalAdvisoryCommitteetotheUSAttorneyGeneral(2015).Butthis too canbeextended to includeawiderarrayof skillsanddisciplines.

PoororLimitedOn-the-JobTrainingThetraininggiventocriminalintelligenceanalystsisin-

variablylimitedandofteninadequate(seeBuckley,2014,p.76;Ratcliffe,2008,p.230-231).Thisproblemiscommontolaw enforcement agencies around the world (Ratcliffe,2007, p. 27). AsBuckley (2014) observes,most learning is“onthe job”andoftenbasedonflawedassumptions:thatanexperiencedanalystisalwaysonhandtoteachnovices;and that the same analysts know what works and what

doesn’tandcancommunicatethisknowledgewillinglyandeffectively to junior colleagues, (Buckley, 2014, p. 248).Theseassumptionspersistdespiteevidence to thecontra-ry.Discrepanciesintheknowledgeandcapabilitiesofcrim-inal intelligenceprofessionals indifferentorganisations,aswellas indifferent teams in thesameorganisation, isoneconsequenceofthiscurrentstateofaffairs.Inevitably,sub-optimaltrainingbringssub-optimalresults.

TrainingGapsattheIntermediateandAdvancedLevelsWebster (2007) notes that few programs address the

needs of intermediate or advanced analysts (p. 6). Theoverwhelmingmajority of in-house, university, or private-sector trainingprogramsarededicated toentry-level ana-lystsandarenotsuitableforlawenforcementprofessionalslookingtodeveloptheirskillsatlaterstagesoftheircareer.

TheEvolutionofCriminalIntelligenceasaDisciplineThedisciplineofcriminalintelligenceisundergoingcon-

siderable change. Practitioners are busy figuring outwhatworks andwhat doesn’t. Existing training programs eitherdonotkeeppacewith theevolution inanalyticbestprac-tices, or include them selectively. This is despite the factanalyticinnovationshavebeenshowntoimprovetheana-lyticprocess,andthequalityoftheresultingoutputs.

TheEvolutionoftheAnalyst’sOperatingEnvironmentTheenvironmentinwhichcriminalintelligenceanalysts

operate isalsosubject tochange. Internally,analystshavetoaccommodatenewlaws,newtechnologiesandchangesinstructure,strategyandmandate.Manyofthesechangesare prompted by the evolution of one’s external environ-ment and the emergence of new forms of criminalbehaviour.Regrettably,analytical trainingdoesnotalwayskeeppacewith thisevolution. Indeed,anecdotalevidencesuggests the volume of training given to criminal intelli-genceanalysts is falling just as thepaceof changehas in-creased.

OverrelianceontheTraditionalIntelligenceCycleTraining programs are often built around a simplified

modeloftheintelligenceprocessknownastheintelligencecycle.Unfortunately, thismodel fails to reflect the opera-tionalandcognitivechallengesoftheanalyticprocess(seeHulnick, 2006, pp. 959-979; Gerraint, 2009, pp. 22-46;Johnston, 2005, pp. 45-60; Clark, 2007, pp. 10-13; Low-enthal,2006,pp.65-67;Ratcliffe,2007,p.114;Treverton,2003, pp. 104-108). Failure to address these challengesdeprives analysts of the deep insights needed tomitigatetheirworst effects.While the cycle has its uses, it shouldnotdictatethecorecomponentsofanintelligencetrainingcurriculum,norshoulditbetheonlyoperatingmodelthatanalystsworkwith.

FailuretoAddresstheManyCausesofIntelligenceFailureCurrenttrainingprogramsaddresssomecausesofana-

lyticfailurewhileroutinelyignoringothers.Inrecentyears,emphasishasbeengiven to the impactofdifferent cogni-tivepathologies,particularly thosebiasesanalystsoperate

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under as a result of prior knowledge and experience.Attemptstoimprovebiasmitigationaretobecommended,evenifabias-freeanalystisneitherpossiblenordesirable.Thatsaid, littleattentionhasbeentoothercausesofana-lytic failure such as poor management of analytic work-flows,theinconsistentapplicationofoperationalbestprac-tices,poordataquality,andsoon.Suchchallengesarenotexclusive to intelligence. Rather, they are common to allforms of knowledge work. Addressing these challengesobliges intelligence practitioners to explore other disci-plinesforpossiblesolutions.

