Training vs. Education:
Shaping the Homeland Security
Discipline and Educating our Future
Leaders
10th Annual Technologies for Critical Incident Preparedness Conference & Expo
29-31 October 2008
Vincent J. Doherty
Director for Program Outreach
Center for Homeland Defense and Security
Naval Postgraduate School
Monterey, CA
www.chds.us
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Who am I?
www.chds.us
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Education: a definition
Education is:
the development of the mind and intellect.
encompasses teaching and learning of the fundamental aspects of a
culture from one generation to another
The imparting of knowledge, positive judgement and well developed
wisdom
It means 'to draw out', facilitating realization of self-potential and latent
talents of an individual
It is a personal activity which enhances the ability to use the mind for
personnel pleasure or gain.
It is using language to develop knew knowledge and inquire about your
environment
www.chds.us
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Training: a definition
Training is:
the learning of specific skills
The acquisition of knowledge, skills and competencies
Has specific goals of improving one’s capability capacity
and performance
The developed skills are used more for social or economic
reasons then for self improvement
‘This implies that education comes first’
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Where do we train?
Formal - training ground, classroom, conferences, consortiums
Informal – apparatus floor, fire ground, field
Where do we educate?
Formal – class rooms, conferences, universities
Informal
 Kitchen table, precinct house
www.chds.us
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Issues in Homeland Security
Do we train or educate our Emergency responders?
Where do we invest on our people?
How do we make that investment?
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Training Issues in WMD Response
 Office of State and Local Domestic Preparedness
Support, (OSLDPS), 1998 commissioned a study
 The ODP Training Strategy of 2001
 Researchers confirmed
People remember 90% of what they do
75% of what they say
10% of what they hear
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Training Issues in the ODP Strategy
Who should be trained?
 What tasks should they be trained to perform?
 Which training instruction/delivery methods and training sites should
be paired with which tasks to maximize success in training?
 What methods are most capable of evaluating competency and
performance upon completion of training?
 What gaps need to be remedied in existing training to assure
consistency with the findings of The Training Strategy?
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Education issues
Do we educate our people?
Are we as a discipline capable of educating our people?
-or-
Should we leave that up to our schools and universities?
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Argument
We do a great job in training our people
-but-
We do a poor job in educating or leaders
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Why Educate?
Get that piece of paper!
Respect for our opinions!
Critical thinking!
Leadership!
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GRADUATE EDUCATION
for
HOMELAND DEFENSE AND SECURITY
Background
HS was non-existent as a discipline before 2001
and will continue to evolve for decades
2001 government study identified gaps in
education that prepares officials to undertake
new HS roles and responsibilities
www.chds.us
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CHDS Purpose
CHDS established in 2002 to:
Provide a neutral educational forum for leaders to come
together in an intergovernmental multi-disciplinary group to
discuss and debate HS
Develop programs that are heavily evaluated to ensure local,
state, tribal and federal leaders drive educational offerings and
evolution of content
Create “multiplier effect” to maximize federal investment –
share program content, research and resources with organizations
across the nation to build national preparedness through
education
www.chds.us
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Master’s Degree Program
 Students are current and “fast rising” local, state, tribal and federal
leaders from all HS disciplines; integration of leaders in classroom
mirrors HS across nation
 “One of a kind” learning atmosphere
 Breaks down stovepipes
 Builds lasting national culture & professional networks
 143 students enrolled; 5 simultaneous cohorts (3 in Monterey, CA and
2 in the National Capital Region)
 DHS officials participate as part of DHS Homeland Security Academy
 More than 235 alumni; graduating 3 cohorts per year
 Students in-residence two weeks each Academic Quarter during 18month program (total of 12 weeks)
 Remainder of coursework completed via cutting edge distance learning
www.chds.us
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MA Curriculum Content
 Introduction to Homeland Security
 Technology Management for HD/S
 Unconventional Threat in HS
 Special Topics in HS (WMD, Agroterrorism, Financing of Terrorism,
Public Health, Borders and
Immigration, etc)
 Critical Infrastructure – Vulnerability
Analysis and Protection
 Risk Communication – Psychology
of Terrorism and Fear Management
(Stanford)
 Intelligence for HD/S:
Organizational and Policy
Challenges
 Homeland Defense and Security:
An Interdisciplinary Approach
(Public Health, Law Enforcement,
Defense, Fire, etc)
 Strategic Planning and Budgeting
for HD/S
 Policy Analysis and Research
Methods
 Comparative Government: HS
Policy Implications for the U.S.
