HT-JCOE Director’s MessageOur priority is clear: we will train a professional HUMINT warfighter fully pre- pared to meet current and emerging requirements of the Defense HUMINT Enterprise. This organization continues to evolve as the operational en- vironment transforms. HUMINT Training-Joint Center of Excellence (HT- JCOE) is the Department of Defense’s only training center for advanced HUMINT professionals. HT-JCOE continues to grow and is now comprised of West and East Campuses; the West Campus, the focus of this issue of MIPB, primarily trains HUMINT skills to meet tactical and operational requirements. HT-JCOE contin- ues as the premier HUMINT training facility and the home of Defense HUMINT for the Defense HUMINT Enterprise. We aggressively engage and collaborate with academia, Combatant Commanders and representatives throughout the Defense HUMINT Enterprise to develop and deliver robust world class HUMINT training. The HT-JCOE continues to provide experiential-based relevant and realistic joint HUMINT training in re- sponse to the requirements of the Defense HUMINT enterprise. We quickly adapt and evolve our training focus and methods to address the challenges faced by the HUMINT warfighter during the conduct of con- ventional, asymmetric, and irregular operations. We are uniquely prepared to address the HUMINT training challenges in preparing premier professional HUMINT warfighters to operate globally. Our charge is to strike a balance between HUMINT training in support of current operations and shaping training for the professional HUMINT warfighter of the future. Our desired end state is to provide world class advanced HUMINT training and prepare HUMINT profes- sionals for global dominance. We expect this edition of MIPB to be informative to all intelligence profes- sionals and their Commanders as they prepare forces for deployment. JAMES G. ROSE Director HT-JCOE IUNCTIS VIRIBUS “By United Efforts” The American Eagle represents the United States and the Department of Defense; the Stars and Rays refer to the original thirteen Colonies of the Union. The chesspiece signifies training in Military Intelligence. The daggers recall Intelligence and Special Operations. The color black represents strength and white, integrity; scarlet and gold de- note sacrifice and excellence. Dark blue and the bordure of the shield represent the United States and signify unity. MILITARY INTELLIGENCE PB 34-10-4 Volume 36 Number 4 October - December 2010 Commanding General FEATURES Major General John M. Custer III Deputy to the Commanding General 3 Commander’s Note Mr. Jerry V. Proctor by Colonel John R. Szypko Deputy Commander for Training 5 Senior Enlisted Advisor’s Note Colonel Dennis A. Perkins by Sergeant Major Joseph Turner Chief, Doctrine Division 7 A Short History of HT-JCOE Mr. Stephen B. Leeder 8 Military Source Operations Branch by Chief Warrant Officer Five James Woodward 11 Advanced Source Operations Course: Candidate Nomination, Guidance for Commanders by Colonel Jeffrey P. Stolrow MIPB Staff: 19 Debriefing Branch: Defense Strategic Debriefing Course Editor by Chief Warrant Officer Four John Parker, Mr. Dave Russell, and Sterilla A. Smith Mr. Ted Pahle Design Director 25 The Interrogation Branch Patrick N. Franklin by Mr. Steven Bohn and Chief Warrant Officer Four Joseph Lancaster Design and Layout 26 Joint Senior Interrogator Course: The Art and Science of Experience Patrick N. Franklin by Mr. Steven Frelke Cover Design 28 The Joint Interrogation Certification Course Patrick N. Franklin by Ms. Kelly Sanders Inside Back Cover 29 The Joint HUMINT Analysis and Targeting Course: Analytical Support to Patrick N. Franklin Military Source Operations as a Combat Multiplier Lawrence Boyd by Staff Sergeant Erin Epp and Mr. James Thornton Issue Photographs Courtesy of the U.S. Army 31 Joint Interrogation Management Course: Providing Leaders the HT-JCOE Proper Tools by Mr. Kurt Deinhardt 32 The Joint Analyst and Interrogator Collaboration Course by Mr. Patrick Skora 34 Training Adults in a Military Environment Purpose: The U.S. Army Intelligence Center of Excellence publishes the by Joann Kiyabu Military Intelligence Professional 38 HT-JCOE’s Training Administration and Assessment Program Bulletin (MIPB) quarterly under the provisions of AR 25-30. MIPB presents by Varej Filhanessian information designed to keep intelli- gence professionals informed of cur- rent and emerging developments within DEPARTMENTS the field and provides an open forum 2 Always Out Front 40 Contact and Article in which ideas; concepts; tactics, tech- 6 HT-JCOE Class Enrollment Submission Information niques, and procedures; historical per- spectives; problems and solutions, etc., Process Inside Back Cover: can be exchanged and discussed for Dorothe K. Matlack purposes of professional development . Disclaimer: Views expressed are those By order of the Secretary of the Army: of the authors and not those of the Official: Department of Defense or its elements. The contents do not necessarily reflect official U.S. Army positions and do not change or supersede information in any other U.S. Army publications. JOYCE E. MORROW GEORGE W. CASEY JR. Administrative Assistant to the General, United States Army Secretary of the Army Chief of Staff 1031201 Always Out Front Major General John M. Custer III Command Sergeant Major Todd S. Holiday Commanding General Command Sergeant Major U.S. Army Intelligence Center and Fort Huachuca U.S. Army Intelligence Center and Fort Huachuca In 2007, the Undersecretary of Defense for Intelligence Today, HT-JCOE has successfully assembled a (USDI) established the Human Intelligence Training- competent and unique instructor force. HT-JCOE Joint Center of Excellence (HT-JCOE) with the pur- instructors have on average 5 to 40 years of expe- pose of building a “one-stop” shop for advanced rience in the HUMINT field with the majority of the technical Human Intelligence (HUMINT) training for instructors having more than 20 years experience. all of the Department of Defense (DOD) services and HT-JCOE instructors are engaged in training several agencies including the U.S. Army. advanced HUMINT courses with complex and highly Collocating the headquarters of HT-JCOE with experiential training programs of instruction. They the U.S. Army Intelligence Center of Excellence have the flexibility to quickly adapt these training (USAICoE) at Fort Huachuca was only logical, since programs to ensure their graduates are equipped a majority of the HUMINT trainees came from the with the latest HUMINT TTPs, ready to bring their Army, and the Army was designated as the Executive full knowledge and skills to the fight, and provide Agent for all DOD HUMINT. There exists a close and their commanders the most timely and reliable in- special relationship between HT-JCOE and USAICoE telligence information in order to win. since the latter has taken a mentor role since the This extensive experience has paid dividends when earliest days of HT-JCOE’s establishment. we consider in 2008, only a year into its existence, In three short years HT-JCOE has quickly devel- four of the HT-JCOE courses were subjected to the oped from infancy to become what the USDI had detailed scrutiny of the Defense HUMINT Executors envisioned–a true Center of Excellence involved in and were certified on behalf of the Joint Staff. A year advanced training which is highly dynamic and adap- later, in 2009, one of the HT-JCOE courses obtained tive to meet the ever-changing needs of commanders the validation of the National HUMINT Manager, in the field. As a Center of Excellence, HT-JCOE is the first ever in its kind throughout the Intelligence heavily involved in providing assistance and train- Community. ing support to other training organizations charged HT-JCOE continues to grow in terms of student with training intelligence professionals across the throughput, number of courses, and number of in- Intelligence Community. HT-JCOE has also taken structors, but more so as a formal training institution–a an instrumental role in researching cutting-edge Center of Excellence. It has struck the right formula training methodologies and tactics, techniques, and to be the right kind of training venue which can procedures (TTP) across all three pillars of HUMINT: keep up with a continuously changing enemy on the Debriefing, Interrogations, and Source operations. battlefields of today and tomorrow. 2 Military Intelligence Defense Human Intelligence (HUMINT): Out of the Shadows, into the Limelight, and Under the Gun–Implications for Training and Educating Military HUMINT Professionals. Not long ago, the only tools in the HUMINT arse- duty military, DOD and Department of the Army nal available to the Department of Defense (DOD) civilians, and augmented by contract employees– were entry-level trained interrogators, strategic de- whose chief qualification was that they had “been briefers, and highly-trained controlled collectors. there and done that.” Overlay these HUMINT war- These specialists were few in number and in high riors with a professional staff and the best principles demand–and the most highly-trained individuals of adult learning, and this would ensure consistent, were operating in small numbers on strategic and professional, and relevant principle-based instruc- sensitive collection missions. By the time Operation tion in HUMINT tradecraft. Enduring Freedom commenced, these people were HT-JCOE could not operate in a vacuum, how- stretched thin and flung wide into environments for ever, and was supported by the Joint Coordinating which their training was not originally designed. Our Element (JCE) and Joint Forces Command (JFCOM) HUMINTers comported themselves well, though, and to ensure that the training across the menu of courses soon commanders in the field began to appreciate was relevant, and certified to a joint standard. Indeed, the value of HUMINT in the broadening counterin- beyond Joint Certification, the Advanced Source surgency campaigns in which we found ourselves. Operations Course was the first HUMINT tradecraft HUMINT was no longer conflated with the ex- course in the Nation to receive the National HUMINT ploits of ‘James Bond’ within the military com- Manager’s Tradecraft Validation in 2009. The Army munity. HUMINT professionals were in increasing asked HT-JCOE to provide a professional training demand and asked to deliver reliable information track for their HUMINT Officer specialty. The Area that informed the commander in phase zero and of Concentration 35F program comprising the Joint one operations (shaping and deterring), and hard- HUMINT Officer Course, the Source Operations won actionable intelligence in phases two through Course, and the Joint Interrogation Management four (seize the initiative, dominate, and stabilize). Course provides an officer with the education and We learned valuable lessons on the battlefield, but training to operate in a variety of operational and accepted risk in a lack of standardized training for staff positions within the HUMINT field. military source operations and in a professional de- We are still at war, and must remain adaptive and velopment track for a career in HUMINT. With the flexible. In that vein, HT-JCOE strives to extract the creation of the HUMINT Training–Joint Center of most current tactics, techniques, procedures and Excellence (HT-JCOE), DOD addressed a true need lessons-learned from the battlefield by allowing staff for professionalizing the very wide spectrum of mil- (when available) to volunteer for deployments in itary source operations, and designed a menu of support of collection missions. HT-JCOE maintains courses heretofore unavailable for the disciplines a robust engagement with brigade combat teams’ of interrogation, strategic debriefing, and military commanders and staff, supports mission-readiness source operations. exercises, after action reviews, and contributes The vision that took root was to develop courses to the National HUMINT Tradecraft Certification at one brick-and-mortar location, staffed by active- Standards Committee. Our staff and instructors October - December 2010 3 are frequently called upon to lend support to other integrated and professionally rewarding training ex- members of the intelligence community seeking to periences for our HUMINT professionals, to remain leverage our expertise in the further development relevant and responsive to the needs of combat- of their specific HUMINT programs. HT-JCOE has ant commanders, and to always strive to be better– sponsored cutting-edge research in such areas as “Iunctis Viribus” (Through United Efforts). deception detection, attracting top researchers from other government agencies and academia. We are also aggressively pursuing the integration of avail- able technologies to complement our delivery of tradecraft training to an ever more tech-savvy and Colonel John R. Szypko Is the Commander of HT-JCOE. COL well-educated student population. Szypko earned his commission in the Army at the U.S. Military DOD HUMINT is indeed out of the shadows, has Academy, West Point, New York. In addition to serving in been thrust into the limelight, and is now under the various troop leadership positions in the continental United States, Germany, and Korea, he has deployed to Bosnia, Iraq, gun to deliver the goods. The Army G2 called one of and Afghanistan. COL Szypko was a Senior Service College our courses–the Source Operations Course–the “cen- Fellow in Washington DC, where his studies focused on ter of gravity for Army HUMINT.” As tempting as it Operational HUMINT. He is a German and Swedish linguist, would be to rest on the laurels of such high regard, and earned an MA from the University of Oklahoma in we see it as more of a challenge: to provide a suite of Communication, and is an Army War College graduate. Read any good books lately? We welcome reviews of books related to Intelligence or Military History. Please review our list of available books and book review submission standards un- der the Professional Reader Program at https://ikn.army.mil/apps/mipb_mag. Email your book reviews along with your contact information to MIPB@ conus.army.mil. 4 Military Intelligence Professional development of our Noncommissioned reached out to the NCO Academy co-located on Fort (NCO) Corps in the Military Occupational Specialty Huachuca to provide a two day block of instruction (MOS) 35M Human Intelligence (HUMINT) Collector in the form of the Joint Source Validation Course field has been limited to just a few options prior to (JSVC) for both MOS 35L CI and MOS 35M Advanced the advent of the HUMINT Training–Joint Center of Leadership Courses. This is the only course we offer Excellence (HT-JCOE). As of Fiscal Year 2011, the in the form of a mobile training team and it made Center offers eleven courses with three courses spe- complete sense to offer it to the NCO Academy as a cifically identified as to assist with MOS 35M3/4 training target of opportunity for our up and com- career progression. ing NCOs. The first of these is the Joint Senior Interrogator Lastly, many of the courses the Center offers have Course (JSIC), which trains senior interrogators to rethought how to deliver their respective instruction supervise Department of Defense interrogation op- and honed their courses to deliver the best training erations and improve interrogation skills through in the shortest possible time. This allows Soldiers, the use of critical thinking and case studies from Sailors, Airmen and Marines to return to their re- interrogations conducted in the current theaters of spective units better trained in a shorter amount of operation. time; a testament to the hard work and dedication The second course offering for senior NCOs is of the cadre here at the HT-JCOE. the Joint HUMINT Officer Course (JHOC). This I would like to give a personal thank you to all course trains HUMINT leaders–officer, warrant of- of the cadre and staff of the Human Intelligence ficer and senior NCOs to manage HUMINT and Training–Joint Center of Excellence. You are all true Counterintelligence (CI) operations in support of professionals who are helping to carry the fight in tactical to theater level headquarters in both a Joint Operations Enduring Freedom and New Dawn and and combined environment. The JHOC is open to other operational areas worldwide. non-HUMINT personnel as well. The last of these three courses is the Joint Interrogation Management Course (JIMC). The JIMC trains mid-level HUMINT supervisors in the management of interrogation operations. The JIMC provides thorough instruction on Interrogation pol- Sergeant Major Joseph Turner is the Senior Enlisted Advisor icy law, operations management and procedure at to the HT-JCOE. He initially enlisted in the Infantry as a the National, Joint, Service, operational and tactical mortarman, entered Military Intelligence in 2004, and has levels. The focus is on the collaboration and coordi- served in leadership positions ranging from Team Leader nation aspects of interrogation operations. to First Sergeant. His assignments include multiple tours to Korea and Iraq. SGM Turner holds an Associate’s degree in Adding to the professional development of our Intelligence Studies from Cochise College and is a graduate of HUMINT NCO Corps, HT-JCOE has recently the Navy’s Senior Enlisted Academy. October - December 2010 5 HT-JCOE Class Enrollment Process To enroll in any of the HT-JCOE courses, you must visit our website on SIPRNet at htjcoe. jioc.jfcom.smil.mil and complete the online enrollment request. Download, complete, and send the Student Nomination and Waiver Request to