LackofUp-to-dateResearchandPublicationsThe literature on criminal intelligence analysis and

analytictraining ingeneral isvery limited.Muchofthere-searchdatesbetween1995to2010.Eventhemostrecentpublications continue to rely heavily on this earlier litera-ture. It is unclear whether this is because there are noalternativesourcesofresearchtoborrowfrom,orwhetherthe authors are confident that previous findings are stillrelevant.Eitherway,recentadvances incognitivepsychol-ogy,neuroscience,operationsmanagementandotherdis-ciplines suggest there ismuch that canbe integrated intothestandardintelligencecurriculum.

IndifferencetoNon-TraditionalSubjectsandDisciplinesThe intelligence analyst’s job is never limited to the

production of intelligence. However, the overwhelmingmajority of training programs ignore those activities thatfall outside the intelligence cycle. Such activities typicallyinclude process management, information management,knowledgemanagement,strategydevelopment,andsoon.Whilesuchdisciplinesmayappear tangential, theirproperexecution can significantly improve the quality of intelli-gence product and address such challenges as cognitivebias,poordataquality,requirementsplanning,stakeholdermanagementandqualityimprovement,tonamebutafew.Indeed, the authors’ experience suggests that expandingthescopeofananalyst’sknowledgeandtrainingcansignif-icantlyimprovetheirabilitytoaddresslong-standingorgan-isationalimpedimentstoeffectiveanalysis.

ADDRESSINGENDUSERREQUIREMENTSWith these challenges inmind, theVALCRI project un-

dertook a rigorous assessment of the training needs ofcriminal intelligence professionals. Our survey considerednot just the subjects to be taught, but also the structureand delivery of a future criminal intelligence training pro-gram. In addition to the project’s End Users, we solicitedinput from law enforcement and security professionalsacross Europe. Their input can be summarised in the fol-lowingrequirements.

First,afutureintelligencecurriculumshouldreflectthebreadthofwork intelligenceprofessionalsdo,not just theactivities prescribed by the intelligence cycle. Further, itshouldaddressthelimitationsofexistingtrainingguidelinesand standards. Putdifferent, relevance should takeprece-denceovercompliance.TheVALCRIprojecthasarguedthat

intelligence work spans five separate but interconnecteddomains:

• Theorganisationaldomain-activitiespertainingtoanorganisation’smission,objectives,etc.

• The operational domain - activities pertaining totheexecutionoforders,policies,projects,etc.

• Theinformationaldomain-activitiespertainingtouseandmanagementofinformation

• Thetechnologicaldomain-activitiespertainingtotheuseandmanagementofIT

• Thecognitivedomain-activitiespertainingtothecognitivedimensionsofanalyticwork

Arigoroustrainingprogramshouldaddresseachofthe-sedomainsindetail.Thus,fromanorganisationalperspec-tive,instructioncanbegivenontheanalysisofone’soper-atingenvironmentandsettingofstrategicobjectives.Froman operational perspective, instruction can cover such ac-tivitiesasworkflowanalysis,processdesignandoperation-alplanning.Theinformationaldomainunderscorestheim-portanceofdataquality,datamanagementandmetadataconventions and so on. The technological domain empha-sises theneed to continually improve analysts’ abilities toworkwithstandardofficeproductivitytools,aswellasad-vancedanalytictechnologies.Finally, thecognitivedomainunderscores Smith’s (2004) finding that critical thinking,problem solving, and structured analysis can significantlyimprove theperformanceof criminal intelligenceanalysts.Inall instances,emphasis shouldbegiven to the role thatknowledgeplays inenablingstrategicandoperationalout-comes. Police officers in general (Ericson and Haggerty,1997,p.19;BrodeurandDupont,2006,p.7-26),andcrimi-nal intelligence analysts in particular (Ratcliffe, p. 95), areknowledgeworkers.Assuch,theyarehighlylikelytobene-fit from learning about those disciplines that enable thecreation, management and sharing of knowledge, regard-lessoftheirprovenance.

