Running head: TRAINING PROGRAM PLAN 1

Training Program Plan

Carlos R. Herrera

AET/570 Program Development in Adult Education

University of Phoenix

August 07, 2017

Gregory Dlabach Ph.D.

 TRAINING PROGRAM PLAN 2

Table of Contents
Training Program Plan .................................................................................................................... 3
Part I - Needs or Gap Analysis ................................................................................................... 3
Positive Impact........................................................................................................................ 5
Fusion Analyst Training Needs Feedback Questionnaire ....................................................... 6
Part II - Training Program Description ....................................................................................... 7
Training Impact ....................................................................................................................... 8
In-processing ........................................................................................................................... 8
Part III - Budget .......................................................................................................................... 9
Training Budget ...................................................................................................................... 9
Part IV - Stakeholders and Goals .............................................................................................. 11
Part V - Training Promotional Materials .................................................................................. 12
Communication and Distribution of Promotional Materials ................................................ 13
Part VI - Program Evaluation ................................................................................................... 13
Part VII - Implementation ......................................................................................................... 15
References ..................................................................................................................................... 16

Figure 1 Intelligence Fusion Analyst Poster ................................................................................. 12

Figure 2: Assessment Evaluation Form ........................................................................................ 15
Figure 3: Intelligence Fusion Analyst Activity............................................................................. 15

Table 1: Needs Assessment Plan .................................................................................................... 5

Table 2: Intelligence Fusion Analyst Training Program................................................................. 7
Table 3: Assessment Budget ........................................................................................................... 9
Table 4: Personnel......................................................................................................................... 10
Table 5: Materials and Equipment ................................................................................................ 10
Table 6: Travel .............................................................................................................................. 10
Table 7: Program Goals ................................................................................................................ 11
Table 8: Intelligence Fusion Training Program Stakeholders and Goals ..................................... 11
Table 9: Logical Model for the 1NX4 Intelligence Fusion Course .............................................. 14
 TRAINING PROGRAM PLAN 3

Training Program Plan

The attacks on the World Trade Center, and the Pentagon of September 2011 (9/11),

identified deficiencies in the handling and use of intelligence information to counter threats. As

a result, the United States government took further measures to enhance the fusion and sharing of

intelligence among the members of the Intelligence Community (IC). The United States Air

Force (USAF), as part of that community, put an emphasis on the training of its intelligence

analyst workforce to meet the challenging requirements of an ever-changing environment.

The training for officers and enlisted in the Air Force, follow a distinctive path, but share

commonalities in the analysis and fusion of intelligence. The purpose of this paper is to develop

a training plan for the advance of the analyst tradecraft program as it relates to analysis and

fusion of intelligence. The program training plan presented in seven parts that include:

Part I Needs or Gap Analysis

Part II Training Program Description

Part III Budget

Part IV Stakeholders and Goals

Part V Training Program Materials

Part VI Program Evaluation

Part VII Implementation

Part I - Needs or Gap Analysis

According to the Intelligence Threat Handbook, Intelligence is the product from the

collection, collation, evaluation, analysis, integration, and interpretation of collected information.

The resulting product provides the United States, with vital information to (Federation of

American Scientists, 2017) formulate strategies against and to protect national interests.
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Intelligence fusion becomes a valuable tool for the consolidation of that intelligence to further

improve the security and safety of our nation (USAF, 2017). In that capacity, fusion analysts

assess the value and implication of the intelligence collected and gauge their impact to assist

decision makers. There are eight primary intelligence disciplines each specializing in collecting

intelligence, and these include: human intelligence (HUMINT), signals intelligence (SIGINT),

imagery intelligence (IMINT), measurement and signatures intelligence (MASINT), and open

source intelligence (OSINT). The modern digital environment has provided terrorists and other

criminal organizations with tools to coordinate activities worldwide causing an increase the

efforts of governments and of the intelligence community's to combat their operations (Sims,

2007).

Modern intelligence requirements to counter these threats require the fusion of the

collective intelligence from various agencies and intelligence disciplines, and to the sharing of

that information to prevent further terrorist attacks. The constantly evolving threats to our

national security require a sharing strategy that will offer organizations like the FBI and other

local intelligence agencies with intelligence from those entities that operate overseas such as the

CIA (Velez-Villar, 2012).

