TCC Capability Identification Planning and Sourcing.pdf

CHAIRMAN OF THE JOINT

CHIEFS OF STAFF

INSTRUCTION

J-1

CJCSI 3126.01A

DISTRIBUTION: A, B, C, S 31 January 2013

LANGUAGE, REGIONAL EXPERTISE, AND CULTURE (LREC) CAPABILITY

IDENTIFICATION, PLANNING, AND SOURCING

Reference(s): See Enclosure L.

1. Purpose. This instruction provides policy and procedural guidance for the identification, planning and sourcing of language, regional expertise, and culture (LREC) capabilities in support of the Department of Defense Strategic

Plan for Language Skills, Regional Expertise, and Cultural Capabilities (reference a), national decision-making, and global military operations. This instruction is intended for use in conjunction with established policy, doctrine, and procedural processes and guidance (references b-j).

2. Cancellation. CJCSI 3126.01 dated 23 January 2006 is cancelled and superseded by CJCSI 3126.01A.

3. Applicability. This instruction applies to the Joint Staff, Services, Combatant Commands (CCMDs), and Defense agencies responsive to the

Chairman for joint operation planning and execution. Other addressees are for information only.

4. Policy. Reference b gives CCMDs the authority to organize and employ forces within the command necessary to accomplish the missions assigned to the command. This instruction provides comprehensive guidance and procedures to CCMDs for identifying LREC requirements in support of CCMDs’ operational and security cooperation planning efforts, and planning for day-to-day manning needs in support of operations. The goals of this instruction are to:

a. Familiarize the Joint Planning and Execution (JPEC) community with LREC capabilities.

31 January 2013

b. Provide geographic CCMDs a single, standardized methodology to identify LREC capability requirements and a process to deliver those requirements to the Services for force development.

c. Identify and integrate LREC capabilities in all force planning activities in support of joint military operations.

5. Definitions. See Enclosure M.

6. Responsibilities. See Enclosure B.

7. Summary of Changes. This instruction:

a. Changes the name of the instruction from "Language and Regional Expertise Planning" to "Language, Regional Expertise, and Culture (LREC) Capability Identification, Planning, and Sourcing."

b. Adds a description of the Language, Regional Expertise and Culture (LREC) Capabilities-Based Requirements Identification Process (CBRIP).

c. Adds a description of the standardized methodology by which CCMDs will identify and prioritize their LREC capability requirements.

d. Adds operational guidelines for planners, provides descriptions and examples for the three regional expertise and culture competency dimensions (Core Culture, Regional, and Leader /Influence Functions) and links them to the regional proficiency levels found in reference c.

e. Deletes the Language and Regional Expertise Planning Process contained in CJCSI 3126.01.

8. Releasability. This instruction is approved for public release; distribution is unlimited. DoD components (to include the Combatant Commands), other Federal agencies, and the public may obtain copies of this instruction through the Internet from the CJCS Directives Home Page--http: I fwww.dtic.mil/ cjcs_directives.

9. Effective Date. This publication is effective upon receipt.

~ / :it Lu.=.t.ft~

CURTIS M. SCAPARROTTI

Lieutenant General, U.S. Army Director, Joint Staff

C - Language, Regional Expertise and Culture (LREC) Capabilities-Based Requirements Identification Process (CBRIP)

D - Methodology for LREC Capability Identification E - Description of Language Skill Levels

F - Description of Core Culture Competencies and Proficiencies G - Description of Regional Competencies and Proficiencies H - Description of Leader/Influence Function Competencies and

Proficiencies I - Linking Core Culture, Regional/Technical and Leader/Influence Function Proficiencies to DoDI 5160.70 Proficiency Levels

J - Understanding Language, Regional Expertise and Culture Performance Objectives (Skills)

K - Identifying LREC Capability Requirements in OPLANs, OPORDs, RFFs, and IA Requests L - References

M - Glossary of Acronyms, Abbreviations, and Definitions i

DISTRIBUTION

Distribution A, B, and C plus the following:

Copies

PDASD/RA

PDUSD/MPP

PDUSD/P&R

PDUSD/P

Director, CAPE

PDUSD/AT&L

PDUSD/I

OPR for the subject instruction has chosen electronic distribution to the above organizations via E-mail. The Joint Staff Information Management Division has responsibility for publishing subject instruction to the SIPR and NIPR Joint

Electronic Library websites.

ii

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iii

TABLE OF CONTENTS

Page

ENCLOSURE A

Background............................................................................................ A-1

ENCLOSURE B

Responsibilities………………………………………………………………………. B-1

ENCLOSURE C

Language, Regional Expertise and Culture (LREC) Capabilities-Based Requirements Identification Process (CBRIP)…………………………………..C-1

ENCLOSURE D

Methodology for LREC Capability Identification……………………………….D-1

ENCLOSURE E

Description of Language Skill Levels……………………………….……………..E-1

ENCLOSURE F

Description of Core Culture Competencies and Proficiencies.……………...F-1

ENCLOSURE G

Description of Regional Competencies and Proficiencies…………….……...G-1

ENCLOSURE H

Description of Leader/Influence Function Competencies and Proficiencies………………………………………………………………………………...H-1

ENCLOSURE I

Linking Core Culture, Regional/Technical and Leader/Influence Function Proficiencies to DoDI 5160.70 Proficiency Levels…………………………………...I-1

ENCLOSURE J

Understanding Language, Regional Expertise and Culture Performance

Objectives (Skills)….……………………………………………………………………….J-1

ENCLOSURE K

Identifying LREC Capability Requirements in OPLANs, OPORDs, RFFs and

IA Requests….………………………………………………………..…………………….K-1

ENCLOSURE L

References…………………………………………………………………………....…L-1

ENCLOSURE M

Glossary of Acronyms, Abbreviations, and Definitions……………………...M-1 iv

(INTENTIONALLY BLANK)

A-1 Enclosure A

ENCLOSURE A

BACKGROUND

1. General

a. Language, regional expertise and culture (LREC) are enduring warfighter competencies critical to global mission readiness and integral to joint operations. Lessons learned from Operation ENDURING FREEDOM (OEF) and Operation IRAQI FREEDOM (OIF) / Operation NEW DAWN (OND) proved these capabilities save lives and facilitate mission effectiveness throughout conflict, confrontation, and stabilization operations. The continued threat to

American and allied interests at home and abroad reinforces the need to maintain and improve the LREC capabilities of the Department of Defense

(DOD).

b. The effort to grow LREC capabilities and transform the force began with the “Defense Language Transformation Roadmap” in February 2005 (reference d) and continues in reference a. Although DOD has made significant strides in LREC training and education, identifying LREC capabilities integral to joint operations within plans are critical to determining manpower and personnel requirements, effectively assessing risk, developing sourcing solutions and making informed investment decisions. LREC capabilities apply across the force and should be addressed in a continuum of capability. The continuum begins with the General Purpose Force (GPF), progresses through surge capability, and culminates with professional level expertise.

c. Combatant commanders and supporting commanders will ensure

LREC capabilities are integrated into all crisis, irregular warfare, contingency, and security cooperation plans as well as day-to-day manning needs in support of military operations. Operating forces of supported commands will identify LREC requirements for adequate and appropriate support to ongoing and planned military operations as well as day-to-day needs for these capabilities in forward basing deployments. CCMDs and force providers must consider all possible sourcing solutions from available DOD resources to include Active, Reserve, National Guard, multi-language technology tools, allied/coalition partners, government civilians, contractor services and military retirees in order to meet the warfighter needs. Enclosure J provides additional details on potential sourcing solutions.

A-2 Enclosure A

d. Planners must identify and prioritize LREC requirements for CCMD and component staffs and for combat forces, to enable them to plan and execute CCMD missions and to ensure that they deploy with the essential ability to understand the culture of, and effectively communicate with, local populations and government officials, partners and allies.

e. This instruction provides guidance and procedures for operational planners to identify LREC capability requirements in security cooperation and joint adaptive (contingency and crisis action) planning (AP) and execution processes, day-to-day manning and Individual Augmentee (IA) planning in support of joint military operations. To date, the CBRIP has shown it is possible to need regional expertise and/or cultural knowledge without needing language proficiency, but that it is highly unlikely to need language proficiency without also needing regional and/or cultural competence.