[email protected]. The Student Nomination and Waiver Request must be signed by the first O-5 or higher and equivalent in the student’s chain of command. The Student Nomination and Waiver Request format is located under References>Reference Library>Enrollment Documents (press- ing F1 while you have the format open will provide assistance about how to complete the document). Contact HT-JCOE Operations Section (J3) if you do not have access to SIPRNet to arrange for alternate means of enrollment. If and when we reserve seats for students in the requested classes, email notifications will go to the SIPRNet email provided in the students’ enrollment requests, informing them about the status of their enrollment and directing them to visit the HT-JCOE websites to download and follow the course reporting instructions. All required documents must be at the HT-JCOE J3 no later than 30 calendar days before the start date of the requested class. In addition to the Student Nomination and Waiver Request, Advanced Source Operations Course (ASOC) applicants must also provide an autobiography. The Student Autobiography format is located under the References>Reference Library>Enrollment Documents (press- ing F1 while you have the format open will provide assistance about how to complete the document). ASOC application packets (online enrollment request, Student Nomination and Waiver Request, and the Student Autobiography) must be at the HT-JCOE J3 no later than 45 calendar days before the start date of the requested class. 6 Military Intelligence In June 2006 The Under Secretary of Defense for HT-JCOE broke ground on the 60,000 square Intelligence (USD(I)) approved the implementation feet General Instructional Facility on 30 September of the HUMINT Training Joint–Center of Excellence 2008. On 11 May 2010, HT-JCOE officially opened (HT-JCOE) concept. The concept was to establish a the new Matlack Hall facility, named after Dorothe Joint Center at Fort Huachuca, Arizona based on K. Matlack, with a ribbon cutting ceremony. Matlack common standards and procedures, responsive to Hall houses the HT-JCOE Command Group, Defense requirements. The training addressed all Training Support Staff, and the DSDC. aspects of Defense HUMINT missions, functions In January 2009 ASOC received the first and requirements. Community HUMINT validation from Tradecraft The Director of the Defense Intelligence Agency/ Training Standards Council. Defense HUMINT Manager announced in September During 2009 HT-JCOE expanded its curricu- 2006 that the Defense HUMINT Enterprise would lum to include nine fully developed programs of in- implement improvements in HUMINT train- struction, four of which received joint certification. ing to support the Secretary of Defense and the These courses are organized under the three main Combatant Commands. The key improvements an- branches: Debriefing, Interrogation, and Military nounced included the creation of the HT-JCOE at Source Operations (MSO). Course enrollment has Fort Huachuca, Arizona. tripled since 2007 to over 2,400 resident mili- In April 2007 the Acting USD(I) delegated authority tary and civilian students supporting the Defense to certify Advanced Source Operations Course (ASOC) HUMINT Enterprise. graduates, on behalf of the Department of Defense, Significant activities in Fiscal Year 2010 were ex- to the Commanding General, U.S. Army Intelligence ecuting a “surge” MSO training capability at Davis- Center and Fort Huachuca. Additionally, on 10 April Monthan Air Force Base, which increases Enterprise the Defense HUMINT Enterprise Executors formally support by 72 students annually–growing to 96 opened the HT-JCOE with a ribbon-cutting ceremony students annually later this year. Two additional at Fort Huachuca. Throughout the remainder of 2007, courses were added to our course curriculum– the U.S. Intelligence Center transitioned the Source Joint Foreign Materiel Acquisition Course and Joint Operations Course, Defense Strategic Debriefer Course HUMINT Analysis and Targeting Course, and we (DSDC), and Enhanced Analysis and Interrogation continued to expand our Joint representation by in- Training to HT-JCOE in a phased manner. corporating cadre-members from all services. October - December 2010 7 by Chief Warrant Officer Five James Woodward The Military Source Operations Branch (MSOB) is additional twelve students six times per year. The responsible for training Soldiers, Sailors, Airmen, SOC does not conduct training assistance visits or Marines, and civilian personnel in the conduct of offer mobile training teams (MTTs). MSO. The MSOB conducts five courses: Source Upon graduating, U.S. Army students are awarded Operations Course, Advanced Source Operations the Additional Skill Identifier (ASI) S7. The SOC Course, Joint HUMINT Officer’s Course, Joint provides one third of the Army’s training for Area Source Validation Course, and Joint Foreign Materiel of Concentration (AOC) 35F, HUMINT Officer. The Acquisition Course. other two required courses are the Joint HUMINT These courses present new concepts and prin- Officer Course, part of the MSOB, and the Joint ciples in the classroom, and then use exercises to Interrogation Management Course (JIMC), which is provide experiential training. The principles are managed by the HT-JCOE Interrogation Branch. exercised in realistic training environments where Students are placed in two-person teams when students can safely learn from mistakes in a series they arrive at SOC. They are briefed on the live prob- of controlled situations. Training and evaluation are lem that will govern their behavior through the rest conducted by instructors who are both trained and of the course. The SOC maintains a high operational experienced in the conduct of source operations at tempo and students’ time management, work priori- the appropriate levels for the individual courses. tization, and organizational skills are stressed. They Source Operations Course receive classroom instruction in MSO techniques, The Source Operations Course (SOC) trains stu- then immediately implement and practice these dents to conduct MSO in a kinetic threat environ- techniques by leading a human source through the ment as part of a team. Students are prepared to HUMINT operations cycle. conduct secure human source operations to collect Students are evaluated from arrival at the course positive intelligence information against terrorist, in- to graduation. They are expected to act at all times surgent, and criminal organizations and personnel, as if they are conducting MSO in a foreign country, and other hostile elements and activities that may and are exposed to a variety of experiences that they pose a threat to friendly forces deployed to a theater could expect in that environment. of operations. SOC has received Joint Certification SOC instructors have all graduated from compara- for its program of instruction. ble courses enabling them to conduct human source The SOC is seven weeks long, and is used by some operations. They have all had experience running Defense HUMINT Executors to certify graduates to source operations in an environment similar to that conduct MSO Category 2 operations. The class size used for the SOC training. Instructors with this level is 42 students with ten courses held each fiscal year. of training and experience conduct all evaluations of An expansion campus in Tucson, Arizona, trains an students and play all roles involved in the SOC. 8 Military Intelligence surveillance and surveillance detection; report writ- ing; the use of intelligence funds, and other topics. Training exercises take place in multiple geographic locations and in varied environments, and train and evaluate the student’s ability to conduct sur- veillance detection; survive and operate in urban and rural environments; work as an MSO handler in support of a brigade combat team (BCT) in a high kinetic threat environment; and work as an inde- The SOC is free to units, with costs covered by pendent MSO handler in a high adversarial intelli- Army funding. Each Service centrally controls the se- gence service threat environment. lection process. SOC is available to Active, Reserve, Students are evaluated at all times from arrival Guard and civilian members of the Department of at the course to graduation. Grading at ASOC Defense (DOD), and is available to other agencies is conducted for each training event and exer- after coordination. cise. Additionally, three boards are held during the ASOC to monitor and evaluate each student’s Advanced Source Operations Course performance. The Advanced Source Operations Course (ASOC) trains individual students to conduct MSO in a ki- Students are expected to act at all times as if they netic threat or adversarial intelligence service threat are conducting MSO in a foreign country, and are environment anywhere in the world. Students are subject to law enforcement stops, questioning, and prepared to conduct secure human source opera- additional experiences that they could expect in tions to collect positive intelligence information that environment. Students move between predom- against terrorist, insurgent, criminal organizations inately kinetic threat situations and predominately and personnel, and other hostile elements and activ- adversarial intelligence service threat situations, in ities that may pose a threat to friendly forces in any both urban and rural environments. environment. ASOC has received Joint Certification The instructors at ASOC have all graduated from for its program of instruction, and was the first comparable courses enabling them to conduct hu- course in the Intelligence Community to receive man source operations. They have all had experi- National HUMINT Manager Validation. ence running advanced source operations in an ASOC is eighty-nine days long, and is used by environment similar to that used for the ASOC some Defense HUMINT Executors to certify grad- training. Instructors with this level of training and uates to conduct MSO Category 1 operations. The experience conduct all evaluations of students and class size is 42 students and three courses are held play all during this course. each year. The ASOC does not conduct training as- Students for the ASOC are chosen from among an sistance visits or offer MTTs. applicant pool by a board that examines the expe- This course is intense with a very high operational rience, prior training, and future utilization of each tempo. A student’s time management and organiza- candidate. The ASOC selection board meets no later tional skills are essential to successful completion than 45 calendar days before the start day of each of the course, as they are to successful operations class. Those selected receive a Welcome Letter that in the field. Upon arrival at the ASOC, students are provides information about how to prepare and re- briefed on the live problem that will govern their be- port to the course. havior through the rest of the course. The students U.S. Army graduates of the ASOC receive ASI V4, receive classroom instruction in MSO techniques, effective 1 October 2009, which is retroactive for then immediately implement and practice these all U.S. Army ASOC graduates. The ASOC is free techniques by leading a human source through the to units, with costs covered by Army funding and HUMINT operations cycle. is available to Active, Reserve, Guard and civilian Platform instruction includes topics such as MSO members of the DOD, and is available to other agen- legal parameters; the HUMINT operational cycle; cies after coordination. October - December 2010 9 Joint HUMINT Officer Course incorporate them in all phases of the operational The Joint HUMINT Officer Course (JHOC) trains cycle in both environments. The course makes ex- entry and mid-level HUMINT managers in the tensive use of case studies to demonstrate the train- Defense HUMINT Enterprise (DHE). The course ing points. is four weeks long, and provides instruction on The JSVC is the only course in the MSOB that HUMINT policy, law, and procedure at the National, is available in an MTT format. The minimum size Joint Service, operational, and tactical levels. The for a class is 10 students and the maximum is 30 JHOC also trains its graduates to collaborate on students. The JSVC is open to all members of the and coordinate HUMINT operations with other in- DHE who are U.S. military or civil servants as- ternal and external military and civilian intelligence signed to or entering a valid HUMINT collection or partners. JHOC includes training in Information Counterintelligence (CI) assignment or deploying to Technology competencies using software and com- an equivalent HUMINT or CI management position. munications suites that are employed in real world HUMINT operations throughout the DHE. Joint Foreign Materiel Acquisition Course The JHOC starts with a platform-instruction The Joint Foreign Materiel Acquisition Course phase. Students then participate in two distinct sit- (JFMAC) is a four week course that trains experi- uational training exercises which train and evaluate enced source handlers in methodologies used to col- their abilities to manage BCT HUMINT operations lect foreign materiel. Students attending this course within a combined and joint task force and their should have previous training and experience mak- abilities to manage HUMINT operations and assets ing them intimately familiar with the tactics, tech- at echelons corps and above. niques, and procedures required to conduct secure Six JHOC classes are taught annually, with a source operations. maximum of 12 students per class. The JHOC is The JFMAC begins with classroom instruction not available as an MTT. The course is open to all covering legal and business aspects of foreign ma- military or civilian members of the DHE in the grade teriel acquisition. After the classroom instruction, of E-7, GG-12, or above who are assigned to or en- students move into a series of participative field tering an operational HUMINT position. training exercises where they will plan and execute The JHOC is the required third and final course for acquisition operations in various environments us- the U.S. Army HUMINT Officer AOC 35F. U.S. Army ing a variety of collection methods. officers who successfully complete the SOC/JIMC/ Final requirements for application and partici- JHOC sequence of courses will receive the M1A1 pation in the JFMAC will be published on the HT- Project Development Skill identifier until the AOC JCOE homepage on DKO/AKO at https://www. 35F can be awarded. Officers seeking to obtain the us.army.mil/suite/page/612679. Visit the web site AOC 35F must validate their training requirement to view upcoming class dates and download enroll- with the Military Intelligence junior officer branch ment documents. Parent organizations will fund manager of the Army Human Resources Command all temporary duty (TDY) and related costs for the by calling (703) 325-4047. JFMAC and will prepare TDY orders. Joint Source Validation Course The Joint Source Validation Course (JSVC) is a two day participative seminar that trains techniques and methodologies for conducting and managing CW5 Woodward is assigned to HT-JCOE as the Chief, the source validation process. The JSVC starts with MSOB. He has served in the Army for 23 years in a variety a platform-instruction phase where the students of assignments on three continents. His awards include are re-introduced to the importance of the source the Purple Heart, Bronze Star, Defense Meritorious Service Medal, and Army Meritorious Service Medal. Mr. Woodward validation process and instructed on the various op- has earned Master’s Degrees in Strategic Intelligence from erational tools available in strategic and combat en- the Joint Military Intelligence College, in Business from Regis vironments. Students are then shown examples of University, and in Computer Science from James Madison operational testing and given guidelines on how to University. 10 Military Intelligence by Colonel Jeffrey P. Stolrow The nomination guidance which follows is based Introduction on an assessment and selection “whole person” the- The HUMINT Training-Joint Center of Excellence ory first developed in World War II to assess and se- (HT-JCOE) Advanced Source Operations Course lect Office of Strategic Services operatives. Rather (ASOC) is an extremely demanding 90-day train- than evaluating isolated elements of behavior, the ing program. ASOC is not a “gentlemen’s course.” whole person theory of assessment recommends Students have described it as “MI Ranger School,” in that the assessor(s) evaluates a candidate on a va- which they must successfully function under condi- riety of behavioral and situational measures. Then, tions of reduced sleep, mental strain, and physical the assessor(s) develops a comprehensive whole fatigue in an often complex and ambiguous environ- person assessment of the candidate based on the ment. Given the significant stress which is neces- integration of these measures. sarily built into this course, it is not surprising that The historical record of ASOC student perfor- the attrition rate has historically averaged 21 per- mance suggests identifiable personal and situa- cent. The significance of this attrition rate is evident tional factors which can predict those students who when one considers that HT-JCOE conducts three are more or less likely to graduate. This article high- ASOC iterations per year with a maximum of 42 stu- lights these factors to assist commanders in making dents per course. Thus, the MI operating forces are suitability decisions for ASOC attendance. It also losing between 28 to 32 ASOC Category I Military recommends that commanders use a formal board- Source Operators per training year out of 126 can- ing process to assess potential candidates to attend didates. As one of a several critical actions taken to ASOC and provides guidance on how to conduct a decrease this attrition rate, HT-JCOE is providing reliable and valid nomination board. I conclude with commanders with comprehensive guidance to im- a brief review of ongoing ASOC assessment and se- prove their capability to select suitable ASOC nomi- lection research designed to better predict student nees for training. performance and improve student training. October - December 2010 11 Personal Factors Correlated with In some cases, commanders may desire a nomi- Successful and Unsuccessful Student nee to attend ASOC who is predominantly motivated Performance by external factors. In this case, the commander There are several personal factors associated with suc- should listen to the nominee, gain an accurate un- cessful and unsuccessful ASOC student performance. derstanding of the needs and motives and attempt These factors include motivation, aptitude, English oral to reinforce the intrinsic drive (i.e., learning new and written communication skills, conscientiousness, skills, personal challenge, or how this person will prior experience and training, openness to new experi- make an even more important contribution to the