According to Green (2014), today intelligence analysts deal with multiple threats and

issues that impact our national security and must sort through the information collected by the

sixteen agencies that form the IC. Dealing with substantial amounts of information is an issue in

itself, but it's important that analysts review all available information and turn it into a product

that is reliable, accurate and actionable for our President and policy makers.

The operational requirements of the IC require that we develop relevant training that

meets the government requirements for the use of collected intelligence. The needs assessment
 TRAINING PROGRAM PLAN 5

plan (Table 1: Needs Assessment Plan), is designed to capture information from analysts,

managers, and organizations and employs the use of a survey and other tools will assist

developers and stakeholders to identify those areas that present a greater challenge for the fusion

of intelligence for analysts and the IC.

Table 1: Needs Assessment Plan

Audience Objectives Effect Procedures Frequency Evaluation

Fusion - To identify - The inputs - Use of - Yearly - Feedback

Analysts areas that from analysts questionnaires evaluation
require will be used to and face to - Survey at the
training. improve overall face end of plan
analyst skills. interviews. implementation
Training - Assess the - Maintain - Reports and - Quarterly - Interviews
Managers types of analyst, assessments. - Survey at the
courses, that proficiency, end of plan
analyst and skills. implementation
requires to
attend.
Intelligence - Document - Coordinate - Meetings - Yearly - Feedback
Units improvement with training with training evaluation
in analyst managers to managers - Survey at the
performance. analyze the end of plan
findings implementation
Table 1: Needs Assessment Plan

Positive Impact
Fusion analysts must use information and methods from various intelligence disciplines to

clarify their observations. For example, IMINT analysts require the use of SIGINT and

HUMINT to explain their IMINT observations. That Fusion of intelligence provides them with a

better understanding of the activities of adversaries and help them formulate and to provide

decision makers with a clear picture of the operational environment.

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Fusion Analyst Training Needs Feedback Questionnaire

The purpose of this questionnaire is (Figure 1) is to identify, those areas that require

refining and further review to enhance the intelligence resulting from fusion. This questionnaire

will be used as part of the data collected during the needs assessment to facilitate the

development of training programs to meet the Fusion Analyst tradecraft requirements. Please

rate the training needs for Fusion Analysts regarding:

Training Needs Somewhat Strongly

Disagree Neutral Agree
Disagree Agree
Management of All-Source Information 1 2 3 4 5

The proliferation of Social Media and Internet, and 1 2 3 4 5

their use for Intelligence collection.
The development of your skills of analysis and 1 2 3 4 5
critical thinking
Provide Strategic Intelligence and Warning 1 2 3 4 5

Abstract Reasoning 1 2 3 4 5

Cybersecurity 1 2 3 4 5

Support to current operations 1 2 3 4 5

Proliferation of Weapons of Mass Destruction 1 2 3 4 5

(WMD)
Information integration and sharing 1 2 3 4 5

IC role in support of Homeland Security activities 1 2 3 4 5

Please provide comments or suggestions on other topics that would enhance the fusion analyst
tradecraft skills and activities.

Please add any other comments you wish to make regarding this questionnaire

Thank you for your assistance

 TRAINING PROGRAM PLAN 7

Part II - Training Program Description

As result of the needs assessment, the participants selected cyber security, and

information integration and sharing as the primary areas for the development of future training to

meet the requirements for intelligence fusion within the IC. Based on the needs analysis, we

propose a training program that meets the following criteria (Table 2).

Table 2: Intelligence Fusion Analyst Training Program

Area Comments

Objective The Intelligence Fusion Training Program (IFTP) conforms to Joint

and nationally mandated standards for the fusion of intelligence. The
program development is in line with rules and regulations for course
development established by the Air Force Education and Training
Command (AETC), Randolph AFB, San Antonio, Texas.

