Professional Documents
Culture Documents
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SECItE'f
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·..Type··Q(Event: Interview
SPeCi~lAccess~~ues: None
Team nUnl~.:r: 6 .
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\ Background ..····1 .... ··teceived her law degree in 1993 from SI.
1\homas School of Law and practiced law for six years. She spent the last two of the six
years litigating political asylum claims. As asingle parent, she joined the FBI primarily
in \order to work fewer hours and have a more stable work schedule. She applied to be a
Supervisory Intelligence Research Specialist (SIR:S}and did not get the job. In retrospect
she'is glad about that because she thinks as a SIRS she would have "bumped up against"
FBI\employees who had worked their way up ("the insider vs. outsider mentality"), and
she decided she'd be a better supervisor once she'd been-with the FBI for a time. Instead
the F~I hired her as in IRS at a grade 11. She is still a GS'~'~,I,
" lwas assigned to S9uad D-7, the Joint Drug"l:ntelligence QrIl]lD (]DIG):
located at an offsite. She worked] \.. . I
Program). She wrote comprehensive reports on the groups she wasfollowing every six.:'
months, attempting to complete a profile of these groups and validatethe reporting they
were receiving. It was difficult to obtain information on these groups because the.:"
Russian community is very insular and because there was a language barrier, There were
only two Russian speakers in the Office, and agent and an MDPD detective.J I
also produced "mini-reports" and conducted quick name checks for agents-on the squad,
Soon after 9111 she was transferred to what was then Squad NS'-3, She was tasked
with putting together the Director's Briefing Notes for briefings that took place three
times per day, Her job at first was to type up the notes of the Agent who would gather
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the relevant information. Her supervisors didn't want her asking for the information
herself because they thought other agents wouldn't provideit to her. She did eventually
start obtaining the information herself, and some agents.were nonresponsive.
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\ _~:",':';:;;.>,'I then joined the telephone analysis t¢~m which-was comprised of three
'.\,,\, "<: 'agents and three analysts. Agents subpoenaed the tol ec r' ded i int
\\;:;tberel
e
hone a Iication and:: ::Si~e~~n:::ation
ed to the
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9/11 Classified Information
She had to learn
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the groups on her own and it helped that she spoke Spanish' elt this was the
least analytical squad and that most of the work she did was historical in nature. She
explained that she spent one third of her time on case summaries (mini-profiles), one
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9/11 Law Enforcement Sensitive
" cre,ate ai y summary reports to provide to FBI Headquarters. Now she is 100king'atD
I Jor other cases, too. On her own initiative, she has begunto put together the "big
picture' of terrorist activity in Miami but doesn't have much time to.work on this. She
,besn't know why the Intell~~ence Squad (T-4) is not doing this work> ....
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\./ CPA: '. advised that if the th h
,/,/ : Ibelieves that it is only in t~e''i~t two months that the agents on the
squad'have come to view her as a resource-as someone who has substantive kn.Wledgi
~aed~/who "reads a lot," and whoremembers telephone numbers. Agen
/':,L-...-J.md~rstands her capabilities better than most agents because he startedhis Bureau
!~.
./,
./ ..!,/' ,'/:/ twodifferent aI}alyf1c:~i.·p'6s:~ti0ns:one strategic and one tactical. Now, she understands
/ {/ ....
,'./' .that there i~·to::~:e:ori~.analytical position with different "classifications" or specialties
!.::,::' """·'·:,,~.i.t~~~:~~:.:::~re·sbe belie.ves that the strategic and tactical ~pecialti~s require different
~k:10:~ets;··sheIS glad that It appears analysts can choose which specialty they would
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"llrefer because she feels tactical analysis is not her forte. For example, she was assigned
• -.." \\ to-write the 2003 threat assessment for the office because she is a good writer.
\ """""""""",......
. 'She also believes that now field analysts have pay parity with Headquarters
\\ analX~~s. ""'"
\-.., "A~alysi~J ~tated that because all of the JDIG analysts were located
together they were able to "feed off" of each other and communicate easily. Now, her
focus is narrower, much more tactical. When the analysts were located at the offsite the
agents complained because they felt the analysts were not as accessible as they should be,
but now that the .analysts are back at the Miami Office she doesn't feel their relationship
with the agents is any better than it was. The agents "didn't and still don't understand
how to use an analyst." That's the real issue, regardless of where the analysts actually sit.
She thinks irs an institutional problem. Analysts are viewed as "uber-secretaries" and
have alwajs done a lot of'work that is not analytical in nature, such as graphic design and
\. brochures. the agents viewed the analysts as there to do anything non -investigative in
\nature and ir"apalystswere not-willing to do this they were not viewed as team players.
~gents are not'aware of analystsvcapabilities or of the specific tools and information to
,,;hich analysts have access. Agents ..~iU work on certain projects themselves not .
realizing that an analyst can do morel Ireels she was able to do more strategic
analysis when she was working the JDIGIREI program. She prefers that kind of work to
what she is doing now, She thinks any strategic work in the terrorism area is being done
• by ~e Intelligence S<i~~d, T-4.
\\, Miami needs mot~" analysts - they cannot "catch up" otherwise.
" htated t~a~ she has "looked around" (i.e., for other jobs). She'd like to
stay with the Bureau, but if something comes along she may take it because "she feels
useless most days." The FBI needs to realize that analysts "add value." Although she
likes writing, she feels that anyi~ing that needs to be written comes to her and it's not
always an analytical assignment.'I· believes that individuals need an education
and intelligence to do quality analysis. She took a pay cut to join the Bureau, yet she
often finds herselfworking alongside former cashiers from Publix (a grocery store) who
have been promoted to the analyst position without the requisite skills.
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