ence and feedback, and emotional stability. unit and their country.) Providing factual informa- tion about the course with a positive attitude can Motivation. Motivation is defined as something also assist nominees to become “sold” on the course. that causes a person to act in a certain way or do Finally, ordering a unit member against their will to a certain thing. Motion and effort are fundamental attend ASOC will most likely lead to course failure. to motivation, as is inspiration. Motivation is also It would be better to select another candidate who influenced by both intrinsic and extrinsic factors. wants to attend for both the sake of the unit and ASOC students who are intrinsically motivated to ASOC. attend the course are inspired by their own will to Aptitude. Aptitude is defined as the innate or ac- exert personal time, effort, and drive to succeed. The quired mental capacity to accomplish a particular effort of this intrinsically motivated student comes task. It is also associated with readiness to learn from within and tends to be resistant to stress and and speed of information processing. As aptitude environmental challenges. increases, individuals are more likely to quickly and In contrast, extrinsically motivated students are accurately solve problems, successfully organize driven by the demands of their external environ- and plan complex tasks, and accurately execute a ment to succeed. Often, the primary force affect- number of tasks sequentially or simultaneously. ing student extrinsic motivation is unit personnel This mental “horsepower” is referred to as general needs for ASOC graduates. In some cases, the unit mental ability, or GMA. GMA is associated with per- may inform the student that continuing to work for formance in both training and employment, such the organization is dependent on graduating from that higher levels of GMA are positively associated ASOC. Extrinsically motivated students are more with more successful training outcomes and better likely to lose their drive once they are away from job performance. In addition, there is a positive re- their unit and lack the resiliency to cope with sig- lationship between aptitude, as measured by intel- nificant ASOC training stressors. ligence tests, and memory. In actual practice, the majority of ASOC students The complex training demands of ASOC require are both intrinsically and extrinsically motivated. a significant level of GMA to successfully complete However, self-reports from students who graduate the course. Preliminary data from cognitive testing suggest that intrinsic motivation is a significant fac- administered to ASOC students suggests that stu- tor contributing to graduation. In contrast, students dents need above average levels of verbal and ab- who voluntarily withdraw will often cite various de- stract abilities to graduate. grees of pressure from command as the key reason Given that commanders will not normally have for attendance with little intrinsic motivation to par- access to intelligence test scores, there are sev- ticipate in training. Such students are more likely to eral readily available alternative assessment tools give up when the going gets tough. that provide a relatively accurate screening mea- Commanders need to assess the relative strengths sure of GMA. These scores come from the Armed of both types of motivation. If the commander’s es- Forces Vocational Aptitude Battery (ASVAB) and timate of a candidate’s drive is predominantly in- include the General Technical (GT) score and the trinsic, then there is a higher probability that the Skilled Technician (ST) score. Commanders should candidate will be successful. If the candidate’s drive nominate unit members with a GT or ST score of is predominantly extrinsic, then there is a higher 110 or greater. For maximum validity, command- probability of failure. ers should request the unit member’s GT or ST 12 Military Intelligence scores from their initial ASVAB test administra- vation, training, and/or experience which qualifies tion, which most likely was taken prior to entry the candidate to attend ASOC. into the military. The ASOC training staff is highly motivated and Motivation and aptitude are essential factors that adept at assisting students refine their conversa- predict successful training performance, as well as tional and written language skills. However, there is success on the job. While sufficient levels of both not enough time in the course to successfully train factors are necessary for success, relatively higher a student to converse and/or write well if the stu- levels of intrinsic motivation can compensate to dent has entered the course with significant defi- some degree for relatively lower levels of aptitude. ciencies in either language area. In assessing the “whole person,” commanders will Conscientiousness. Conscientiousness pertains need to weigh these two factors carefully in their to a person’s personality preference to be disci- nomination decisions. plined, systematic, punctual, and to plan ahead. It English Oral and Written Communication also refers to a need for achievement and a motiva- Skills. ASOC instructors focus heavily on evaluat- tion toward goal-directed behavior. Research sug- ing a student’s English oral and written communi- gests that a higher level of conscientiousness is cation skills. Some questions commanders may ask predictive of success in both training and employ- themselves to evaluate a candidate’s conversational ment settings. ability might include: Can the candidate fluently The ASOC curriculum is fast-paced, diverse, and begin and carry a conversation with subordinates, incremental. Students must appropriately priori- peers, and seniors? Does the candidate actively lis- tize and allocate time to accomplish tasks, plan ten to others? Does the candidate have command of ahead in detail to execute these tasks, and work conversational English, especially if English is a sec- within strict time tolerances to accomplish the mis- ond language? Does the candidate have a genu- sion. Students who cannot perform to these stan- ine interest in other people? dards are likely to fall further and further behind The answers to these questions will assist the in the course. Preliminary ASOC assessment and commander to make a reasoned judgment regarding selection data support the general research findings the candidate’s ability to relate to another person. above and suggest that successful students have a Commanders can assess conversational proficiency somewhat higher level of conscientiousness in com- through having face-to-face conversations with the parison to the general population. candidate, getting feedback from the candidate’s Commanders can assess conscientiousness supervisors, and/or observing the candidate inter- through direct observation of the nominee, asking act with others. the nominee to describe how they have planned and ASOC students spend much of their time writing completed a complex tasking, and/or getting feed- reports. These reports provide accurate feedback, back from supervisors on how a nominee organizes evaluation, and synthesis of what took place dur- and executes tasks in the performance of their reg- ing a given event. Students write their reports under ular duties. time pressure from memory using a recommended Prior Experience and Training. One of the best format, complete sentence structure, correct spell- predictors of future behavior is past performance. ing and punctuation, and acceptable grammar. The Past performance is based on experience and train- writing style should be succinct. ing. ASOC is an advanced military source opera- Commanders can assess written language pro- tions course that assumes students have had the ficiency through work samples of the candidate’s necessary prerequisite training and experience to past written products. In addition, the commander quickly move ahead with the demanding curricu- can request a spontaneous, hand-written, one page lum. Review of past student performance suggests work sample from the candidate without using a that there is a positive relationship between com- dictionary or writing style aid. The candidate should pletion of one or more of the prerequisite courses have a time limit to write the sample. Writing topics coupled with HUMINT deployment experience and might include a discussion of the candidate’s moti- ASOC graduation. October - December 2010 13 The minimum qualifications for ASOC atten- ASOC instructors provide intensive feedback to dance are listed in the prerequisites of the course in students in the form of written reviews of perfor- the HT-JCOE catalogue. In addition, the HT-JCOE mance, direct observation of behavior, and on-the- Course Application requests that the nominee iden- spot “in role” instruction. This feedback process is tify which of 18 training courses they have com- a key element of the course. Students must be open pleted. Finally, the application requests that the to assimilating and using performance feedback to nominee write an autobiography, which includes improve performance and meet performance stan- current and past duties and assignments, as well dards. Successful students have the capacity to as deployment history. listen to constructive feedback and change their be- Commanders should make special note of these havior. They have a sufficient level of self-esteem to sections. If a candidate has not attended one of the know that the feedback is focused on their objective prerequisite courses and/or has little HUMINT expe- performance and is not meant as a personal attack. rience, it is strongly recommended that they acquire Unsuccessful students tend to view constructive a basic level of HUMINT training and deployment feedback as a personal assault, become defensive experience first before attempting ASOC. or discouraged, and fail to change their behavior. In some cases, students have reported that they have There are infrequent occurrences where a com- never before received so much critical feedback in mander has nominated an individual with little or a military training course. If the student is adap- no training or experience. In some cases, these nom- tive, they will overcome this initial emotional dis- inees have excelled in ASOC, while others have not. tress and recover to do well. If the commander is considering nominating such an individual, they should focus on the nominee’s Commanders can assess openness to new experi- level of intrinsic motivation and aptitude as signifi- ence and feedback through prior interactions with cant factors which might offset limited training and the candidate and from getting feedback from su- experience. High levels of both personal character- pervisors. Commanders can also ask the candidate istics will help the nominee cope with the steeper how they feel about making mistakes. Candidates learning curve and added stress of learning a novel who indicate that they must achieve the 100 per- course curriculum. cent solution and/or must be perfect or “Number One” may have a difficult time adjusting to ASOC’s Openness to Experience and Feedback. dynamic learning environment. Openness to experience refers to two associated di- mensions: Openness to new ideas and openness Emotional Stability. Emotional stability is de- to new actions. The preliminary ASOC assessment fined as a person’s capability to react in an emo- and selection data suggest that successful students tionally appropriate manner to various stressful must have at least an average level of openness in conditions. Emotional stability has also been associ- order to entertain new conceptual ideas and novel ated with hardiness and resiliency. ASOC students ways of conducting operations. The factor of open- who are emotionally stable are likely to respond to ness also encompasses intellectual flexibility and unpredictable events with lower levels of anxiety, familiarity with a range of cultural, scientific, or lit- which helps to increase operational performance erary interests. Successful ASOC students are able and confidence. They also make a faster emotional to adjust themselves and their actions to the de- recovery after experiencing a stressful experience. mands of novel situations, which occur frequently Conversely, students who are vulnerable to emo- in their interaction with role players and the learn- tional instability are more likely to respond re- ing of new technical skill sets. In contrast, stu- actively to the stress of the moment, more often dents with closed attitudes inhibit their learning of through impulsive displays of emotion such as frus- new material and often create more stress if they tration, anger, or despondency. These emotional question the authority of the instructor. Deficits displays can lead to negative second and third or- in mental flexibility and having a narrow range of der effects, to include aggressive behavior, disciplin- intellectual interests make it difficult for students ary violations, and hopelessness. Preliminary ASOC to adapt to the changing nuances of interpersonal assessment and selection research findings suggest interactions. that successful students score higher on measures 14 Military Intelligence of emotional stability in comparison to the general bility can quickly lead to marital conflict generated population. from high levels of debt and/or the lack of a finan- cial reserve for monetary emergencies. The ASOC ASOC guidance is very specific with regard to not leadership has also found that when stress occurs accepting nominees who have prior integrity viola- in the family, the caregiver at home needs to have tions or criminal issues. Commanders can assess a sufficient coping skills and supportive resources to unit member’s emotional stability by verifying their handle the stressful event. As long as the caregiv- past history, as legally appropriate, for administra- ers believe they can effectively address the stress- tive or judicial punishment, alcohol or drug abuse, ful situation and has the confidence of the student, misuse of credit, and/or illicit sexual relationships. it is likely that the student will successfully com- Commanders can also use direct observation and partmentalize the problems at home and continue supervisory feedback to make informed judgments to advance satisfactorily in the course. An opera- about a candidate’s emotional stability. tional psychologist is on the ASOC staff to help all This section reviewed seven personal factors of students cope with family crises. the candidate that can predict success or failure in In contrast, students who have stressed relation- ASOC. Motivation, specifically intrinsic motivation, ships with significant others at home are likely to is a key personal factor which is critical for success. have serious problems attending ASOC if the stress However, all seven factors affect one another and of being away from home exacerbates the stress- cannot be viewed in isolation. For example, if a stu- ful home situation. For example, spouses have dent lacks sufficient aptitude or emotional stability given ultimatums to students who have been de- to cope with the stress of complex and ambiguous ployed for multiple tours with little time at home interpersonal interactions with role players, motiva- and the added stress of facing another deployment tion cannot make up for these relative deficits and upon course graduation. Children can also act out the student will fail. Taken together, these personal in the absence of parents and create difficult cir- factors provide the commander with key informa- cumstances at school or home. In addition, stu- tion to help develop a “whole person” assessment of dents going through separation, divorce, or facing the candidate. In the next section, I discuss three the imminent death of a close loved one can become situational factors which can also significantly af- justifiably distracted, which can lead to declining fect student performance. motivation and attention to the demands of ASOC. Situational Factors Correlated with If the commander believes that the candidate is Successful and Unsuccessful Student experiencing serious family difficulties or will soon Performance experience a serious family event such as the death There are three situational factors which have of a terminally ill family member, they should dis- been linked to student performance: family dynam- cuss these issues with the candidate. Just as with ics, to include financial stability; recent operational deployments, difficult family situations do not get history, and command support. As with personal better with the absence of the student for 90 days in factors, each situational factor can have a signifi- intensive training with limited communication back cant positive or negative influence, either singly or home. Commanders must use their experience and in combination, on student success or failure. wisdom to accurately assess the situation and make Family Dynamics. Family dynamics is defined as an objective decision to nominate or withdraw a unit the relationships between the student and his im- member from consideration. mediate and extended family systems. The student’s Recent Operational History. Many ASOC stu- family system includes their spouse, children, par- dents have experienced multiple combat tours or ents, grandparents, and/or siblings. The historical other remote deployments. Even the most well ad- evidence suggests that an ASOC student optimally justed student can re-experience combat-related have healthy and stable relationships with their fam- stress as a result of course demands. Most students ily members, especially their spouse and children, can manage this stress well by using previously to graduate from the course. Family dynamics also successful coping strategies. In addition, training include financial stability. The lack of financial sta- staff and the operational psychologist are available October - December 2010 15 to help all students work through these normal re- to persevere under stress. Another problem is when actions. However, some students have experienced the command gives a covert message to the student so much combat that the aftermath of war inter- that they will be a disgrace to the unit if they fail to feres with their ability to effectively train under high graduate. Invariably, all