Second, a successful curriculum should marry trainingwith education.As Essenheigh (2000) observes, training isabout “know how”, whereas education focuses on the“know why” (p. 46). Education provides deeper under-standingandsupportsindependentthinking,decisionmak-ing, and problem-solving. This matters because, as notedabove,criminal intelligenceanalystsoperateinchallengingenvironments that are subject to continued change. Toelaborate: the cases they are asked to support can differenormouslyandoftenrequirenovelsolutions;thetechnicalor operational resources available to them can vary fromonedaytothenext;theissuesoractorstheyareaskedtoevaluate defy rapid analysis and cannot be approachedusing a common set of analytic tools or fixed mentalmodels; to avoid analytic failure, an analyst has to reflectontheirthinkingandmaintainthementalflexibilityneededtoidentify,understandandadapttochange.Inlightofthe-sechallenges,expandingthescopeofanalyst’sformaledu-cation is increasingly seenas a “musthave” rather thana

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“nice to have”. However iterative the intelligence cyclemight be in practice, it remains a fixed process that doesnotaddressthemanycausesofanalyticfailure.

Third, the curriculumshouldbe customisable andena-ble career-long learning. It should address different levelsof knowledge and capability, as well as the differentassignments analysts are likely to handle over time. Thescopeofthecurriculumshouldbesufficientlybroadsothatanalystscancustomisetheirlearningtocurrentneedsand/or future career objectives. Moreover, as Buckley (2014)observes,“deliveringtrainingasstaffcommencetheirrolesis importantbut it isnot theendof theprocess.Staffwillneedbothongoingrefreshesanddevelopmentaltrainingiftheagencyistoobtainthemaximumbenefit”(p.249).Ac-cordingly,trainingshouldfollowamaturitymodel,onethatlets analysts proceed through different stages of profes-sionaldevelopment.

Fourth, the curriculum should be subject to continueddevelopment and review. It should be flexible enough toaccommodatenewbranchesofknowledgeandoperationalbest practices. Feedback and evaluation mechanismsshould be built into the program so that students and in-structorslearnfromoneanother.

Fifth,thecurriculumshouldreflectthespecificneedsofthelawenforcementcommunity.AsBuckley(2014)notes,most training programs for criminal intelligence analystsborrowfromthosedevelopedfornationalsecurityand/ormilitary intelligenceprofessionals. Thesematerials arenotalwaysadjustedtoreflecttheoperatingcontextoflawen-forcement professionals (p.10) or the specific legal con-straintstheyareobligedtooperateunder.

Sixth,specialattentionshouldbegiventotheuseofan-alytictechniques,particularlythosethatsupportthequali-tative analysis of data. Indeed, analysts should be given aportfolio of techniques to work with. This portfolio canincludepopular lawenforcementtechniquessuchasCom-parativeCaseAnalysis.However, it canalso includeusefultools from other fields including national security intelli-gence, risk intelligence, business intelligence and so on.These tools can all enhance an analyst’s critical, creativeand conceptual thinking skills.However, they arenotwellknowninthelawenforcementcommunity.Naturally,thesetechniques should be amended to reflect the challengesfacedbylawenforcementprofessionals,andintroducedinacontextuallyoroperationallyrelevantmanner.

Seventh, emphasis should be given to improving thetechnical literaciesof students.On completionof thepro-gram, participants should have received instruction in anextensiveportfolioof tools, ranging fromroutinewebandofficeproductivitytools,suchasExcel,toadvancedanalytictechnologies,suchasthosebeingdevelopedbytheVALCRIproject. Analysts should know how to select the righttool(s)forthejob,andhowtocombineorcustomisethemforeffect.Further,theyshouldknowhowtoembedthesetoolsintotheirstandardoperatingprocedures.

Eighth,thecurriculumshouldreflecttheneedsofadultlearners and working professionals. Criminal intelligenceprofessionalscannotbeapproachedinthesamemannerascollegestudents.AusefulsetofadultlearningprinciplesisprovidedbyMcCain(1999,p.5-6):

• LearnerDirected:Learnershavetounderstandwhytheyneedtheknowledgeandskillstaughttothem

• Experiential: Learners have to “experience” thetaught subjects. The knowledge and skills theyacquire should be immediately applicable to thereal-lifeproblemstheyfaceintheiroperatingenvi-ronment

• Abletobeevaluated:Learnerswanttounderstand,clearly and early,what changeswill occur to theirperformance, work style, knowledge, etc. as aresultofthetrainingtheyreceive

• Residual: Learners appreciate training that buildson the knowledge and experience they havealready acquired, keeps them actively involved,and gradually moves them toward greaterunderstanding

• Numerous instructional methods: Training shouldcombinevariousteachingstylessoastosatisfythedifferentlearningstylesofthetraineesintheroom

Finally, thecurriculumshouldbe sensitive to the legal,ethical and privacy constraints analysts have to contendwith. Training should be conducted in away that encour-ages a frank and honest discussion of organisationalchallenges, including those that are routinely consideredsensitive or off-limits. The program should equip traineeswith the practical guidance needed to address thesechallenges,aswellas thedecisionmakingskillsneededtooperateethically and in thebest interestsof their respec-tiveorganisation.