Scope To provide fusion analysts and their assigned intelligence units, with
comprehensive training in the areas of cyber security, and information
integration and sharing. The course is part of a four-month technical
training at Goodfellow AFB, San Angelo, Texas.
Audience Fusion Analysts (Specialty Code 1N4X1)

Qualifications Complete a polygraph test

Complete a Single Scope Background Investigation with a
Top-Secret Clearance
No speech disorders
Must be between the ages of 17-39
Program Goals IFG 1: Adopt a comprehensive training approach to enhance Fusion
Analyst skills.
IFG 2: Support ongoing intelligence collection and analysis of
counterinsurgency operations.
IFG 3: Improve information Integration and sharing of Intelligence.
Program Objectives IFO 1: Understand, monitor and disrupt terrorist groups and their
threats.
IFO 2: Integrate all-source information and develop actionable
intelligence to support policy and operations.
IFO 3: Detect and counter adversarys cyber threats.
Table 2: Intelligence Fusion Analyst Training Program
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Training Impact

To bring radical changes to the intelligence collection and analysis efforts of the IC, by

providing instruction on integration and sharing practices. The training program is designed to

meet the responsibility of the IC to share while protecting the information from compromise

(National Research Council, 2011).

Upon completion, students will have a better understanding of the threats and current trends and

tools used for the detection and counter-attack against terrorist attacks and other criminal

activities. Students will participate in activities of collection and dissemination of all-source

intelligence to have a better understanding of the importance of the fusion of intelligence and

how it impacts the operational environment.

In-processing

In-processing at Goodfellow AFB (GAFB), San Angelo Texas, is scheduled every

Tuesday from 7 AM. Students must report to Building 723 at 6:45 AM to register on base.

Before class start date. For more information visit the Airman & Family Readiness Center at

325-654-3893, or visit the Base website at http://www.goodfellow.af.mil/Home/Base-In-

processing/.
 TRAINING PROGRAM PLAN 9

Part III - Budget

This budget includes the cost of the needs assessment, and that of the training resulting

from the assessment. A fair estimate of the budget required to conduct the Intelligence Fusion

Analyst Assessment is provided in Table 3, Assessment Budget. It is expected that the

Assessment will take one year to be completed and that it will require 19,200 labor hours at the

cost of $939,592.

Needs Assessment Budget

Table 3: Assessment Budget

Labor Hours Labor Category Total Cost (40 Hr.)
1920 Training Development Manager (2) $135,460

1920 Human Resources Managers (1) $238,712

1920 Human Resources Specialist (3) $231,816
1920 Graphics Designer (1) $81,276
1920 Survey Administrator Staff (3) $243,828
ODC Other Direct Costs (Including development of $8500.00
APPs)
T&M costs Travel and Other Materials* (billed as needed) TBD
Total $939,592
Table 3: Assessment Budget

Training Budget

The development and implementation of a program of this magnitude require that the

planning and budgeting occurs a minimum of a year in advance and that the necessary funds are

allocated under the following fiscal year budget. With that in mind the next budget takes into

consideration the scope, audience and goals presented in the previous section (Part II, Training

Program Description), as well as an escalation of 3% to reflect a potential rise in costs between

the date this plan is presented for approval to the time when the training takes place.

The following tables (Tables 4-6) reflect that escalation in costs for the following

categories; Personnel, materials and equipment and travel. Please note that the budget does not
 TRAINING PROGRAM PLAN 10

consider the costs of facilities and student meals and travel, as these are considered as

Government Furnished.

Table 4: Personnel
Labor Hours Labor Category Total Cost (40 Hr.)
1920 Project Manager (1) $115,460

1920 Administrative (3) $136,800

1920 Content Specialist (3) $231,816
1920 Graphics Designer (1) $70,276
1920 Technical Writer (3) $243,828
1920 Trainer (2) $130,000
1920 Technical Support (2) $104,000
Total $ 1,032,180
Table 4: Personnel

Table 5: Materials and Equipment

Resources Total Cost (40 Hr.)
System access (16 Students and personnel listed in Table 3) $135,460
Training Database $238,712
Computers and Peripherals $457,800
$81,276
$243,828
$8500.00
Total $ 1,165,576
Table 5: Materials and Equipment

Table 6: Travel*
Per Diem Rates: San Angelo Texas Rate (Daily per Student)
Lodging ($96 daily) X 120 days for 14 staff (Table 3) $215,040
Meal Rate ($59 daily) X 120 days for 14 staff (Table 3) $99,120
Travel (Time and Materials) $13,125
Total $327,285
Table 6: Travel
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Part IV - Stakeholders and Goals

The following tables illustrate the program goals (Table 7), and how do the stakeholders

align to each of these goals. Furthermore, in Table 8 explains the role of each stakeholder in the

training program and the benefit each goal provides to meet their needs. By showing the benefit

in comparison to the cost associated with the training in Part III, Budget, we intend to gain the

stakeholders support the training program, as it meets the needs of the interested parties and the

IC for the integration and sharing of information.