students fail one or more stress. In addition, some students come to ASOC incremental training tasks. Most students recover shortly after returning from a recent stressful de- from these normal setbacks and progress with the ployment. They have not sufficiently decompressed training. However, students who believe they will from the deployment and carry their deployment be a disgrace become increasingly anxious with the stress into the training. Again, the interference with mounting demands of the course. Rising levels of training can be significant and lead to course fail- performance anxiety lead to more performance mis- ure. In a previous section, it was noted that too takes, leading to more performance anxiety. These much time away from home can cause serious in- students literally “psych” themselves into failure. terpersonal stress between family members. Recent ASOC is a very demanding course, and it is de- operational history can also be a significant factor signed in this manner because conducting Category impacting this conflict. I source operations is a highly sensitive and poten- Commanders need to assess the candidate’s re- tially dangerous mission with strategic implications cent operational history to determine the degree to for the U.S. government. Not everyone, no matter which this history is impacting current individual how well they have performed in other assignments, behavior and the candidate’s relationships with oth- is suited to perform this mission. Nominees should ers. If the commander believes an otherwise accept- have a good idea of what the training encompasses able candidate needs more decompression and/or and what the real-world implications are of the if the candidate has strained family relationships, training prior to attendance to make an informed then it would be better to delay making the ASOC decision on whether to proceed. Once a student is nomination. committed to the training, the command must do Command Support. Command support and how everything they can to support the student’s suc- that support is perceived by the ASOC student can cess. Finally, if students do not graduate but have have a significant impact on course performance. done their best without committing a disciplinary Students tend to experience more confidence and infraction, they are still an incredibly positive as- bounce back faster from course setbacks when they set to their organization and should be welcomed by believe their command will support them during and their command. after the training. In practice, this kind of support By accurately assessing these situational factors might take the form of describing the course expec- and integrating them with the individual factors tations and some of the skill sets the candidate will previously discussed, commanders can be assured acquire during training. Another example of posi- that they have exercised due diligence using the tive support includes a thorough assessment of the “whole person” concept to select the best qualified candidate as a “whole person” to determine if they nominees to succeed in ASOC. Next, some guidance are prepared for training and have the prerequisite on how to conduct a board designed to maximize se- training and personal characteristics to have a good lecting the right nominee for training. chance of succeeding. Commanders can also help the student maintain task focus by striving to limit Conducting an ASOC Nominee the student’s involvement with unit duties and re- Selection Board sponsibilities, such as writing OERs, NCOERs, and The following are recommendations for conducting awards, during ASOC attendance. a reliable and valid board to select ASOC nominees. First, commanders should keep these key questions Unfortunately, commanders can make it less in mind throughout the board process: likely that their students will graduate. Students who believe that their command “volun-told” them ÊÊ Can the candidate do the training? to attend have a lower probability of graduating the ÊÊ Will the candidate do the training? course. These students often feel angry that they ÊÊ Will the candidate be accepted by their fellow are forced to come and lack the intrinsic motivation professionals? 16 Military Intelligence The first question assesses the candidate’s compe- Pre-Interview Procedures. The interview room tencies, skills, and trainability. The second question should be large enough to comfortably accommo- addresses the candidate’s type and level of motiva- date everyone. The board should take sufficient tion. The third question focuses on the candidate’s time to review the candidate’s application and dis- personality preferences and their compatibility with cuss any special issues identified by the board pres- others in the field. The board must satisfactorily an- ident. If the board is formal, remember to brief the swer all three questions to make an informed selec- candidate on how to report. tion decision. Conducting the Interview. After the candidate The selection board should also be familiar with reports, the president of the board should allow fel- “behavioral” interviewing techniques. These tech- low board members to introduce themselves to the niques use a behaviorally based, performance driven candidate. Then, the president of the board uses an interviewing procedure that requires the candidate “icebreaker” to begin the interview. A good example to describe a specific work situation that occurred of an icebreaker is: in the past, the action taken to deal with the situa- “Sergeant Smith, before we get started I’d like tion, and the result/consequence of the action. For to say a few things. You can be very proud of example, if the board wants to assess a candidate’s your accomplishments up to this point. A select decision making process, they might ask, “Tell us percentage of unit members qualify to attend this about a time that you made a decision that resulted interview. The board members who will interview in an unfavorable outcome. What steps did you use you today respect you for your drive and dedication to make the decision? What was the outcome? What to attend ASOC. So, regardless of the decision we steps did you take to change your decision making reach whether to nominate you or not, you should be proud of the fact that you are here.” process as a result of this experience?” The impor- tant point is that describing specific actual situa- This icebreaker helps the candidate relax and tions that have no right or wrong answer provide the increases the chances of a productive interview. most reliable and valid information for predicting In addition, this explanation helps the candidate future performance. to save face if the board votes to not nominate the candidate. Following the icebreaker, advise Board Procedures the candidate that the board is interested in hon- Board Composition. In most situations, the min- est and straightforward feedback, rather than re- imum number of personnel necessary to conduct a marks that are aimed at pleasing board members. board is the unit commander and at least one other Then, the board should begin interviewing the individual who is senior in rank to the candidate or, candidate about his/her motivation, past experi- if junior in rank, works outside of the candidate’s ence, emotional stability, etc. Use the behavioral directorate or section. interview technique described above to guide the interview. Avoid asking closed-ended questions, Duties of the President of the Board. The pres- such as, “Do you like HUMINT?” In addition, avoid ident of the board should review the criteria as- asking leading questions. An example of a lead- sociated with successful and unsuccessful ASOC ing question: “This unit only wants to nominate performance with the other board members before candidates who are not experiencing a lot of post- the board process begins. These criteria should in- deployment stress. What is your level of post- clude those personal and situational factors that deployment stress?” help predict success or failure as described earlier in this article. The president also needs to identify the Post-Interview Discussion and Nomination type(s) and degree of risk he/she is willing to take Decision. When the interview is completed and the in selecting a nominee. All board members should candidate has left the room, the board discusses be clear on both the “screening in” and “screening how well the candidate met the designated selection out” selection criteria, as this understanding will criteria, as well as any other significant observa- assist them in their line of questioning and ensure tions that would assist in the nomination decision. that their recommendations are consistent with the Then, the board votes by secret ballot on the candi- commander’s philosophy. date and makes a nomination decision. October - December 2010 17 Current ASOC Assessment and succeed in the course. Further, the group data will Selection Initiatives also be shared with commanders to help them make Thus far I have discussed personal and situational better decisions on selecting ASOC nominees, while factors that influence ASOC graduation outcome, as maintaining absolute confidentiality of individual well as a reliable and valid assessment and selec- responses. tion command board model to select the best quali- Another assessment and selection initiative fo- fied unit nominees. Now let’s address current ASOC cuses on gathering similar aptitude and personality assessment and selection initiatives designed to im- data from the ASOC training staff. The group data prove both student selection and training. collected from the staff will be compared to the stu- HT-JCOE has collaborated with a civilian person- dent group aptitude and personality data. The goal nel assessment and selection testing organization to of this collection effort will be to determine similari- develop and implement a comprehensive and secure ties and differences between the two groups to as- on-line psychological assessment battery to eval- sist the staff to provide training tailored to a better uate ASOC students. Currently, all incoming stu- understanding student aptitude and personality dents are required to take the assessment prior to preferences for learning. beginning ASOC. The assessment collects and eval- Conclusion uates data on personal background, aptitude, and Using the “whole person” concept to synthe- various dimensions of personality. To date approxi- size historical course data, instructor and student mately 90 students have completed the assessment, feedback, and preliminary student psychological representing three ASOC iterations. The prelimi- assessment and selection data, this article has pre- nary data previously discussed in this article were sented a number of personal student factors and generated from this small number of student par- situation variables which have demonstrated util- ticipants. Following several more iterations of data ity in predicting who is likely to succeed or fail in collection, HT-JCOE and ASOC will further analyze ASOC. This information represents the HT-JCOE the data to determine reliable and valid discrimina- and ASOC leadership’s vested interest in providing tors that correlate with student success. This infor- commanders with practical guidance to assist them mation can then be proactively used to assist ASOC in making the right selection decision on whom to in screening out candidates who are not likely to nominate for ASOC attendance. In addition, HT- JCOE and ASOC are focused on incorporating as- sessment and selection data to improve student selection and the quality of ASOC training which has always been student-centered. These mutually related initiatives will lead to better student selec- tion decisions for unit commanders and ASOC, a lower student attrition rate, and a higher quality of student instruction. Colonel Stolrow serves on the Special Staff of the USAICoE Commanding General, Fort Huachuca, as the USAICoE Command Psychologist. He provides direct support to USAICoE and HT-JCOE HUMINT training programs, to include psychological assessment and selection for students attending the ASOC. He holds a doctorate degree in Clinical Psychology from the California School of Professional Psychology–Los Angeles and is a U.S. Army War College graduate. He has conducted military psychological assessment and selection for over 18 years to include assignments at the U.S. Army Special Warfare Center and School, U.S. Army Special Operations Command, and the Joint Special Operations Command. 18 Military Intelligence by Chief Warrant Officer Four John Parker, Mr. Dave Russell and Mr. Ted Pahle Introduction How important is it for the defense of our nation to anticipate an adversary’s reaction or to have a com- plete understanding of the military tactics and capa- bilities they will use? “Very” would be the response given by any commander faced with this question. Having the foresight into an individual leader’s de- cision making process and character allows for a more comprehensive plan of action when preparing battle space or dealing with foreign policy. A good chess player will tell you that if you know how your counterpart plays and can anticipate not only his moves but also his defensive strategy, it is easier to calculate the outcome ahead of time and antici- pate the victory. The ability to plan, conduct, de- brief and report accurately is paramount in continuing the important mission of pro- tecting the U.S., its interests, and most importantly its people from all things that jeopardize its sovereignty. The advance training provided by HT-JCOE emphasizes the importance of collection through its vari- ous training platforms. The Debriefing Branch is just one such pillar of training offered. The Debriefing Branch of HT-JCOE consists solely, thus far, of the Defense Strategic Debriefing Course (DSDC). This course is one of the center’s four Joint Certification courses and the graduates also receive an additional skill iden- tifier (ASI). Created in 1983, the DSDC is the oldest and most- established of all HT- JCOE courses. Prior to HT-JCOE stand-up, it was a joint Department of Defense (DOD) course under October - December 2010 19 Army executive agency. DSDC is a five-week course Student diversity is deliberately factored into the conducted eight times a year, with a ninth iteration course, with students placed in Detachment teams dedicated to the joint reserve force. All graduates that distribute by service, gender, and experience. are certified as DOD strategic debriefers. Because DSDC from day one promotes a teamwork approach to HUMINT collection, this facilitates the Overview learning experience. For example, the experienced DSDC’s mission is to train the art of strategic student Soldier fresh from an Iraq deployment as- debriefing–the collection and reporting of national- sists the newly hired DIA student preparing for a de- level information acquired from usually willing and brief session on Iraqi atmospheric or human terrain cooperative U.S. and foreign sources. Although sim- issues. In turn, the DIA student, who is one year out ple in concept–talk to people, get information, write of graduate school, reciprocates with report editing reports–the course addresses the various complexi- assistance for the Soldier whose writing skills may ties and subtleties involved in the debriefing pro- be out of practice. The student from CENTCOM, fa- cess. As one senior instructor explains it, miliar with the commander’s priority intelligence re- “The focus of the course is not just asking questions quirements, provides insight on the issues that the and taking notes. We don’t shy away from the debrief and report should emphasize. The mobilized reality of human interaction, which is that people reservist Marine who is a corporate salesman in ci- are unpredictable. Some are difficult to deal with, vilian life advises his teammates on self-confidence and they don’t always provide clear and clean- and interaction techniques. As one instructor as- cut information. Experienced debriefers understand that there is no one style, no one correct way to do signed to Detachment duty said, this business, because there’s no one right way of “Students learn from each other, not just from us interacting with other people.” instructors. By the end of the course, they’re a tight- knit team, drawing and benefiting from each others’ DSDC’s consumer base is extremely wide-ranging. strengths and individualities. It’s gratifying to see, Each branch of service–Army, Navy, Air Force, as this is training for the reality of field operations, Marines, and Coast Guard–has requirements for where operating alone means limiting success.” debriefers, and sends military and civilian students from operational field units, staffs, and analytic One of the more interesting DSDC student trends centers. Several joint agencies and combatant com- in recent years has been the increase in female at- mands also have requirements, including the Defense tendance. This probably reflects field awareness Intelligence Agency (DIA), U.S. Central Command of the unique insight and skills women bring to (CENTCOM), Special Operations Command, and HUMINT. While women in DOD HUMINT were a U.S. Southern Command, and Northern Command. rarity in decades past, nowadays any given DSDC There is also non-DOD interest in the course, with class usually includes 12 to 15 percent of female occasional students from the Federal Bureau of students, from all agencies and branches of service. Investigation and the Department of Justice. Most do extremely well in the training environment, and feedback from the field clearly demonstrates Today, DSDC graduates serve throughout the U.S. their abilities, skills, and contributions in the oper- Intelligence Community. The richness in consumer ational environment, either peacetime or active the- diversity is matched by individual student diversity. ater of operations. On day one, a newly-hired DIA Human Intelligence (HUMINT) collector-in-training, for example, may be Another welcome student trend has been the inclu- sitting next to a combat veteran Soldier or Marine sion of Wounded Warrior members in recent classes. with multiple deployments. During an engagement These are usually former combat arms Soldiers and drill, a Navy Lieutenant