THEVALCRISYLLABUS

OverviewIn light of these requirements, the VALCRI project has

developedanextensivesyllabusforthetraininganddevel-opmentofcriminalintelligenceprofessionals.Althoughtheprojectisprimarilyaimedatdevelopingasuiteofadvancedanalyticanddataprocessingtechnologies,VALCRIisuniqueinacknowledgingthat technologyworksbestwhen itaug-ments the analyst’s cognitive abilities and contextualcircumstances.

Thus, the syllabus reflects the project’s objective ofgiving analysts a better toolkit, as well as the knowledgeneededtooperateeffectivelyacrossthefivedomainsmen-tionedabove.Whencomplete,itwillcovernotjusttheuseof the VALCRI system and its individual components, butalsothosedisciplinesthatenhancetheanalyticcapabilitiesof individualsandorganisationsalike.Further,thesyllabusisintendedtoserveasareferencedocumentforEuropeanlawenforcementagencieslookingtoimprovetheirtrainingeffortsoutsideoftheVALCRIproject.

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DevelopmentThe VALCRI syllabus has been in development for the

past 18months. It has been subject tomultiple iterationsand reviews, including from the project’s end users andother security and law enforcement professionals.Successive versions have built on the comments and sug-gestionsof thesepractitionerstoprovidewhatwebelieveis themost extensive index of trainingmodules currentlyavailable. The topics listed here were not chosen atrandom.Rather, they reflect the strategicandoperationalpriorities of our project partners and the wider lawenforcementcommunityweengagedaspartofVALCRIorinthecourseofotherEU-fundedprojects.

The development of the syllabus included a carefulreviewoftheliteratureoncriminalintelligence,intelligenceanalysis, human cognition, process and project manage-ment, collaboration, leadership, communication,knowledgemanagement,informationmanagement,strate-gy and strategic thinking, operational management,productivity, etc. This review sought to identify the mostimportant skills anddisciplinesneededbyanalysts in gen-eralandcriminalintelligenceanalystsinparticular.Particu-laremphasiswasgiven to thosedisciplines thatare rarely(ifever)taughttoanalysts,butwhoserelevancetoanalyticworkcannotbedenied,andcanbereadilyadaptedtomeettheneedsoflawenforcementprofessionals.

Whiledeterminingthescopeofoursyllabus,weexam-ined training standards developed by various bodies, aswell as training curricula offered by public and privatesector organisations. Our survey was not limited to thedisciplineofcriminalintelligencebutincludedotherintelli-gence disciplines such as national security intelligence,military intelligence, business intelligence and so on. Ourassessmentevaluatedsuchprogramsas:

• MinimumCriminal IntelligenceTrainingStandardsfor Law Enforcement and Other Criminal JusticeAgenciesintheUnitedStatesbytheUnitedStatesDepartment of Justice and the Unites States De-partment of Justice’s Global Justice InformationSharingInitiative(2007)

• LawEnforcementAnalyticStandardsbytheUnitedStates Department of Justice, the Unites StatesDepartmentofJustice’sGlobalJusticeInformationSharingInitiativeandtheInternationalAssociationof LawEnforcement IntelligenceAnalysts (IALEIA)(2012)

• CommonCompetenciesforState,Local,andTribalIntelligenceAnalystsby theUnitedStatesDepart-ment of Justice, theUnites States Department ofJustice’s Global Justice Information Sharing Initia-tive,and theUnitedStatesDepartmentofHome-landSecurity(2010)

• MinimumStandardsforIntermediate-LevelAnalyt-icTrainingCoursesbytheUnitedStatesGlobalAd-visoryCommittee(GAC)(2013)

• AnalystProfessionalDevelopmentRoadmapbytheUnited States Global Advisory Committee (GAC)(2015)

• IntelligenceManagementModelforEurope,PhaseOne: Guidelines to Standards and Best PracticeWithintheAnalysisFunctionbytheScottishPoliceCollege(2003)