B-1 Enclosure B

ENCLOSURE B

RESPONSIBILITIES

1. Joint Staff.

a. The Director for Manpower and Personnel (DJ-1):

(1) Serves as the Senior Language Authority (SLA) for the Joint Staff.

(2) Maintains cognizance over LREC issues on the Joint Staff and advises the Chairman on those issues.

(3) Provides oversight over the LREC CBRIP for the geographic combatant commands (CCMDs) that will inform force development.

(a) Updates LREC CBRIP database in preparation for annual

CCMD review based on changes to the Analytic Agenda, OPLANs, and the Global and Theater End States found in the Guidance for the Employment of the Force (GEF).

(b) Facilitates annual workshops for CCMD identification and prioritization of LREC capability requirements for new scenarios, missions, and/or tasks.

(c) Conducts annual LREC Capability Requirements Board (LCRB) to review updated CCMD LREC capability requirements.

(4) Oversees the progress of Joint Staff tasks in support of reference a.

(5) Is appointed as the Joint Staff member of the Defense Language

Steering Committee.

(6) Provides amplifying guidance for day-to-day manning and IA planning.

b. The Director for Intelligence (DJ-2) provides planning guidance to support LREC requirements related to intelligence planning in support of CCMD operation plans, security cooperation plans, and joint operations.

c. The Director for Operations (DJ-3):

(1) Manages the process for developing operation plans in a crisis action environment.

(2) Reviews CCMD LREC requirements for current operations within the Global Force Management (GFM) process.

(3) As the joint force provider for conventional forces, provides joint

B-2 Enclosure B sourcing solution recommendations for conventional force CCMD requirements to the Global Force Management Board (GFMB) and identifies sourcing shortfalls, and recommends potential “in lieu of” solutions to include military, DOD civilian, and contractor options for the supported CCMD.

(4) Provides guidance to incorporate the LREC data elements described in Enclosure E into the Global Command and Control System-Joint (GCCS-J) Joint Operation Planning and Execution System (JOPES) to support operations planning and execution.

(5) Coordinates with the CCMDs, the Joint Staff, and Defense

Information Systems Agency to ensure that warfighter automated data processing systems support command and control processes and procedures for language and regional expertise planning.

d. The Director for Logistics (DJ-4) oversees and provides planning guidance for logistics all aspects of LREC requirements.

e. The Director for Strategy Plans and Policy (DJ-5):

(1) Provides amplifying strategic, policy and planning guidance to support LREC planning.

(2) Is responsible for managing the process for developing, reviewing and assessing plans outside of a crisis action environment. J-5 ensures CCMDs take into account LREC requirements within the plans development process and that combatant commanders’ (CCDR) identified LREC shortfalls inform plan assessment initiatives.

(3) Oversees the Security Cooperation planning process and provides amplifying guidance as required to support LREC planning needs.

(4) Maintains visibility of and addresses CCMD LREC requirements that impact adaptive planning and execution (APEX).

f. The Director for Joint Force Development (DJ-7) provides advice by coordinating on transformation initiatives that affect training, exercises, education, and doctrine change supporting the DOD’s LREC strategy.

g. The Director for Force Structure, Resources, and Assessment (DJ-8):

(1) Coordinates with other Joint Staff elements to address force assignment and apportionment issues associated with CCMD LREC requirements.

(2) Maintains visibility of all CCMD and Service LREC requirements that enter the Joint Capabilities Integration and Development System (JCIDS) process via the Force Support Functional Capabilities Board (FS FCB).

(3) Coordinates with OUSD(Policy) and OSD(Cost Assessment and

Program Evaluation) to develop of Strategic Analysis Products; coordinates with

DJ-1 to ensure LREC requirements are considered.