 Knowledge into Practice: A
Homeland Security Capstone
Course
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Master of Arts in Security Studies: Homeland
Security and Defense
The average student profile
The location
The schedule
The format
The application
The thesis
The cost
The outcome
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Statistics
As of Fall 2008:
378
Total students enrolled:
143
Total Alumni Graduated:
235
Leading States:
CA (38),
NY (33),
FL (15),
WA (14)
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Statistics: Disciplines
State & Locals:
62.7%
Federal:
18.8%
Military:
18.8%
Law Enforcement:
22.8%
Fire/EMS:
14.8%
Emergency Management: 12.2%
Public Health:
7.1%
Health Care:
0.5%
www.chds.us
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MA Student Research
 Research papers and theses on actual policy
development issues confronting local, state, tribal and
federal government; many theses are being
implemented around the country and are cited as “best
practices”
 MA thesis provides student Sponsors with a “twofer”
Low-cost, high quality research completed on priority Sponsor
topics (many graduates implement their thesis)
Creates national Subject Matter Experts
www.chds.us
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HS Research: Thesis Impact
 “Radio Interoperability: Addressing the Real Reasons We Don't Communicate Well
During Emergencies,” (Ronald Timmons)
 “Homeland Security and Capabilities-Based Planning: Improving National
Preparedness,” the Netherlands is adopting approach and asked author to visit and
advise them (Sharon Caudle)
 “Interagency Collaboration Challenges Among Homeland Security Disciplines in Urban
Areas,” (Jay Hagen)
 “Enhancing Homeland Security Efforts by Building Stronger Relationships between the
Muslim Community and Local Law Enforcement,” St. Paul, MN granted $250,000 to
implement policy (Dennis Jensen)
 “A Case Study of Intelligence Infrastructure Created by Executive Order,” led to
Cabinet/Gov-level reorganization in state of Utah; creation of Utah Criminal
Intelligence Center (Bob Flowers)
 “U.S. Coast Guard Reorganization: Why Merging the Field Units is Not Enough to
Remain Semper Paratus (Always Ready),” assisted creation of USCG Field
Intelligence Support Teams (Larry Green)
 “Implementing Maritime Domain Awareness,” implemented as MDA Policy in USN and
USCG; used as basis of National Maritime Security Strategy (Robert Watts)
www.chds.us
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Alumni
 Alumni of the Master’s and Executive Leaders Programs are
leaders responsible for the policies, strategies and organizations
that constitute our nation’s HS system
 Alumni Association is a national “think tank” supporting the
development and revision of HS policies and strategies as well the
expansion of the HS knowledge base through on-going research,
discussion and debate
 Distinguished Graduate Fellowship - Provides selected Fellows
opportunity to serve at DHS for one year; DHS benefits from broad
state and local perspectives that Fellows represent; state and local
governments benefit from national perspective and DHS
programmatic knowledge that Fellows bring back to their agencies
www.chds.us
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Dystopia Virtual City
A comprehensive virtual urban
environment for Homeland
Defense & Security studies,
training, and exercises
Two urban areas separated by a
state border
Major port facilities
International airport
Major military installation
Universities and schools
Power, water, telecom,
transportation infrastructure
www.chds.us
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CHDS Programs
Core Programs
Multiplier Effect Programs
Master’s Degree Program
 University & Agency Partnerships
Executive Leaders
 Homeland Security Affairs Journal
Program
Executive Education
Seminars
State/Governor METs
Urban Areas METs
Topic specific seminars
 HS Digital Library
 Alumni Association “Think Tank”
 Distinguished Graduate Fellowship
 On-line Courses
 Applied Research
 Publications
 National Guard Graduate
Certificate Program
www.chds.us
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Online Courses
Goal: Provide education on HD/S Strategy, Policy and Planning to
thousands of HD/S professionals
Online Courses – non-credit versions of MA courses to enhance
understanding of key concepts; offers flexibility of self-paced
instruction – newest course “The Global Jihadi Threat”
Certificate Program in Prevention:
 On-line courses to educate state, local and private sector planners to
meet emerging planning & capability standards
 Tied to & supportive of related DHS initiatives & policy guidance
 Leverages existing NPS curriculum, HS library, & scenario-based learning
system
 Lead Partner: Center for Rural Development, Somerset, KY
www.chds.us
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Executive Education Program
Mobile Education Team (MET) Seminars
 Half-day, graduate-level seminars for Governors, Mayors and senior staff
 Provides neutral educational forum to discuss and debate HS challenges
 National Reach - more than 100 sessions - spanning country from Pacific
territories to Puerto Rico
 State METs for Governors and their Cabinets
 Urban Area METs
 Topical Seminars
 More than 2,800 elected and senior leaders have participated
 Seminars clarify new state and local roles and non-traditional responsibilities
 Assists senior officials to recognize specialized requirements of prevention,
protection, and response and recovery to catastrophic events, and to discuss
related policies, strategies and organizational structures
www.chds.us
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Executive Leaders Program
 Four one-week seminars over nine months for most senior level officials
 Combines MA & MET curriculum on topics around four mission areas of
preparedness: Prevention, Protection, Response, Recovery
 Provides an educational forum to enhance senior leaders’ capacity to identify
and resolve HS problems
 Participants acquire a deeper understanding of current and emerging
HS issues, public policy debates, and terrorist threats as well as
evolving smart practices
 Broadens leaders' perspectives with a vision for addressing HS in innovative
ways and strengthening working relationships across regions, agencies,
and jurisdictional lines
 Two cohorts per year; DHS leaders participate as part of DHS University
System
www.chds.us
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HS Digital Library – www.hsdl.org
“Securing the Homeland through the Power of Information”
Mission – Nation’s premier repository of HS policy related documents
 Organized to support HS local, state, tribal and federal official decisionmaking and analysis
 Structured to assist scholars and academics in graduate level HS
research
Multi-discipline holdings (continuously updated):
 All critical policy documents related to HD/S, including Presidential
Directives, National Strategies and DHS policies
Users nationwide – 20,000 visits per month
 Federal, State, Local and Tribal agencies (NYPD, etc.)