• TheNationalCriminal IntelligenceSharingPlanbythe United States Department of Justice and theUnites States Department of Justice’s Global Jus-ticeInformationSharingInitiative(2003)

• United States Intelligence Community Directive203:AnalyticStandardsbytheUnitedStatesOfficeoftheDirectorofNationalIntelligence(2015)

• CoreCompetencies for IntelligenceAnalysisat theNational Security Agency by Moore & Krizan(2012)

• The Characteristic of Successful and UnsuccessfulIntelligenceAnalystsbyWing(2000)

• AttributesofanAnalyst:WhatWeCanLearnfromtheIntelligenceAnalystsJobDescriptionbyCorkill,etal.(2015)

In addition to identifying those topics of value tocriminal intelligence professionals, we also surveyed theliterature on adult learning for recommendations on howbesttoeducatecareeranalysts.Weexaminedthestate-of-the-artanddevelopedanapproachthatwebelieveblendsthepracticalandtheoreticalwithtrainingandeducation.

SyllabusContentThe current versionof the syllabushas eight sections,

eachdesignedtoincreasethestudent’svalueadded:1. Introduction to Analysis – This section provides a

concise introduction to analytic work. Emphasisheregiventothecontextualfactorsthatinformtheanalyticprocessanditsoutcomes

2. The Analytic Process – This section focuses onanalytic theory and the application of structuredanalytic techniques. Students will also be intro-ducedtosupplementarytopics,suchasproductivi-ty, time and work management, informationmanagement, etc. The section also covers thoseanalyticdisciplinesthatarerarelytaughttocriminalintelligenceprofessionals,includingfutureanalysis,riskanalysis,andearlywarning.

3. DataVisualisation andVisualisation-BasedAnalysis– This section examines how to visualise data tosupport analytic reasoning, pattern detection, andinsightgeneration.Emphasishereisgiventomanydifferenttypesofvisualisationandhowtheycanbeachievedusingdifferenttools.

4. Thinking and Reasoning Skills – This sectionprovides a detailed overview of the cognitivemechanisms that support effective reasoning and

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data-driven action. Our objective here is to giveanalysts a comprehensive set of tools to supportdecision-making,problemsolving, ideageneration,andlearning.

5. Managing the Analytic Function – This sectionaddresses those disciplines that enable the man-agementandcoordinationofanalyticteams.Theseinclude:networkingandcollaboration, informationmanagement, project management, change man-agement, leadership, continuous improvement,strategyandstrategicthinking,etc.

6. KnowledgeManagement – This section covers thefundamental principles of personal and organisa-tional knowledge management. Emphasis here isgiventohowbesttocapture,codifyandsharetheknow-whatandknow-howthatenableeffectivein-telligencework.

7. Legal, Ethical and Privacy Issues – The sectionembraces the legal, ethical, and privacy-relatedissues that inform law enforcement and analyticworkingeneral.

8. OnlineResearchandInvestigativeSkills–This finalsectionprovideguidanceonthecollectionofopensource information for investigativeor intelligencepurposes.

Eachsectionisdividedintoseparateunits.Foreachunitwespecified:

• Keylearningobjectives

• Plannedactivitiesandexercises

• Anevaluationmethod

• Requiredreadings

• Supplementaryreadings

• Onlinelearningresources(whereapplicable)Detailed below are two sample learning units that we

havedevelopedaspartofthecurriculum:

1.1 AnalysisandtheIntelligenceProcess

Introduc-tion

This unit is intended to examine the funda-mentals of the analytic discipline. It explainsthe origins, highlights the evolution, and de-scribes the current state of lawenforcementintelligence. It also explains what analysis isand describes its place in the law enforce-mentintelligenceprocess.Finally,itintroduc-es the Human Issues Framework which hasbeen applied by the VALCRI project to mapthe non-technical challenges to intelligencework. The framework can be used to gain abroaderunderstandingof thecontextual fac-tors that impact the intelligence process in

generalandtheanalyticprocessinparticular.Such understanding represents the essentialprerequisitetotheimprovementoftheintel-ligenceandanalyticperformance.

LearningObjectives

By the end of the unit, participants will beableto:

• Explain what analysis is and describe itsplaceintheoverallintelligenceprocess

• Explain the relationbetween intelligenceanalysisandcrimeanalysis

• Elaborate on the process frameworksthatinformintelligencework(e.g.theIn-telligence Cycle, the Target-Centric Ap-proach,etc.)