Commander may be part- Marines wounded in battle and transitioning to the nered with an Air Force Staff Sergeant or mid-grade intelligence field. These students bring a unique Army civilian. Rank and service take a back seat to perspective to the training environment, as well as HUMINT skills development in an environment that exemplary attitudes and motivation. Those with se- stresses functional performance as individuals as vere hand and arm injuries are provided with voice- well as cooperative members of a HUMINT collec- activated software, and Secretary of Defense-funded tion team. tailored training on its usage to facilitate report gen- 20 Military Intelligence eration. Of note, Wounded Warrior graduates main- provement. This facilitates individualized mentoring tain the same standards, and meet the same course as the course progresses, especially for students re- requirements, as any other DSDC student. quiring additional instruction. Paralleling the intelligence community’s increased emphasis on HUMINT in general, DSDC has experi- enced explosive growth over the past several years. For 20 years, from standup in 1983 to around 2003, it trained 12 to 15 students per class, or about 100 per year. This number expanded incrementally and gradually, to its current capability of over 72 stu- dents per class, or more than 600 per year, with plans to increase. DSDC instructors address the class on the finer points of initial approach to a HUMINT source. At the conclusion of this initial academic phase, the real coursework begins. Rather than passive classroom instruction, all training is conducted in individual learn-by-doing mode. The course liter- ally intensifies in both focus and pace, as every day As student throughput increased over the years, includes one-on-one debriefing scenarios and the the school relocated to larger facilities or added resultant report writing. Fortunately, by this stage classroom annexes. The recent move to Matlack students are ready to apply what they’ve learned, Hall, in May 2010, provides both state-of-the-art and anxious to engage in hands-on practice. As a training facilities as well as the potential for future recent graduate expressed it: “Enough PowerPoint. expansion. DSDC has managed the expansions of Bring on the sources.” the past without compromising quality or content of The heart of the DSDC program, as with other HT- the training. Further expansion will also retain the JCOE courses, is immersive role-playing. Experienced commitment to high quality training. instructors play roles simulating any number of de- Training DSDC students spend the first few days of the course learning the principles and theory of HUMINT, specifically the task of debriefing and re- porting which are present throughout the full spec- trum of HUMINT operations to include legalities and regulations. Mechanics and technical details such as systematic questioning, note-taking, report for- matting, and special software applications are also introduced during this first phase. Several hands-on drills are inserted to reinforce the material, includ- ing writing exercises and short interaction vignettes to practice interpersonal skills. This stage of train- ing, although somewhat demanding on students, is extremely beneficial to DSDC instructors as it iden- Students conduct “cold call doorknock” with DSDC instructors as tifies student strengths as well as areas needing im- notional sources. October - December 2010 21 briefing situations and types of sources, with stu- on the situation and scenario, this is the key to suc- dents conducting the cycle of planning, preparation, cess. Although the intangibles make this component execution and reporting. Students conduct many of instruction difficult to teach as well as evaluate, it graded debrief sessions, some of them several hours is emphasized throughout DSDC training. Students long, never with the same instructor. These are practice overcoming hesitant or suspicious sources, challenging events, especially for students new to through common sense application of politeness HUMINT interaction. Not only are they expected and empathy, and are given feedback and graded to apply effective questioning/interview skills that on their ability to do so. This is challenging for some accurately capture all pertinent information, they students. As one graduate observed, must also establish the appropriate level of rapport “I was surprised by the resistance factor inserted that is often the key to success. Over the span of the into one of the teaching scenarios. I was asking course, DSDC students not only develop their skills what I thought were good questions, and had and confidence but also emerge with their own style, clearly established why I was there and what I melding individual skills and personalities to effec- needed. But the information just wasn’t flowing. As tively manage a HUMINT source. the debrief continued, it became clear that the role- playing instructor was forcing me to consider that this particular source felt compelled to debrief, but was nervous and deep down didn’t want to cooperate. I had to adjust my whole approach, and pay attention not just to source’s information but his concerns about meeting me.” Instructors demonstrating a source meeting in a notional living room. Roles vary by the specific type of debrief program, as well as by the instructor. There are hundreds taught at DSDC. Each also varies in complexity and volume of technical detail as well as in the inter- Student debriefing a roleplaying instructor. personal issues. Students are expected to adjust the balance between the two, and are evaluated From the student perspective, the most well re- and graded on both factors. For example, debrief- ceived phase of the course, both for its reality ing a cooperative engineer or scientist, while gen- and training value, is the final exercise, dubbed erally straightforward and requiring only minimal Strategic Operations Exercise (SOX). The SOX, con- attention to people skills is extremely challenging if ducted during the last six days, is a freeform train- questioning and note-taking is weak. Pursuing ev- ing event in which students telephonically contact ery detail of every issue, and asking smart ques- their role-player “sources,” make arrangements for tions, is mentally exhausting. meetings which can take place outside the class- Conversely, debriefing an emotional source, or one room to include in public venues, and manage their prone to suspicion or lack of cooperation, presents own schedules to include report production. an entirely different challenge. Debriefers must ad- SOX is designed to simulate a busy week in an just their focus to the critical soft skill of establish- operational collection unit, incorporating planning ing trust and rapport. For many sources, depending factors such as source-driven availability, meet- 22 Military Intelligence ing site conditions, and the importance of thorough to acquire the information. Everything outside time management. Outside of operational role-play the bubble, including security measures required to travel to the site and protect both source sessions, student-instructor contact is deliberately and collector–these are taught at other schools, limited, to force teamwork among the students. After including those within HT-JCOE.” four weeks of strict schedule and deadline-driven training, students enjoy the freedom and indepen- Since its inception, the DSDC training methodol- dence of the final exercise. It is during this exercise ogy has always emphasized constant and contin- that students discover for themselves how effective uous student feedback. This is especially critical they can be as collectors with only minimal direc- given the highly subjective nature of HUMINT, with tion. It is their “solo” qualification. effectiveness difficult to measure and quantify. At the conclusion of each debriefing session, students Through the years, DSDC has adjusted its cur- are scheduled a full half-hour of critique from the riculum and training as the intelligence threat has instructor, in which all aspects of the meeting are changed, and as customers have modified their re- discussed, to include the efficiency of the question- quirements. Reflecting its early-80s conception pe- ing as well as the interpersonal elements. For exam- riod, DSDC’s original focus was on Soviet Cold War ple, instructors will evaluate the thoroughness and scenarios. Most debrief sessions dealt with such is- flow of the questioning with such questions as: sues as the Soviet military-industrial infrastructure and ballistic missile submarine operations. But as Were reportable issues identified? Was there proper times changed, so did the training. follow-up that ensured collection of every important detail known to source? Was the questioning style Currently, there are scenarios on terrorist/insur- appropriate to the source and situation? If a gency group funding and intentions, dual-use tech- cooperative source was in a position of authority, nology, maritime piracy and smuggling, and cyber was the questioning conversational in nature rather warfare. Generating new role packages, which in- than overly direct and interrogation-like? If the source is foreign, or there are language barriers or cludes technical content details as well as source par- cultural differences, were the questions precise and ticulars, is research-intensive and time-consuming. non-colloquial? However, doing so is critical for course relevancy and credibility, especially given the extensive expe- Critiques of students’ people skills address rience level of today’s students, who demand im- the more intangible and subtle teaching points. mersive and realistic training. Instructors discuss and evaluate the student’s over- all demeanor, self-confidence, body language, use DSDC doesn’t just teach a collection methodology, of humor as appropriate and other aspects of inter- it also complements the training of other HUMINT action. Reflecting the reality that some debriefs are schools. DOD recognizes debriefing as a distinct more rapport-dependent than others, grading of in- HUMINT discipline and DSDC graduates, unless terpersonal skills is weighted, varying with the type there is any additional training required by their of source and situation. particular Defense HUMINT Executor, are fully au- thorized to conduct collection operations. However, In addition to immediate verbal feedback after debriefing is widely regarded as a supplemental each debrief session, students are also provided a and foundational skill for all other HUMINT disci- written evaluation report covering the same teaching plines, including more sensitive source operations, points and recommendations for improvement. As attaché operations, counterintelligence, liaison, and many students note, the written evaluations make interrogation. Simply put, all HUMINT encounters it much easier to track their progress through the at some point require interaction with a source to course, and identify trends both positive and nega- gather information. The DSDC focus on the meeting tive. As a final feedback tool, all debrief sessions itself and information acquisition as the central crit- within the building are videotaped, and provided to ical process has obvious application for HUMINTers students for self-evaluation purposes. trained in source handling. As a senior DSDC in- Given the sheer volume of potential issues and structor explains it, problems facing any new debriefer, it is impossi- “We teach the activity within the bubble–what ble to cover all possible scenarios necessary to pre- happens between collector and source, and how pare students for the realities of field operations. October - December 2010 23 In response, DSDC staff members some years ago all necessary information at the student worksta- instituted a voluntary ‘brown bag lunch’ program tion. Except for hardcopy report editing and print- to address some of the more non-traditional, real ing of material to take into debrief sessions, from world training topics. These candid and informal the student perspective the course is essentially discussions have become very popular, especially paperless. All staff functions, including generation with students just entering the HUMINT commu- and maintenance of lesson plans, presentations, nity. Some of the topics available, and selected at and role packages, are also conducted on the LAN. student request, include HUMINT career opportu- Conclusion nities, interagency and interservice operational co- Over the past 27 years, DSDC has produced 5,000 ordination, and a “lessons learned/mistakes I’ve debriefers, all the while enjoying a reputation of pro- made” seminar led by honest instructors. fessionalism and responsiveness to the intelligence One of the most popular brown bags is a female- community. From its beginning in the final stages only ‘ladies lunch,’ with the female instructors shar- of the Cold War era to the current period of trans- ing their experiences and providing insight and national asymmetric threats, DSDC has prepared advice on breaking down barriers and stereotypes HUMINT collectors throughout DOD to conduct the that often challenge the roles of women in the world basic, bedrock process of intelligence debriefing. of HUMINT. Although it may not be apparent to the As the threat and consumer requirements change, female students, their lunchtime discussion and DSDC will transform and adjust to ensure DOD very presence at DSDC is a tribute to the person HUMINT’s quality edge. DSDC graduates have made for whom the building is named–Mrs. Dorothe K. significant intelligence contributions and impact in Matlack, a pioneer in her time who directly influ- meeting the needs of the U.S. and DOD Intelligence enced overt collection in the intelligence community Communities. and validated the contributions of women. DSDC has enjoyed a healthy partnership with CW4 Parker has over 23 years of service in the U.S. Army as a the DOD Reserve Force for many years, providing HUMINT Collector (351M) with training in Spanish, Portuguese, a dedicated version of the course to both Army and Italian and Arabic languages. Mr. Parker is currently assigned DIA reserve units. Logistically, it’s a complicated to HT-JCOE as the Branch Chief for the Debriefing Branch. He training event demanding close coordination due to has served multiple tours in Kosovo, Iraq, and Afghanistan multiple staffs and locations. Essentially, the staff and has a diverse background in the Special Operations elements of both the Army and DIA reserve compo- Forces community, tactical assignments at division and below and strategic assignments with DIA. CW4 Parker holds an MA nents provide students with ‘Phase One’ academics in International Relations from the University of Oklahoma. training. Upon completion, both groups of students converge on DSDC for practical exercise role-play Mr. Russell is a DIA civilian assigned to DSDC as the Course sessions. Notably, although the training is split into Director. He has been an overt strategic debriefer for 25 years two phases, the material is identical and graduation with assignments in Japan, the Middle East, and CONUS. He confers the same debriefer certification. has served the community both as a DIA civilian and as a U.S. Navy Intelligence Officer. DSDC is fully online, with all student reports, reg- ulations and supporting documentation, research Mr. Pahle has been a contractor instructor at the DSDC for the material, evaluations, and videotaped debrief ses- past 7 years. He previously served for 38 years as a HUMINT sions residing within an internally-maintained local Officer with the U.S. Navy, U.S. Army, and DIA. Mr. Pahle has area network (LAN). Tech-savvy students appreciate served in Germany, Iran, Cuba, Panama, as well as CONUS. the web-based, home-page driven system that puts He is a retired DIA Senior Intelligence Officer. 