Table 7: Program Goals

IFG 1: Adopt a comprehensive training approach to enhance Fusion Analyst skills.

IFG 2: Support ongoing intelligence collection and analysis of counterinsurgency operations.

IFG 3: Improve information Integration and sharing of Intelligence.

Table 7: Program Goals

Table 8: Intelligence Fusion Training Program Stakeholders and Goals

Stakeholder Goals Role

Fusion Analyst IFG 2; IFG 3 Conduct operations, collect, analyze

and fuse information. Disseminate
Intelligence.

Training Managers IFG 1 Manage training programs, and

schedule students to attend. Monitor
students academic progress.

Unit Commanders IFG 2; IFG 3 Monitor their unit performance, and

training needs for operational success.
Intelligence Community (IC) IFG 1; IFG 2; Ultimate stakeholder that benefits from
IFG 3 the use of trained professionals and the
intelligence they produce, to conduct
operations and achieve national
interests.
Table 8: Intelligence Fusion Training Program Stakeholders and Goals
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Part V - Training Promotional Materials

Figure 1 Intelligence Fusion Analyst Poster

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Communication and Distribution of Promotional Materials

The promotional materials will be distributed to each of the Air Forces Intelligence

Organizations Training Managers as well as to other federal, and local law enforcement agencies

that can benefit from the training. The materials will be distributed as a package of resources

that includes posters and instructions for student enrollment, and assessment documents.

Part VI - Program Evaluation

To complete the program assessment, the evaluators will use a wide variety of resources

that includes the United States Air Force (USAF) 14NX Career Field Education and Training

Plan (CFETP), Section B; that describes the Intelligence Fusion Analyst Duties, Responsibilities,

and Functional Competencies. The evaluation will include the feedback of the previously

identified stakeholders, and that of the IC. Using a logical model, the stakeholders will create a

path to assist students in their training progression including the activities, and short and long-

term outcomes and impact of the course. The 1NX4 Intelligence Course Logical Model (Table

9) describes the expected outcome from each of the following areas:

Resources: This section includes a comprehensive list of items, personnel, and

facilities needed to achieve the desired results and for the course to have its

intended impact for the training of the students and the mission of the USAF.

Activities: A description of the course and the activities, including lectures,

individual, and group projects, and other assignments.

Outputs: Includes the course Functional Areas (FA), that becomes the standard for

the students to complete the training successfully. The Functional Competencies

are also a list of planned activities and skills needed by the USAF from all Fusion

Analysts.
 TRAINING PROGRAM PLAN 14

Short-term Outcomes: Provides the length of training and other immediate goals

that the student must achieve to complete the course. The short-term outcomes

represent the most direct effects that the course has for the learning, knowledge,

and attitudes of the students.

Impact (Long-term) Outcomes: These are the intended goals of the training

program. Upon completion, students need to show their expertise in all the

functional competencies.

Table 9: Logical Model for the1NX4 Intelligence Fusion Course

Resources Activities Outputs Short-term Impact
Outcomes (Long-term)
Includes available Describe the Includes the Expected The benefits
resources including activities deliverables, outcomes expected from
personnel, generated to products, and over a the students
facilities, and achieve the events that will designated attending the
equipment. desired be produced period. program.
outcomes. from the project.
14NX CFETP, The course Students Students Students will
Section B prepares develop skills attend a demonstrate
AETC provides: analysts to and knowledge four-month expertise in
o A contract collect analyze in the training at the
representative and functional Goodfellow, performance
o Regulations disseminate competencies Air Force of the
o Training information. of; Analysis, Base, Texas. functional
Managers. Students Collection, Students competencies.
o Intelligence attending the Management, participate Demonstrate
Analysts are course are Operations, in all course experience by
attending the exposed to Processing activities completing
course. information to Exploitation and learning Formative
Presentations, support the and assignments. and
manuals, and USAF Global Dissemination, Summative
other instruction (ISR) core integration, Assessments.
aids. functions. and Targeting
Table 9: Logical Model for the 1NX4 Intelligence Fusion Course