• Describe key principles underlying theHumanIssuesFramework

• ExplainthepracticalutilityoftheHumanIssuesFramework

• UsetheHumanIssuesFrameworktogainabroaderunderstandingofanalyticworkand the context in which it takes place.Exploit thisunderstandingto improve in-telligence planning and workflow man-agement

• Explain the roleplayedby intelligence inpolicing and elaborate on the currentstateoflawenforcementintelligence

Activities /Exercises

Use theHuman Issues Framework to discussthe analytic environmentwithin your organi-zation

EvaluationMethod

Analystswillbeevaluatedontheirabilityto:

• Internalisestandardprocessframeworks,together with their benefits and limita-tions

• Internalise theHuman IssuesFrameworkand use it to identify and prioritise theanalytic challenges they wish to addressinsidetheirrespectiveorganisation

RequiredReadings

• BlogpostsbyK.Wheaton:http://sourcesandmethods.blogspot.com/2014/06/thinking-in-parallel-21st-century.html(3Parts)http://sourcesandmethods.blogspot.com/2011/05/lets-kill-intelligence-cycle-original.html(11Parts)

• Eck, J. E., & Clarke, R. V. (2013). Intelli-gence Analysis for Problem Solvers:http://www.popcenter.org/library/reading/pdfs/intell-analysis-for-probsolvers.pdf,pp.10-21

• UnitedNationsOfficeonDrugsandCrime(2011). Criminal Intelligence Manual for

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Analysts:http://www.unodc.org/documents/organized-crime/Law-Enforce-ment/Criminal_Intelligence_for_Analysts.pdf,pp.1-16,29-33

Supple-mentaryReadings

Ratcliffe, J. H. (2016). Intelligence-Led Polic-ing.NewYork,NY:Routledge

3.1 IntroductiontoDataVisualisationandVisuali-sation-BasedAnalysis

Introduc-tion

Thisunitintroducesthekeyprinciplesofdatavisualisation and visual analytics. It will en-deavour to provide participants with theknowledgeneededtodevelopone’sownvis-ualisations and evaluate the work of others.Guidance will also be given on how to en-hancetheanalyticproductsdevelopedearlierinthecourseusingdifferentdatavisualisationtools.Oncompletionoftheunit,analystswillunderstand the benefits of data visualisationandvisualanalytics,aswellasthediscipline’slimitationsanddangers.Whencombinedwithother best practices, this mode of criticalthinking on visualisation should help partici-pants determine when to best employ thedatavisualisationtoolstaught.

LearningObjectives

By the end of the unit, participants will beableto:

• Explain the benefits of data visualisationandvisualanalytics,aswellastherelatedlimitationsanddangers

• Describe the link between visualisationandeffectiveinformationmanagement

• Distinguish between different visualisa-tiontechniquesandthetoolsthatcanbeused to effectively present and analyseinformation

• Select a visualisation approach themostappropriateconsideringthetask

• Generate visualisations using standardproductivity software and accepted bestpractices

• Effectively use visualisations to com-municateanalyticfindings

Activities /Exercises

• Generate analytic products using differ-ent visualisation tools, techniques, anddatasets

EvaluationMethod

Studentswill be evaluated on their ability togeneratebasicand intermediadatavisualisa-tions.Thisincludesthepresentationofstatis-tical, geospatial and network relevant data

using such common or freely available toolssuch as Excel, Gephi, CartoDB, Chart.js, andTabelu.

RequiredReadings

• Dubakov,M. (2012). “Patterns for Infor-mation Visualization”:https://www.targetprocess.com/articles/information-visualization

• Friedman, V. (2007). “Data Visualization:Modern Approaches”:https://www.smashingmagazine.com/2007/08/data-visualization-modern-approaches

• Lin, M. (2013). “Why Data VisualizationMatters?”:http://www.mulinblog.com/data-visualization-matters

• Wong, D. M. (2013). The Wall StreetJournal Guide to Information Graphics:The Dos and Don'ts of Presenting Data,Facts, andFigures.NewYork,NY:W.W.Norton&Company

Supple-mentaryReadings

• Cairo, A. (2012). The Functional Art: AnIntroductiontoInformationGraphicsandVisualization.Berkeley,CA:NewRiders

• Meirelles, I. (2013). Design for Infor-mation.NewYork,NY:RockportPublish-ers

• Tufte, E. R. (1990). Envisioning Infor-mation.Cheshire,CT:GraphicsPress

• Yau,N. (2013).DataPoints:VisualizationThatMeans Something. Indianapolis, IN:JohnWiley&Sons,Inc.