24 Military Intelligence by Mr. Steven Bohn and Chief Warrant Officer Four Joseph Lancaster The Interrogation Branch of the Human Intelligence coming deployments, the Interrogation Branch staff (HUMINT) Training–Joint Center of Excellence (HT- is participating in various ongoing research initia- JCOE) is responsible for five courses providing tives in conjunction with the Defense Intelligence instruction in interrogation and HUMINT analyti- Agency, various DOD contracted research compa- cal techniques. For a number of years within the nies, and university studies. One of the research Department of Defense (DOD) there were no formal- projects involves collecting empirical data to sup- ized schools focused on the training of advanced in- port the efficacy of interrogation approaches which terrogation collection skills or devoted to the training are identified in FM 2-22.3 Human Intelligence of directing, managing, or supervising interrogation Collector Operations. This study is also attempting operations. The techniques involved in integrating to identify other legal and effective interrogation ap- the efforts of analysts and collectors into teams had proaches; in particular, rapport based approaches. evolved during deployed operations but were not Another project involves finding better ways to effec- standardized or formally trained within the Defense tively detect detainee deception to include whether HUMINT Enterprise. The Interrogation Branch is cognitive interviewing could be an effective method the home of DOD’s training in advanced interroga- not only for collection of intelligence information, tion skills, analytical support to interrogation and but also of detecting deception. collection operations, collector analyst collaboration training, and training in the conduct, management, Mr. Bohn is the Deputy of the Interrogation Branch and and direction of interrogation operations. is a retired Master Sergeant with more than 25 years of interrogation experience. His deployments include Operations The Interrogation Branch also provides the Joint Just Cause, Desert Storm, Enduring Freedom 1 and Iraqi certification course to train DOD personnel who do Freedom 1. He has conducted interrogations throughout the not hold the Army Military Occupational Specialty CENTCOM Theater of Operations. Mr. Bohn holds the MOSs (MOS) 35M HUMINT Collector, or who have not oth- 35M and 35F and has deployments as an Interrogator and erwise been certified as interrogators. With a staff as an Analyst. of over 65 Soldiers, civilians, and contractors, the Interrogation Branch is dedicated to training lead- CW4 Lancaster is the Interrogation Branch Chief and has over ers, collectors, and analysts from all services, mul- 24 years in the HUMINT career field. He previously instructed tiple national agencies in and out of DOD, and allied at the Defense Strategic Debriefing and the Force Protection intelligence personnel. Source Operations Courses and has multiple worldwide operational deployments including the Balkans, Kosovo, Iraq, In addition to training and certifying students for Guantanamo Bay, and Afghanistan with assignments as a successful intelligence collection during their up- S2X, HUMINT Analytical Cell OIC, and Interrogation OIC. October - December 2010 25 by Mr. Steven Frelke The Joint Senior Interrogator Course (JSIC) is a 15 ÊÊ HUMINT collection in support of intelligence. day resident course held at Fort Huachuca, Arizona ÊÊ Surveillance and reconnaissance and cross-cueing. providing instruction to senior-level interrogators ÊÊ The role of HUMINT in counterinsurgency. on additional skills; techniques; methodologies Guided discussions on current standard operat- and strategies to implement approved approaches; ing procedures (SOPs), relief in place/transfer of conduct questioning; writing, reviewing and pub- authority procedures, operational trends, lessons lishing reports, and professionalization of HUMINT learned and obstacles to collection take place in an personnel. A key component of the JSIC is informa- open forum, encouraging the sharing of experiences tion and experience sharing. The JSIC facilitates (positive and negative), critical thinking, and prob- adult learning through critical thinking, problem lem solving. solving, guided group discussions, and practical exercises. The JSIC design revolves around two key ar- eas: professional development of the individual The course trains how to supervise DOD Interrogator/HUMINT Collector and leadership and Interrogation operations at all echelons and for supervision of Interrogators/HUMINT Collectors multiple functions to include legal responsibilities and others (e.g., analysts, interpreters, etc.) sup- (law, regulations, policies and directives), mentor- porting collection operations. ing and training junior interrogators, cultural anal- ysis, and human behavioral analysis. The course The professional development portions of the also trains procedures in the supervising and mon- course are designed to increase the individual ca- itoring of various operational activities (screening, pabilities (putting more “tools” in the “tool-box”) interrogation, teams or individuals subordinate to of the collector. Students are given opportunities the Senior Interrogator but not co-located such as to implement all new concepts during practical HUMINT Collection Teams, MTT, and general and exercises. Every practical exercise is followed by direct support.) an after action review to reinforce student learn- ing. Students learn as much from discussion with Additional discussions and training involve: their fellow classmates as from the exercise and the ÊÊ Sources of potential intelligence information instructors. (level of knowledge, placement and access, etc.) The sections of the course that cover leadership and ÊÊ Automated systems and their functions supervisory skills are complemented with a combina- (Combined Information Data Network Exchange, tion of practical exercises, thought-provoking guided HUMINT Online Tasking and Reporting, Detention group discussions, vignettes and/or scenarios to Information Management System/Fusion, etc.) challenge students’ critical thinking and decision ÊÊ Exploitation of open source material. making capabilities. Students are often given broad, ÊÊ Intelligence information reports. general or even vague directions in order to prompt ÊÊ Management and use of interpreters. them to think and act for themselves using their 26 Military Intelligence personal or shared experiences, personal and pro- training materials including videos, role building fessional abilities, learning that has occurred in the kits, etc.), and lists of professional reading ma- course or to seek guidance from their peers and/or terials recommended by the JSIC staff and guest the instructors. speakers. The addition of key guest subject matter experts The JSIC Director and staff actively maintain (analysts, an attorney from the Judge Advocate contact with graduates and other intelligence pro- General’s Office, a behavioral science consultant fessionals in the field and in the training environ- and a critical thinking expert) provide a solid foun- ment in order to maintain relevancy and currency dation for all instruction at the JSIC. Each of these for all future students and their own professional guest speakers focuses the discussion and learn- growth. Input and suggestions are taken seriously ing on the applicability to HUMINT collection and and much of the current curriculum content and operations. All guest speakers make themselves focus is directly related to student input, critique available to the students during the course and and feedback. after graduation to support them in their future Since the pilot course, JSIC has run nine classes assignments. with an average of twelve students per class (ap- The JSIC is the only advanced level training spe- proximately 108 students.) The JSIC is scheduled cifically designed to meet the needs and require- for six classes in Fiscal Year 2011 and has collabo- ments of the Senior Interrogator. The JSIC is geared rated with the Warrant Officer Training Branch to towards the senior NCO and warrant officer with provide specific professional development for both current operational experience, but can accommo- the Warrant Officer Basic and Advanced Courses date those who are new to the field when necessary. for the MOS 351M HUMINT Collection. JSIC is only open to trained and certified interro- gators from all services, U.S. government agencies, and some coalition partners. Mr. Frelke, a DA Civilian, is the JSIC Director and has Each student graduating from the JSIC receives a oversight of the Joint Interrogation Management Course. He resource DVD that contains documents (directives, served over 20 years as a HUMINT Collector/Analyst for DOD and other U.S. Government agencies both abroad and in the policy letters, regulations, etc) and/or Internet U.S. Mr. Frelke served multiple combat tours in Afghanistan links pertinent to conducting legal operations. The and Iraq, as well as tours of duty in Southwest Asia, North DVD also has listings for training and resources, Africa, South and Central America. His previous assignment lessons learned, copies of past and current JSIC was as the Capstone Exercise Director for the Joint Analyst- student projects, examples of relevant texts (SOP, Interrogator Collaboration Course. Check Out MIPB Online @ https://ikn.army.mil/apps/mipb_mag/ October - December 2010 27 by Ms. Kelly Sanders The Joint Interrogation Certification Course (JICC) The JICC is an eight week, two-day resident train- focuses on training the five phases of interrogation: ing course conducted at Fort Huachuca, which planning and preparation; approaches; question- trains and certifies service members and DOD civil- ing; termination, and reporting in accordance with ians as DOD interrogators. The JICC is scheduled FM 2-22.3, DOD directives and policies, the Law of for five classes in Fiscal Year 2011. Any student War, and Federal law. The course also focuses on who, by virtue of their position, may come in con- supporting tasks of legal principles, map tracking, tact with recently captured individuals in locations separation technique, and screening as well as im- without a permanently assigned interrogation ele- plied tasks such as active listening, critical think- ment may enroll in JICC. ing, note taking and time management. In addition to their interrogation certification, The JICC, using the “crawl, walk, run” method of JICC graduates take home a “Tool Kit” DVD con- instruction, emphasizes the technical aspects of in- taining documents (policies, directives, regula- terrogation operations. The first two weeks of con- tions), Internet links for resources, and one of their ference instruction establish a solid foundation for own recorded training sessions. JICC graduates re- the tremendous amount of hands-on practical ap- ceive updates and or changes in interrogation guid- plication which follows. The result is experiential ance, and provide feedback to evolve and improve based learning that focuses on success. Students training. may expect to encounter a variety of role players, Established in 2006 to train sister service person- personalities, and professional dilemmas; all based nel, provide conversion training for selected MOS on documented interrogation operations, as they 97B /35L Counterintelligence personnel, and re- progress through a challenging series of collection certify formerly trained military interrogators, JICC scenarios. Setting and maintaining high standards is one of only four DOD Interrogation certifying with a well-trained instructional cadre is the key to courses. student success and confidence, enabling techni- cally proficient apprentice interrogators to smoothly transition into any theater of operations. Recent JICC graduates have been assigned within the special operations community, to naval board- ing teams engaged in counter-piracy operations, Ms. Sanders, a DA Civilian, is the Course Director of the Joint and have been placed with and deployed in support Interrogation Certification Course. She served for 20 years in of DOD and National agencies. the U.S. Army as a HUMINT Collector/Interrogator. 28 Military Intelligence by Staff Sergeant Erin Epp and Mr. James Thornton The Joint HUMINT Analysis and Targeting Course is true even more so when the analyst and the col- (JHATC) is a course designed to train all-source lector are trained to operate as a team. intelligence analysts and HUMINT collectors in how JHATC is poised to fill a training void within the to operate as a cohesive team and integrate military intelligence community as analytical support to col- source operations into the targeting mission. The lection is being recognized as a combat multiplier. two-week course teaches both analysts and collec- Major General Flynn’s January 2010 White Paper, tors to work together to more efficiently gather and “Fixing Intel: A Blueprint for Making Intelligence analyze intelligence. JHATC focuses on three core Relevant in Afghanistan,” emphasizes the impor- competencies: Lead Development (also known in the tance of analytical support at the lowest level and Intelligence Community as Source Targeting), Source understanding of the Human Terrain in a given geo- Validation, and Personality Based Targeting. graphic area. JHATC intertwines these concepts HUMINT is a primary source of intelligence in into every aspect of the course; training students Irregular Warfare where Human Terrain is the to map the “grey” force using link diagrams and ex- Center of Gravity. Too often, however, HUMINT col- ploiting those charts with network analysis. These lection occurs without a clear and consistent un- are fundamental tasks and critical precursors for derstanding of the greater operational environment. Lead Development and Source Validation as well as Collectors are frequently far too busy, and almost vital for penetrating hostile networks and targeting never formally trained to conduct analysis on net- critical nodes. works to identify information or power brokers. The course is taught using a Tactical Operations Without in-depth network analysis collectors are Center-based setting and a series of practical exer- often times lured into collecting information from cises which ultimately culminate in a three day Final cooperative individuals with very little quality infor- Training Exercise. During the course, collectors mation, rather than focusing their efforts on indi- gain an understanding of the basic analytical pro- viduals with consistent information of intelligence cesses and are shown the capabilities of multiple in- value. The ultimate result of this inefficient system telligence disciplines including Signals Intelligence, is collectors spend far too much of their valuable Measurement and Signatures Intelligence, and time partially answering requirements, collecting Geospatial Intelligence. Analysts develop a greater non-relevant or inaccurate information, or not rec- understanding of the HUMINT collection process ognizing and reporting very valuable information. and are trained to consistently communicate with Providing direct analytical support at the point of collection teams, thereby strengthening the accu- collection is a force multiplier for HUMINT, and this racy and timeliness of HUMINT collection. Analysts October - December 2010 29 are also taught to utilize Social Network Analysis to Support Team. JHATC has seen consistent inter- develop leads as potential sources and target high est from within the Special Operation Forces (SOF) value individuals. community, as the training they receive within the Throughout the course, JHATC students are or- course incorporates proven SOF intelligence tech- ganized into small groups; pairing collectors and niques. Students who have completed the course analysts with varying levels of experience. The have provided positive reviews, including recom- small group instruction ultimately creates a dy- mending this training become an integral aspect of namic learning environment where students are their unit’s pre-deployment training. likely to learn as much from their peers as they do Staff Sergeant Epp is the Joint HUMINT Analysis and from an instructor. The scenario used throughout Targeting Course NCOIC as well as one of the lead course the course is designed to foster group cohesion and developers. SSG Epp’s previous assignments include the teamwork both within and among the small groups. Advanced Source Operations Course, and deployments in Students will find their success in the course is as support of Operation Iraqi Freedom with the 1st Armored much dependent on cross-group communication as Division and 4th Infantry Division ACE. She has also instructed it is with senior and subordinate organizational el- at the Army Intelligence Analyst Basic Course. ements. JHATC students are also concurrently en- rolled in HT-JCOE’s Joint Source Validation Course Mr. Thornton is the Joint HUMINT Analysis and Targeting (JSVC) and receive a JSVC certificate in addition to Course Director. He has targeting experience in Naval Expeditionary and Strike Warfare from active duty service in a JHATC certificate. the Navy, and intelligence support to Air Combat Operations JHATC is ideal as pre-deployment training for in the Air Force Reserve. He is a veteran of Operations Military Intelligence (MI) Soldiers (analysts and col- Desert Storm, Sharp Guard, Deny Flight, Southern Watch, lectors) assigned to the 2X, HUMINT Analysis Team, and Northern Watch. Mr. Thornton was recognized as the Department of the Air Force Intermediate Intelligence HUMINT Analysis Cell, HUMINT Operations Cell, Professional of Year (2001) with preceding recognition at Air or CI and HUMINT Analysis Requirements Cell. Combat Command and the Eighth Air Force. Mr. Thornton is JHATC is also poised to fill a training void as MI re- also an instructor with the Joint Analyst and Interrogation balances and implements the Company Intelligence Collaboration Course. 