The evaluation of the program objectives and goals will be documented using a

spreadsheet (Figure 2), that is presented along with this document, as an attachment.
 TRAINING PROGRAM PLAN 15

ASSESSMENT EVALUATION FORM 1N4X INTELLIGENCE FUSION ANALYST COURSE

TRAINING ASSESSMENT EVALUATION

Squadron Enter unit name here Evaluators name and Role Enter name and role here Date Completed Enter date here

STUDENTS RESPONSE (1: Yes; 0: No)

Student name

Student name

Student name

Student name

Student name

Student name

Student name

Student name

Student name

Student name

Student name

Student name

Student name

Student name

Student name

Student name

Student name

Student name

Student name

Student name

Student name

Student name

Student name

Student name

Student name
TRAINING OBJECTIVES AND GOALS
The training received helped students to: TOTAL AVG
IFG 1: Adopt a comprehensive training approach to enhance Fusion Analyst skills. 1 0 1 0 1 1 0 1 0 1 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 8 48
IFG 2: Support ongoing intelligence collection and analysis of counterinsurgency
0 0 0 1 1 1 1 1 1 1 0 0 0 0 0 1 1 1 1 1 0 1 0 0 0 13 52
operations.
IFG 3: Improve information Integration and sharing of Intelligence. 1 1 1 1 1 0 0 1 1 0 0 1 1 1 1 1 0 0 0 1 0 1 0 1 1 16 64
IFO 1: Understand, monitor and disrupt terrorist groups and their threats. 0 1 1 1 0 0 0 1 1 0 1 1 0 1 0 1 1 1 0 0 1 0 1 0 1 14 56
IFO 2: Integrate all-source information and develop actionable intelligence to support
1 0 0 0 0 0 0 1 1 0 1 1 0 0 1 1 0 0 0 1 1 1 1 0 1 12 48
policy and operations.
IFO 3: Detect and counter adversarys cyber threats. 1 1 1 1 1 1 1 0 1 1 0 0 0 1 1 1 0 1 1 0 0 0 1 1 1 17 68
IFO 3: Detect and counter adversarys cyber threats. 1 0 0 0 0 0 1 1 1 0 1 1 0 0 0 0 0 1 1 1 0 1 1 0 0 11 44
IFG: Intelligence Fusion Goal;
STUDENTS AGREEMENT TOTAL 5 3 4 4 4 3 3 6 6 3 3 4 1 4 3 5 2 4 3 5 2 4 4 2 4 OVERALL AVG
IFO: Intelligence Fusion Objective;
0: Disagree; 1: Agree
STUDENTS AVERAGE 1 0 1 1 1 0 0 1 1 0 0 1 0 1 0 1 0 1 0 1 0 1 1 0 1 52.00%

Figure 2: Assessment Evaluation Form

Part VII - Implementation

The following 10- to 15-minute activity is based on the training program goals and

objectives. The presentation is part of this document and is presented as an attachment.

Figure 3: Intelligence Fusion Analyst Activity

 TRAINING PROGRAM PLAN 16

References

Federation of American Scientists. (2017). Intelligence collection activities and disciplines.

Retrieved from https://fas.org/irp/nsa/ioss/threat96/part02.htm

Green, Jr., J. (2014). Challenges of todays intelligence analysts to protect the homeland.

Retrieved from http://inpublicsafety.com/2014/03/challenges-of-todays-intelligence-

analysts-to-protect-the-homeland/

National Research Council (2011). Intelligence analysis for tomorrow: Advances from the

behavioral and social sciences. Washington, DC: The National Academies Press.

Sims, J. (2007). Intelligence to counter terror: The importance of all-source fusion. Retrieved

from

http://www.tandfonline.com/doi/abs/10.1080/02684520701200772?journalCode=fint20&

USAF. (2017). Interpreting intelligence information. Retrieved from

https://www.airforce.com/careers/detail/fusion-analyst

Velez-Villar, E. (2012). Statement before the house homeland security committee. a

subcommittee of counterterrorism and intelligence Washington, D.C. Retrieved from

https://archives.fbi.gov/archives/news/testimony/intelligence-sharing-with-federal-state-

and-local-law-enforcement-10-years-after-9-11