Date of Completion

5-31-2026

Degree Type

Open Access Capstone

Degree Name

Master of Arts (MA)

First Advisor

Robert Ricketts

Second Advisor

Jeremy Szteiter

Abstract

Intelligence analysis training faces a persistent challenge: analysts trained in critical and creative thinking strategies often struggle to apply those strategies in their demanding work environments. This synthesis paper examines the problem of knowledge transfer in intelligence analysis training, specifically, how to facilitate the application of analytic techniques from the classroom to the analysts' workplace. Drawing on educational psychology literature, including the Theory of Identical Elements, the Theory of Analogy and Abstraction, and research on near and far transfer, the paper argues that knowledge transfer cannot be achieved through curriculum design alone. Variables such as student motivation, the open nature of the skills taught, managerial support, and opportunities to practice in the work environment are equally critical. To generate practical solutions, the author applied the 1967 Osborn-Parnes Creative Problem Solving (CPS) model, employing the Idea Box and Brutethink creativity techniques, and  relied on insights of over 15 years of teaching intelligence tradecraft courses to intelligence analysts to produce a range of courses of action. These initiatives span curriculum redesign, instructional scaffolding, workplace engagement strategies, and the development of tradecraft advocates within the analytical work center. A solution finding stage narrowed these to eleven priority courses of action, selected based on criteria of anticipated resistance, effort, impact, and sustainability. The paper concludes with a proposed verification process to track the effectiveness of these initiatives over time, with the goal of creating a self-sustaining knowledge transfer ecosystem that benefits analysts, instructors, managers, and U.S. and NATO decisionmakers alike.

Comments

Inquiries about this work may be submitted to cct@umb.edu.

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