30 Military Intelligence by Mr. Kurt Deinhardt Following the release of the Faye Report concerning signed for training personnel who are not already events at Abu Ghraib prison in Iraq in 2004, a group certified interrogators but can serve as leader or re- of subject matter experts (SMEs) convened to dis- fresher training for qualified interrogators who have cuss the results of the report. One of the most obvi- previously focused on source operations or are now ous failures cited in the report was at the leadership taking on increased levels of responsibility. level. There was a lack of understanding concerning JIMC trains pertinent aspects of the interroga- the line between detention and interrogation opera- tion management cycle. The course is organized tions resulting in a lack of structure and managerial into three modules: Administrative, Functional, and expertise. The SMEs concluded that the U.S. Army Managerial. Laws, regulations, and policies are in- had no training available for the intelligence officers troduced and reviewed in the Administrative module. who fill interrogation operations’ positions in the In the Functional module, students are introduced current theaters of operation. It was decided that a to basic interrogation techniques and procedures course discussing interrogation operations from the and, on a limited basis, go through the entire cycle management level was sorely needed. that an interrogator would, from planning and prep- Members of the HT-JCOE took up the challenge aration to report writing. In the Managerial module, of creating such a course. From an already existing students are taught pertinent aspects of interroga- base of expertise within the Interrogations Branch, tion operations. Students are taught concepts such the center chose instructors to develop a program of as structure, roles, interrogation prioritization, in- instruction for interrogation managers. terrogation monitoring, analyst integration, inter- Since the Joint Interrogation Management Course rogation software and tools, managing interpreters (JIMC) pilot class held January 2009, six classes and facility inspections to prepare them to run in- were conducted in Fiscal Year (FY) 2009 with ten terrogation operations. scheduled for FY 2010. Consistent input from stu- The JIMC uses a basic Joint Interrogation and dents, instructors, and guest speakers has contrib- Debriefing Center (JIDC) model to teach concepts, uted to the JIMC developing into the course seen but classes are applicable at different echelons. The today, providing interrogation management training course culminates in a 2-day, web-based exercise de- to intelligence professionals across the armed ser- signed to give the students an opportunity to utilize vices and into the civilian sector. the skills they have learned by running a notional JIMC, a 15-day resident course, is one of three JIDC. Students are expected to solve issues that they courses in the Area of Concentration (AOC) 35F encounter as well as attend to regular operations. HUMINT Officer Program. JIMC is geared towards ju- All Students will receive a certificate of completion nior officers and reclassing senior NCOs and warrant at the end of the course. Students enrolled in the AOC officers who will be involved in interrogation opera- 35F Program will receive a consolidated Academic tions at any echelon and is open to all students, not Evaluation Report at the end of the program. just those in the 35F program. JIMC does not certify students to conduct interrogations, but does famil- Mr. Deinhardt, a DA Civilian, is the Course Director for the iarize leaders with the techniques and challenges of JIMC. He served for 20 years in the U.S. Army in a variety of conducting interrogations as well as the challenges interrogation and HUMINT assignments, and deployed for four and relevant policies applicable to the management combat tours in Afghanistan and Iraq. His previous assignment of interrogation operations. JIMC is primarily de- was as an instructor at the Joint Senior Interrogator Course. October - December 2010 31 JAICC began instructing intelligence teams con- by Mr. Patrick Skora sisting of HUMINT collectors and analysts in January 2003, prior to the establishment of the HT-JCOE Many military commanders have spoken to the value under a different name, but with the same mission. and effectiveness of HUMINT during contingencies At its genesis, the course was established under the such as those being fought by our military forces Defense Strategic Debriefer’s Course (DSDC) and in the Middle East. HUMINT collection becomes was named Intelligence in Support of Combating even more effective with the guidance provided by Terrorism (ISCT). It later became an independent skilled analysts, especially when the interrogators course under the U.S. Army Training and Doctrine and analysts work as a team. The Joint Analyst and Command and was renamed the Enhanced Analysis Interrogator Collaboration Course (JAICC) trains in- and Interrogation Training (EAIT) on 2 May 2005. terrogators and analysts to work together in a syn- Finally, it was renamed JAICC when it became part ergistic manner to efficiently obtain reliable and of HT-JCOE in October 2007. accurate information from detainees. JAICC (ISCT) was initially a three week course es- Historically, analysts have not directly sup- tablished to answer a U.S. Naval training request. ported interrogation operations. However, over time, That request was to develop intelligence profession- HUMINT leaders have realized the benefit of direct als, specifically interrogators and analysts, who could analytical support to interrogation operations. But, effectively obtain information from hardened, resis- in the past, analysts who supported interrogation tant, and deceptive detainees held at Guantanamo operations had to learn on the job because there Bay, Cuba by defeating their resistance techniques was no formal school to teach analysts how to best to interrogation. Tiger Teams consisting of ana- support interrogators. Even today, other than the lysts and interrogators were already being used JAICC and the newly established Joint HUMINT there, so the training would be such as to prepare Analyst and Targeting Course, analysts receive no the teams specifically for interrogation operations at formal training that teaches them how to effectively Guantanamo Bay. At the course, interrogators and support and guide interrogation operations. analysts were independently taught some of each 32 Military Intelligence other’s idiosyncrasies and how to work and support (Analyst and Interrogator) deception detecting and each other and then brought together to work and mitigating detainee resistance to interrogation. The collaborate as a team to exploit intelligence infor- platform instruction phase is where students learn mation from a detainee during a capstone exercise. how to prepare and conduct mid and long-term Historically, analysts and interrogators had worked interrogations. These interrogations are needed to separately and it was difficult to overcome this in- completely exploit hardened, deceptive (cover story), flexible manner of doing business. and resistant detainees to gain complete, accurate and reliable intelligence information. The intelligence When JAICC (ISCT) separated from DSDC and be- teams learn to do this by using advanced question- came EAIT, new course material was developed by ing methods and analytical tools and techniques to six HUMINT, Counterintelligence, and Analyst sub- produce analytical and target products and respond- ject matter experts with experience in their respec- ing to time-sensitive information requirements. tive fields. The three most significant changes to the instruction were: During the platform phase, all students will be ÊÊ Analysts and interrogators were forced to work trained in the current operational environment and and collaborate together as a cohesive team from the culture of the people, terrorism structure and the first day of the course. organization, interrogation resistance techniques, ÊÊ Units deploying to other operational or theater- detecting deception, and report writing. HUMINT level interrogation facilities such as a Joint Collectors receive HUMINT specific training and Interrogation Debriefing Center (JIDC) were pro- Analysts receive analyst specific training in HUMINT- vided instruction tailored to the geographic area focused research tools and product development. of their deployments. In addition to the practical exercises built into the ÊÊ Detailed scripting of roles for detainees, who platform instruction, there are three fully scripted were sometimes linked with each other and re- interrogation practical exercises with role players. quired multiple interrogations, were developed. Following the platform instruction phase, the course moves into a series of tested interrogation iterations Furthermore, EAIT was now a six week course. The where students are placed in realistic situations re- first class began on 10 October 2005 with a cadre of quiring the application of what they learned dur- 16 and 110 students. The students were predomi- ing the platform instruction phase. The students’ nately U.S. Air Force members who were slated to success is greatly dependent on the amount and ef- support JIDC interrogation operations in Iraq. fectiveness of the collaboration between the interro- In October 2007, the JAICC (EAIT) was brought gator and analyst throughout the course. under the umbrella of HT-JCOE and re-named JAICC is five weeks in length and conducts seven JAICC. The JAICC has a good reputation of in- iterations per year. The optimal student ratio is one corporating the most current enemy tactics, tech- Analyst to two HUMINT Collectors. JAICC is open to niques, and procedures and lessons learned from all members of the Defense HUMINT Enterprise, but deployed units as well as new doctrinal changes is especially suited for military or civilian person- into its lesson plans. Currently, JAICC instruc- nel assigned to or entering an operational HUMINT tors are mostly Department of Defense (DOD) con- position. Analyst applicants must be a graduate of tractors or DOD civilians who are former or retired a service Analyst course. Interrogator applicants military members from different services (some must be already trained and certified by an accred- maintain their reserve or guard status.) All HUMINT ited interrogation course. instructors are certified by interrogators, and all Analyst Instructors may be from any DOD Service Certification School. JAICC conducts 7 classes per year with 44 HUMINT and Analyst students from all military services. Mr. Skora is the current JAICC Director. He is a retired Army Chief Warrant Officer (CW4) career HUMINT Collector. Since A typical JAICC class starts with a platform in- retirement, he has been with HT-JCOE for the past one and a struction phase consisting of 15 hours of lecture half years. He is a Korean and Spanish linguist and holds an with practical exercises that are dedicated to Joint MS in Strategic Intelligence. October - December 2010 33 by Joann Kiyabu Introduction When training adults in the military who are be- these adults leave with higher levels of learning yond initial entry training, there are certain ex- such as critical thinking, analysis, and problem- pectations that instructors should have as they solving skills that will make them more flexible and prepare for the training sessions. An instructor can adaptable in their jobs. As training developers and expect students who are attending training volun- instructors we are responsible to provide that chal- tarily, who will prepare for class, and who expect lenging training. There are several critical adult this training to directly relate to them being better training strategies to be considered in this type of at their jobs in support of unit missions. They want training. to be challenged in ways that are relevant, authen- Critical Thinking tic, and engaging. An approach, using more andrag- The exposure to critical thinking in the more ad- ogical than pedagogical methods through the use of vanced military courses such as those taught at adult learning models and more engaging, student the Human Intelligence Training-Joint Center of focused methods and techniques is required. Excellence must go beyond just terminology and Andragogy definitions. Critical thinking must be integrated Andragogy, or the teaching of adults, is important into the course through conference, discussion, for all instructors of adult learners to understand small group techniques, and practical exercises and employ. Adults are different than children and that include concept understanding, ability to make need to be taught differently using an adult learn- logical assumptions, and the ability to look at situ- ing model. Malcolm Knowles was one of the first ations from multiple points of view in order to peel American educators to use the term Andragogy as through layers of information for clear and compel- opposed to Pedagogy to highlight the differences ling evidence to support courses of action or deci- between teaching adults and children. Adult mili- sions that need to be made. tary students are more likely to come to class pre- Critical thinking can be incorporated by present- pared with completed readings or assignments, ing the basic concepts and performance standards ready to discuss, learn, and ready to be challenged. with demonstrations and allowing the students to Additionally, these adults expect to be treated like practice in a non-graded practical exercise with feed- adults and receive quality training that will help back and mentoring on their performance from the them in combat and non-combat situations alike. cadre. If time allows, engage the students with even Adult learners expect experienced and credible more practice using more challenging and complex instructors, realistic scenarios for practical exer- scenarios. When they have practiced as many times cises, and tests that measure knowledge and skills as the time allotted to this activity in the course al- at the higher levels of a learning taxonomy. Military lows, they can be tested with an additional authen- courses need to be designed and presented so that tic, relevant scenario. 34 Military Intelligence In other cases, you want the students to research A good adult learning model which includes re- and come up with their own solutions based on flection (in the “publish and process” stage) is be- a scenario where you provide some classroom in- ing used at the Command and General Staff College struction and templates on a server for them to use (CGSC). It is known as the CGSC Experiential to determine the best solutions without the benefit Learning Model (ELM), which is based on David of a demonstration. The performance objectives de- Kolb’s Experiential Learning Model. In the CGSC veloped for the specific training will help determine ELM there are five stages: Concrete Experience, whether demonstrations are provided. Publish and Process, Generalize New Information, The latter example allows for more creative and Develop, and Apply. critical thinking. Role-playing a meeting or contact In the first stage, students have some kind of cog- could be used in either of the two examples just de- nitive, affective, or psychomotor experience followed scribed. The instructor could demonstrate a role- by the second stage, Publish and Process, that in- playing session or students could be given some cludes a discussion of what happened and why it basics about roles, scenarios, and how to deal with happened the way it did. An example of a concrete someone who is friendly, cooperative, belligerent, experience is showing a video of a significant emo- etc., in order to see how the students perform in re- tional event or an activity such as putting a struc- acting to a role-player in each of those situations. ture made out of blocks together. Then, through Look for questioning opportunities in each and questioning by the instructor, the students discuss every lesson. Questions that go beyond recall level this experience as to what happened and why it make excellent segues into activities and can arouse happened the way it did. In the case of putting a the curiosity of the students leading to more criti- block structure together, what could come out of cal and creative thought. (Chin) Good questioning the “publish and process” stage is how smoothly the techniques are particularly important during role structure was put together because the group com- playing. The instructor doesn’t necessarily want to municated and/or worked well together. This con- answer all questions. Answering a question with an- crete experience should be related in some way to other question, carefully avoiding role-player cueing the new information you intend to present in the so they do not say what they think the instructor third stage. wants to hear. An example of answering a question The third stage, Generalize New Information (GNI), with a question during role-playing is if a detainee is where new information is presented using some role-player asks, “What will happen to me now?” A method of instruction, tying this new information responding question might by, “What do you think back to the concrete experience which ties into the will happen to you now?” Ideally, you would want reflection. In the case of putting the blocks together, to give more than one opportunity to role play us- GNI on communication, leadership, or teamwork ing different scenarios or roles to provide students would tie back nicely to that particular concrete with different, authentic experiences and to practice experience. Another example I have seen used in their questioning techniques. training is showing a video of an American flag- Experiential Learning Model draped coffin on a horse drawn caisson for the con- Reflection is a huge part of adult learning. It is in crete experience. In the second stage, the students the discussion after an event, case study, or watch- discussed what they were thinking as they watched ing a dramatic video where learning increases expo- the video, such as the emotions they felt or did they nentially as students hear different perspectives as relate it to any personal experience that colored the to what other students saw, heard, or read that was way they thought about it. This discussion led into different from their ideas. The experience itself is education and training during the GNI stage about important but the real meat and potatoes of learn- the dignity and respect required of someone who ing occurs in the reflection. Aristotle said: “For the works in mortuary affairs. During the training rev- things we must learn to do before we can do them, erence, dignity, and respect were tied back to what we learn by doing them.” John Dewey added, “We they felt as they observed the video. don’t learn from experience; we learn by reflecting on The fourth stage, Develop, more appropriately experience.” (Bain, Zimmerman) called “Value,” is where the students determine October - December 2010 35 what value is in this training for them. Sticking playing, or discussions. When using Socratic ques- with the blocks theme, the value could be where tioning, the instructor should be asking questions students mention how this training and the discus- just to focus the discussion; most of the talking sions brought out something that is either new or should be by the students. If a student asks you validates their ideas on building a cohesive team. a question, try to turn that question back to the In the final stage, Apply, the skills and knowledge group to answer. Don’t answer questions that an- learned are tested. (Kem) other student can answer as this could stifle critical and creative thinking and therefore affect learning. Training adults is unique because of the different strategies used to present the information. Adult Socratic questioning in conjunction with other learners need and expect more than just lectures methods of instruction needs to be flexible and with slideshows. You can and should use more cog- spontaneous. For example, if a student asks “What nitive, constructivist, and experiential type method- would be the best way to determine if someone is ologies due to the varied experiences and education being honest with you?,” the instructor could turn levels of the adult learners. to the group and repeat or rephrase the question Engage your adult learners early and often during such as, “Let’s ask the group, what are some ways the training with discussion that includes reflection to determine if someone is telling you the truth?” and practical application of what they are learning. This allows you to engage the group, let them brain- As an example, organize the class into teams of 6 storm or just discuss to elicit answers from the to 12 students for parts of the course. Start the in- group. Then the group could rank these truth tell- struction by taking a few minutes to