• Yau, N. (2011). Visualize This: The Flow-ingData Guide to Design, Visualization,and Statistics. Indianapolis, IN: JohnWiley&Sons,Inc.

OnlineLearningResources

• Aperiodictableofvisualizationmethods:http://www.visual-litera-cy.org/periodic_table/periodic_table.html

• The5MostInfluentialDataVisualizationsof All Time:http://www.tableau.com/sites/default/files/whitepapers/the_5_most_influential_data_visualizations_of_all_time.pdf

• A Quick Illustrated History of Visualisa-tion: http://data-art.net/resources/history_of_vis.php

• Bēhance - a showcase of creative work:https://www.behance.net

• FlowingData:http://flowingdata.com

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• InformationIsBeautiful:http://www.informationisbeautiful.net

• Improvingdatavisualisation for thepub-licsectorproject:http://www.improving-visualisation.org

• VisualComplexity:http://www.visualcomplexity.com

Our study of adult learning theories and didactic best

practiceshasalsoallowedustoincludesuggestionsonthemethods and approaches needed to teach these unitseffectively.

NEXTSTEPSThe development of the syllabus is only the first of

VALCRI’s training-related activities. Our intention is totranslate our research into a series of training andeducational programs for law enforcement professionals.Tobegin,wehopetodevelopaseriesofshortcoursesonspecific skills (e.g. data visualisation, informationmanage-ment,criticalthinking,etc.).Theseareintendedtoserveasa springboard to further training or a formal academicqualification. These courses would be modular in nature,allowing students to combine topics or focus on specificaspectsofintelligencework,andcanbeprovidedbyanyoftheconsortium’smembers.

Wealsointendtolaunchgraduateprogramsatboththemaster’sanddoctoral levels.Thesewillprovideinstructioninallfivedimensionsofintelligencework(ortheoptiontospecialiseinaspecificarea).Theywillbeapplied,theoreti-cal or hybrid in nature. Applied programs will obligestudents to address those challenges that impact analyticwork intheirorganisation.Theoreticalprogramswill invitestudents to advance our knowledge and the state-of-the-artinthefieldofcriminalintelligenceanalysis.

Further,weplantoenhancethevalueoftheVALCRIsyl-labus by developing a dedicatedmaturitymodel. This canbeusedbyorganisations tobenchmark the capabilitiesoftheirstaff,andmonitortheircontinuedevolution.

Finally, we are planning a series of public seminars totest selected parts of the syllabus and generate feedbackfrom VALCRI’s end users and other law enforcement pro-fessionals. In doing so, we hope to improve the learningmaterials already developed, as well as the syllabus as awhole.

EXPECTEDOUTCOMESANDIMPACTSOur work on the VALCRI syllabus, and our interaction

withtheproject’sEndUsers,hasconfirmedthefindingsofprevious EU projects: the challenges faced by intelligenceprofessionalsarenotrestrictedtotheprocessofcollecting,analysis and communicating information. Rather, their ef-forts are underminedby issues that have little to dowithintelligenceatall. This includeschallengesassociatedwiththeeffectivemanagementofpeople,processes,and tech-

nology, inefficientorganisationalandpersonal informationand knowledge management, inconsistent identificationand application of “best practices”, etc. Our syllabus hasbeendesignedtoaddressthesechallenges.Byrealisingthetrainingandeducationalobjectivesdetailedabovewehopeto:

• Demonstratetheimportanceofaholisticapproachtointelligencetraining/education

• Broaden the intelligence community’s understand-ing of a “core” intelligence curriculum, by empha-sising the importance of those activities anddisciplines that fall outside the intelligence cyclebutenableanalyticwork

• Enable individual learning and adaptability by ex-tending the analyst’s toolkit to include theories,concepts and frameworks from other professionsordisciplines

• Extend the knowledge and capabilities of law en-forcementprofessionalsingeneral,andcriminalin-telligence analysts in particular, so that they canbetter address contemporary policing and securitychallenges

• Furthertotheabove,enhancetheconsultingcapa-bilitiesofcriminal intelligenceanalysts, thusallow-ing them to address both internal and externalchallenges;contributetothesettingofanorganisa-tion’sstrategicobjectives;andinstructothersinthecultivationofnewskillsandcapabilitiesasneeded

• Encouragelawenforcementagenciestothinkofin-telligence as a multidisciplinary activity, one thatwarrantsasustained,career-longinvestmentofre-sources

• Enhancethetechnicalcapabilitiesofcriminal intel-ligenceanalysts

• Enable the adoption of the VALCRI system and itscomponents for operational use by European lawenforcementagencies

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Ericson, R. V. & Haggerty, K. (1997). Policing the RiskSociety.Toronto:UniversityofTorontoPress.