 DHS Centers of Excellence and 400 academic institutions –Stanford,
UConn, Yale, NYU, NDU, Boston U., Texas A&M
 Executive Office of the President, Congressional staff, CRS and GAO
www.chds.us
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Homeland Security Affairs Journal
Academic, On-line journal
(www.hsaj.org) published
quarterly
Peer-reviewed journal providing
a forum to propose and debate
strategies, policies and
organizational arrangements to
strengthen HS
Nationally-read and
disseminated articles (7,700
visitors/month), written by CHDS
alumni, students, faculty and
subject matter experts and
scholars across the country
www.chds.us
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National Guard Graduate Certificate Program
Develop cadre of educated NG personnel to enhance state and
federal HS/HD and emergency management operations
 Build organizational arrangements needed to strengthen HS, including
local/state/federal, civil-military and interagency cooperation
 Raise the level of education across the NG
Leverage DHS investment in HS graduate education by using
CHDS programs as basis and “force multiplier”
 One year, 12 credit hour graduate level certificate in HS/HD and Defense Support
to Civil Authorities
 Use CHDS University Partners and CHDS alumni to co-teach in every state
and territory
 Content, developed by NPS and NG, primarily derived from DHS vetted Master’s
Curriculum
 Hybrid Format - Short in residence followed by Distance Learning
 Program open to local, state, tribal and federal officials around the country
www.chds.us
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University & Agency Partnership Initiative (UAPI)
 Helps other Universities build their own HS education programs
 Vastly increases number of students receiving HS education and accelerates
establishment of high-quality programs Nationwide beyond NPS campus
 Avoids “re-inventing the wheel” by leveraging taxpayers’ investment at NPS; reduces
expense and difficulty of other Universities to build their own curricula from scratch
 Provides Universities, Colleges and Agencies:
 Course syllabi, web-enabled course components (audio, text, video), e-readings, distance
learning web-platform Moodle (agencies also use Moodle for information sharing), etc.
 “Teach-the-Teacher” knowledge transfer and collaboration; seminars held at NPS
 Access to HS Digital Library
 In return, partner Universities share their curriculum and specialized expertise with
NPS and other Partnership participants
 UConn is NPS’ “proof of concept;” MA curriculum launched September 2005;
dozens of other Universities are conducting similar collaborative efforts with NPS
 Co-sponsor annual HS Education Summit; more than 100 Universities and 200
officials and academics participate
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Lest We Forget, NEVER!
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Questions?
Vincent J. Doherty
Director for Program Outreach
Center for Homeland Defense and Security
Naval Postgraduate School
vjdty@aol.com
516-582-2517 (CELL)
www.chds.us
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Introduction:
Leadership is…
Leadership is influencing
people by providing purpose,
direction, and motivation, while
operating to accomplish the
mission, taking care of people,
and improving the organization.
- Anonymous
From a presentation on Leadership by
Dean Robert L. Ord, III,
9 October 2007
School of International Graduate Studies
Global Center for Security Cooperation
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What Makes a Leader
Being a person of
character is fundamental.
Everyone is part of a team, and all members have
responsibilities that go with belonging to that team.
Everyone is important to the success of the team.
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Principles of Leadership
Know yourself and seek self-improvement.
Be technically and tactically proficient.
Seek responsibility and take responsibility for your
actions.
Make sound and timely decisions.
Set the example.
Know your subordinates and look out
for their well-being.
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Leadership (Con’t)
 Keep your subordinates informed.
 Develop a sense of responsibility in your subordinates.
 Ensure the task is understood, supervised and accomplished.
 Build the team.
 Employ your organization in accordance with its capabilities.
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What is Expected of Us
as Leaders
When in charge, take charge.
When in doubt, do what is right.
Make things happen the way they are supposed to
happen.
Accomplish the mission with what you’ve been
given or what you can create.
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What is Expected of Us as Leaders
(con’t)
When things go wrong, assess the situation, choose the best course
of action and act.
Know the team members, their strengths and weaknesses, and act
accordingly.
Take care of the team members and their families.
Generate enthusiasm.
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Can we train our Leaders?
-orAre we obliged to educate our future
leaders?
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