engage them ing criteria from best to worst to answer that stu- in a small group discussion after you have given dent’s question. them some activity where they were given minimal When conducting a discussion, occasionally the guidance. During that discussion, ask the students instructor should summarize the salient points of what they did, discovered, researched, meetings the discussion. To be successful, the instructor they had, etc., the day or days prior. Ask what prob- needs to not only plan major questions but also lems they encountered, what were their successes, subsequent questions to keep the student focused what mistakes were made, and what did they learn and on track. The instructor must also anticipate from those mistakes. other directions the discussion can take and have There are other ways to engage adult learners questions prepared for those possibilities as well. such as using a video, a short article, or even just The knowledge, skills, and experiences military a word or phrase to evoke emotion from your stu- adult learners bring to the advanced training class- dents to start that discussion. Ensure that dis- room are phenomenal. Learning can be increased cussion includes time for them reflect on what dramatically through the use of small group in- happened, how they felt when they watched the structional techniques such as case studies. Just video, for example, or why they thought something as Socrates used analogies and questioning with happened the way it did. Adults learn best by do- his students, the use of the case study method is ing, exploring, and/or analyzing job related mis- particularly beneficial for adult learner training. sions or issues. Even though some of the “doing” is Students take responsibility for their own learning cognitive rather than psychomotor, it is during the during the advance preparation by critically reading reflection piece where the most learning in adults the case study. occurs. A good way to incorporate this questioning is to use Socratic questioning techniques and case The first course I took using case studies and studies. Socratic questioning was a culture shock. It was the first time I had been exposed to this type of adult Socratic Questioning and Case Studies learning even though I was in the business of edu- Socratic questioning is a technique in which the cating adults at the time. As a student I was used instructor is neutral and withholds personal com- to being given reading assignments and then expe- ments while questioning students. It is very ef- riencing little or no discussion of those reading as- fectively used with case studies, conferences, role signments in subsequent classes. Like the typical 36 Military Intelligence student, if the material I was made to read was not at war, it is difficult for the instructors to stay cur- discussed, the next reading assignment may or may rent and relevant. This requires constant research not be read. In this case, I had not read the case and maintaining contact as a means of obtaining study very thoroughly; I had just skimmed the story. feedback from former students who are now in de- Therefore, I was unprepared for that next class ses- ployed environments. Additionally, if possible, ev- sion and watched as my more prepared peers were ery two or three years instructors should spend able to analyze the case. While I had very little of some time in the same conditions or assignments value to contribute to the discussion, it was a power- as their students are assigned to stay current and ful lesson for me to learn and one that I have never relevant for their future students and for training forgotten. development–especially to develop scenarios for use Through the use of Socratic questioning in case in practical exercises and tests. studies, you increase the ability of students to look Ultimately, training adults is a very rewarding ex- for underlying issues, principles, and themes and perience as you watch the growth, adaptability, and then encourage discussion towards some outcome. flexibility that occur as you challenge them with crit- Ultimately, the goal of using the case study ap- ical thinking and problem-solving activities or sce- proach is to enable the students to be better pre- narios and other adult learning methods. Using pared to handle a similar situation in their future discussion, Socratic questioning and other small assignments. Once students get the rhythm of how group techniques with adults in conjunction with an the Socratic questioning class is going to proceed experiential learning model increases the educational in the next session, they know they have to prepare benefit for all the learners. Make your activities rel- by critically reading the case study to analyze and evant, realistic, and authentic for the best results. discuss it, fully exploring all possible causes and Our job as trainers is to prepare our students for solutions. Case studies must be carefully developed dynamic combat environments and by using adult to lend themselves to that analysis and discussion learning models, we can achieve success. with the intention of having students come up with solutions. Works Cited The best cases are based on or are actual military Chin, Christine. “Questioning Students in Ways that Encourage or cultural situations used as a way of analyzing Thinking.” Teaching Science Summer 2004, Volume 50, No. 4. Accessed at http://people.uncw.edu/caropresoe/EDN523/523_ where events could have been handled differently or Spr_07/Questioning_Strategies.pdf. Retrieved 21 June 2010. bad situations could have been recognized earlier to Bain, Ken and Zimmerman, James. “Understanding Great Teaching.” have changed the outcome for the better. Peer Review Spring 2009, Volume 11, No. 2. Accessed at http:// Using Realistic Scenarios aacu-secure.nisgroup.com/peerreview/pr-sp09/pr-sp09_ bainzimmerman.cfm. Retrieved 19 May 2010. Another method of training involves using realis- Kem, Jack. “The Use of Case Studies as an Integrating Approach in tic extended scenarios that allow students to use Professional Military Education: A Pilot Study.” Accessed at http:// the military decision making process, intelligence www.usca.edu/essays/vol182006/kem.pdf. Retrieved 22 April 2010. preparation of the battlefield, and gathering of intel- Shreeve, Thomas W. “Experiences to Go: Teaching with Intelligence ligence within their military occupational specialty Case Studies.” Center for Strategic Intelligence Research, Joint or area of concentration. The class can be organized Military Intelligence College. Accessed at http://www.ndic.edu/ into the different elements that would be involved in press/pdf/5616.pdf. 9 Sept 2010. the planning and intelligence gathering processes. Instructors provide challenges and limitations as Joann Kiyabu, a DA Civilian, is an Instructional Systems the students’ progress through the scenarios to Specialist currently working at HT-JCOE at Fort Huachuca provide those realistic problems that could crop up as the Standards and Evaluations Officer in the J3 Office. during any real-world scenario. After serving in the U.S. Army for 20 years, Ms. Kiyabu obtained a Master’s Degree in Educational Psychology from Conclusion the University of Arizona. Her previous assignment was as Training adults is challenging for the instructor the Test Development Workshop and Small Group Instructor because with the rapidly changing tactics, tech- Training Course Instructor/Course Manager at Staff and niques, and procedures, particularly with a nation Faculty Development Division at Fort Huachuca. October - December 2010 37 HT-JCOE’s Training Administration and Assessment Program by Varej Filhanessian Enrollment process included. Introduction the online enrollment request for a specific class, From the day the Human Intelligence Training–Joint read the HT-JCOE catalog, and visit the extensive Center of Excellence (HT-JCOE) was established as reference library. an advanced Human Intelligence (HUMINT) train- The second security layer is the use of a user name ing center for the Department of Defense HUMINT and password, with which only selected personnel Enterprise (DHE), there was a clear need to have a can access the underlying database. Generally, this secure Training Management System (TMS). type access is reserved for HT-JCOE internal use. Early in 2009, HT-JCOE staff looked at several The third layer of security is the use of tailored different options and decided to adopt the Training access and permissions. Personnel whom the HT- Administration and Assessment Program (TAAP) as JCOE TAAP has granted a user name and password the program of choice for the HT-JCOE TMS. At that to access the TAAP database do not have unlimited time, TAAP was still in the beginning stages of devel- access to all parts of the database. HT-JCOE leader- opment and had very limited TMS functionality, but ship assigns various levels of access to the different held a lot of promise to evolve into a custom-built parts of the database. system that could accommodate all of HT-JCOE’s training administration and assessment needs. In addition, TAAP incorporates special provisions for the student enrollment part to accommodate all Today, TAAP has turned out to be an extremely potential students, including those who may be in useful tool and plays an integral and central role in special programs and prevent any unintentional HT-JCOE operations. A comprehensive and exten- data transfers to systems below the appropriate sive web-based database, it provides the ability of classification levels. two-way secure communication between HT-JCOE and our “customers” via the Secret Internet Protocol Functionality Router Network (SIPRNet); provides HT-JCOE with In mid-2009, HT-JCOE prepared a detailed online enrollment capability; centralizes student Software Requirements Specification document that enrollment and demographics data; centralizes became the basis for the development of the pro- and standardizes HT-JCOE training administrative gram to include functionalities beyond what it of- documents, and provides a user friendly “one-stop fered. HT-JCOE required TAAP to have five primary shop” for information regarding HT-JCOE. modules with some additional supporting pieces. Security The Student Module (SM) provides the capability to TAAP is designed with several security layers to check seat availability and request online enrollment prevent unauthorized access to the underlying da- to any of the HT-JCOE courses. It allows the HT- tabase. Obviously, the first security layer is the use JCOE Registrars to database the students’ adminis- of the SIPRNet. Personnel who wish to visit the HT- trative information in a central and secure location, JCOE TAAP website must first have SIPRNet access. and retrieve it using efficient and custom-built que- General users with SIPRNet access can only see up- ries. The SM has user-friendly interfaces that allow coming classes of all HT-JCOE courses, complete anyone with the appropriate permissions to access 38 Military Intelligence the database and generate detailed charts, graphs, Enrollment and tables showing relevant demographic aspects of To enroll in any of the HT-JCOE courses, you the HT-JCOE student body past and present. must visit our website on SIPRNet at htjcoe.jioc. The Training Module provides the capability to jfcom.smil.mil and complete the online enroll- centralize and standardize all HT-JCOE course ment request. Download, complete, and send the training materials in a secure database with user- Student Nomination and Waiver Request to htjcoe. friendly interfaces. The training materials include:
[email protected]. course administrative data, academic calendars, The Student Nomination and Waiver Request must critical task lists, programs of instruction that re- be signed by the first O-5 or higher and equivalent flect physical and instructor contact hours, training in the student’s chain of command. The Student support packets, training schedules, risk assess- Nomination and Waiver Request format is located ments, and relevant student documents. under References>Reference Library>Enrollment The Assessment Module (AM) provides the capa- Documents (pressing F1 while you have the format bility to prepare custom-built surveys that may be open will provide assistance about how to complete tied to enrollees of a specific class, graduates of a the document). specific course, or an ad-hoc group of people. The Contact HT-JCOE Operations Section (J3) if you AM will allow HT-JCOE to keep track of the pre- and do not have access to SIPRNet to arrange for alter- post-course surveys and after action review com- nate means of enrollment. If and when we reserve ments from students. It will also give HT-JCOE the seats for students in the requested classes, email ability to reach out to prior students and elicit com- notifications will go to the SIPRNet email provided in ments about the value of the training they received the students’ enrollment requests, informing them at the HT-JCOE courses they attended. about the status of their enrollment and directing them to visit the HT-JCOE websites to download The Resources Module (RM) allows HT-JCOE to and follow the course reporting instructions. All re- database all training venues so that they can be quired documents must be at the HT-JCOE J3 no managed more efficiently. The RM allows users with later than 30 calendar days before the start date of appropriate permission to see all available train- the requested class. ing venues and their specific capabilities in terms of size, automation, and communication. The RM In addition to the Student Nomination and Waiver can generate specific or general reports that depict Request, Advanced Source Operations Course classroom usage. (ASOC) applicants must also provide an autobiog- raphy. The Student Autobiography format is located The Instructor Module (IM) allows HT-JCOE to da- under the References>Reference Library>Enrollment tabase all instructors. Part of the IM is to keep track Documents (pressing F1 while you have the format and provide specific or general reports regarding in- open will provide assistance about how to complete structor qualifications, certifications, and manda- the document). ASOC application packets (online tory training requirements. Relevant information enrollment request, Student Nomination and Waiver from both the RM and the IM are directly tied to the Request, and the Student Autobiography) must be training schedules piece of the TM. at the HT-JCOE J3 no later than 45 calendar days In addition to these five primary modules, TAAP before the start date of the requested class. includes References and Links tabs. Under the References tab, HT-JCOE has compiled and contin- The direct URL to the HT-JCOE TAAP website on ues to add relevant reference materials pertaining the SIPRNet is htjcoe.jioc.ifcom.smil.mil. to intelligence in general and HUMINT in particular. The HT-JCOE Reference Library has almost 500 digi- Varej Filhanessian is a DA Civilian and the Deputy Operations tal documents that include official publications from Officer for HT-JCOE at Fort Huachuca, Arizona. After serving in the U.S. Army for 20 years as an Interrogator/Human U.S. Army, U.S. Navy, U.S. Marine Corps, U.S. Air Intelligence Collector, Mr. Filhanessian obtained a Bachelor’s Force, Defense Intelligence Agency, and others. The Degree in Information Technology from Western International Links tab continues to grow with links to different re- University. He is currently pursuing a Master’s Degree in Adult lated but separate websites on the secure network. Education and Training from University of Phoenix. October - December 2010 39 Contact and Article Submission Information This is your magazine. We need your support by writing and submitting articles for publication. 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[email protected]. Our fax number is information and operations security officer/ 520.538.1005. Submit articles by mail on disk to: SSO stating that your article and any accom- MIPB panying graphics and photos are unclassified, ATTN ATZS-CDI-DM (Smith) nonsensitive, and releasable in the public do- U.S. Army Intelligence Center and Fort Huachuca main OR that the article and any accompanying Box 2001, Bldg. 51005 graphics and photos are unclassified/FOUO (IAW Fort Huachuca, AZ 85613-7002 AR 380-5 DA Information Security Program). A sample security release format can be accessed at Contact phone numbers: Commercial 520.538.0956 our website at https://icon.army.mil. DSN 879.0956. 40 Military Intelligence 27 February 1906 to 29 September 1991 Dorothe Kerans Matlack had a very distinguished 27 year ca- reer in Military Intelligence (MI), culminating in her as- signment as Special Assistant to the Assistant Chief of Staff, Intelligence (ACSI), Department of the Army (DA). A pioneer and champion of the Army’s Human Intelligence (HUMINT) efforts, she entered government service in 1948. Before attaining the position of Special Assistant, she served the DA ACSI successively as a sec- tion, branch, and division chief, and as the Deputy Director of Operations for Collection. As a pioneer and champion of Army’s HUMINT efforts, Mrs. Matlack was personally responsible for many of the Army’s HUMINT programs operating through the 1980s. She played an instrumental role in establishing Department of Defense procedures for de- briefing defectors, escapees, and refugees of intelligence inter- est and in organizing and di- recting the debriefing of 37,000 Hungarian refugees entering the U.S. in 1956. In 1962, she sparked joint agency efforts that resulted in the refugee debriefings that first located the Soviet missiles in Cuba. During the 1960s, she also helped establish overt and sensitive HUMINT programs in the Republic of Vietnam. She retired from federal service in 1975. Following her retirement Mrs. Matlack was inducted into the MI Corps Hall of Fame in 1987, selected as one of the first ten distinguished member of the MI Corps. She proudly served as an MI Corps Ambassador until her death in 1991. To contact HT-JCOE or any person assigned to HT-JCOE, please contact the HT-JCOE Operations Section at: Mailing Address: 821 Irwin Street, Matlack Hall (Bldg. 80122) Fort Huachuca, Arizona 85613 NIPRNet e-mail:
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