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Essenhigh,R.H. (2000).AFewThoughtsontheDifferenceBetween Education and Training. Letter to the Editor,NationalForum:ThePhiKappaPhiJournal.

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Lowenthal, M. M. (2006). Intelligence: From Secrets toPolicy.Washington,DC:CQPress.

McCain,D.V.(1999).CreatingTrainingCourses.Alexandria,VA:AmericanSocietyforTrainingandDevelopment.

Moore, D. T. & Krizan, L. (2003). Core Competencies forIntelligenceAnalysisattheNationalSecurityAgency.InSwenson, R. G. (eds.), Bringing Intelligence About:PractitionersReflectonBestPractices.Washington,DC:Joint Military Intelligence College, Centre for StrategicIntelligenceResearch.

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United States Department of Justice & Unites StatesDepartment of Justice’s Global Justice InformationSharingInitiative(2007).MinimumCriminalIntelligenceTraining Standards for Law Enforcement and OtherCriminal Justice Agencies in the United States.Washington,DC:USDepartmentofJustice.

United States Department of Justice, Unites StatesDepartment of Justice’s Global Justice InformationSharing Initiative & International Association of LawEnforcement Intelligence Analysts (IALEIA) (2012). LawEnforcement Analytic Standards. Washington, DC: USDepartmentofJustice.

United States Department of Justice, Unites StatesDepartment of Justice’s Global Justice InformationSharing Initiative & United States Department ofHomeland Security (2010). Common Competencies forState, Local, and Tribal Intelligence Analysts.Washington,DC:USDepartmentofJustice.

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United States Global Advisory Committee (GAC) (2015).Analyst Professional Development Roadmap.Washington,DC:USDepartmentofJustice.

UnitedStatesOfficeoftheDirectorofNationalIntelligence(2015).United States IntelligenceCommunityDirective203: Analytic Standards. Retrieved from:https://www.dni.gov/files/documents/ICD/ICD%20203%20Analytic%20Standards.pdf

Webster, M. (2007). Review of Applied IntelligenceTraining. Retrieved fromhttps://www.churchilltrust.com.au/media/fellows/WEBSTER_Megan_2007.pdf

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The research leading to the results reported here has received funding from the European Union SeventhFramework Programme (FP7/2007-2013) through Project VALCRI, European Commission Grant AgreementNumberFP7-IP-608142,awardedtoMiddlesexUniversityandpartners.

VALCRIPartners Country

1 MiddlesexUniversityLondonProfessorB.L.WilliamWong,ProjectCoordinatorProfessorIfanShepherd,DeputyProjectCoordinator

UnitedKingdom

2 SpaceApplicationsServicesNVMrRaniPinchuck

Belgium

3 UniversitatKonstanzProfessorDanielKeim

Germany

4 LinkopingsUniversitetProfessorHenrikEriksson

Sweden

5 CityUniversityofLondonProfessorJasonDykes

UnitedKingdom

6 KatholiekeUniversiteitLeuvenProfessorFrankVerbruggen

Belgium

7 AESolutions(BI)LimitedDrRickAdderley

UnitedKingdom

8 TechnischeUniversitaetGrazProfessorDietrichAlbert

Austria

9 Fraunhofer-GesellschaftZurFoerderungDerAngewandtenForschungE.V.Mr.PatrickAichroft

Germany

10 TechnischeUniversitaetWienAssoc.Prof.MargitPohl

Austria

11 ObjectSecurityLtdMrRudolfSchriener

UnitedKingdom

12 UnabhaengigesLandeszentrumfuerDatenschutzDrMaritHansen

Germany

13 i-IntelligenceMrChrisPallaris

Switzerland

14 ExippleStudioSLMrGermanLeon

Spain

15 LokalePolitieAntwerpen Belgium

16 BelgianFederalPolice Belgium

17 WestMidlandsPolice UnitedKingdom