B-3 Enclosure B

2. Office of the Secretary of Defense, Services, Combatant Commands (CCMDs) and Defense Agencies.

a. In accordance with reference e, the Under Secretary of Defense for

Personnel and Readiness (USD(P&R)) establishes and oversees policy regarding the development, maintenance, and utilization of foreign language capabilities.

b. CCMDs will ensure that the CCMD Senior Language Authority (SLA) has sufficient support staff to support the SLA, identify LREC requirements and work language related issues. The Deputy SLA and staff are responsible for providing the CCMD SLA with support on LREC requirements and related issues.

c. CCMD SLAs will consolidate, track, and manage all LREC requirements for their geographic regions (less Special Operations Forces language requirements).

d. CCMD SLAs will also provide oversight to ensure CCMDs use the guidance and procedures in Enclosure C through Enclosure I to identify LREC capability requirements needed to support steady state and surge activities.

e. CCMD SLAs will coordinate with the CCMD staff and supporting commands to ensure that existing billets are appropriately coded, and provide sourcing recommendations when required.

f. CCMD SLAs will host annual workshops to identify and prioritize LREC capability requirements for new scenarios, missions, and/or tasks. CCMDs will conduct a staff review of both new and existing capability requirements and will report those needs, which will be validated and endorsed by the SLA or Chief of Staff, to the Joint Staff J-1 by 30 June of each year beginning in 2014.

g. CCMDs will use the instructions and formats in Enclosure K to identify LREC requirements in OPLANs, OPORDs, Requests for Forces (RFF), and IA requests.

h. CCMDs, supporting commands and agencies, and operating forces assigned to CCMDs will use the guidance and procedures herein to conduct LREC planning as part of operation and security cooperation planning, day-to-day manning and IA planning.

i. Intelligence organizations assigned in support of a CCMD will plan for adequate LREC support in the context of Intelligence Planning.

j. The U.S. Special Operations Command (USSOCOM) SLA will consolidate, track, and manage all Special Operations Forces (SOF) LREC requirements on behalf of all geographic CCMDs.

B-4 Enclosure B

k. The Services, Defense Agencies, USSOCOM and supporting component commands will analyze the capability needs produced by the CCMDs, identify requirements and gaps in terms of the number of personnel or equipment needed to meet capability requirements, and develop mitigation strategies. Services will report their findings and progress in meeting LREC requirements to the Operational Deputies (OPSDEPS) Tank. Results will be incorporated into Service programming guidance and POM build.

l. The Services, Defense Agencies, Joint Staff (J-1) and USSOCOM shall maintain visibility on all CCMD LREC capability requirements and coordinate with the CCMD staffs and supporting commands to ensure that existing billets are appropriately coded, and provide sourcing recommendations when required.

m. Defense Agencies shall adhere to the guidance and procedures contained herein when providing planning support to the supported CCDR.

C-1 Enclosure C

ENCLOSURE C

LANGUAGE, REGIONAL EXPERTISE AND CULTURE (LREC) CAPABILITIES-

BASED REQUIREMENTS IDENTIFICATION PROCESS (CBRIP)

1. The process employs the five steps shown in the figure below.

Figure C1. CBRIP Process

STEP 1: Joint Staff J-1 will use the Joint Staff Action Process (JSAP) to task the geographic CCMDs to identify their LREC capability requirements using the methodology described in Enclosure D.

STEP 2: Each geographic CCMD SLA will host an annual workshop that will provide a forum for planners and other relevant parties to review and define

LREC capabilities needed over the next 5-10 years within the context of predefined scenarios. Methodology details are found in Enclosure D.

a. Workshop participants should include, at a minimum: CCMD staff:

Special Staff; Manpower & Personnel; Intelligence; Operations; Logistics;

Strategic Plans & Policy; Command, Control, Communications, and

Computer Systems; Operational Plans & Joint Force Development; Force

Structure Resources and Assessment or equivalent inclusive directorate.

Service component command participants should include planners

(Strategic and Operation Plans & Policy; Health Planners); country team members; Joint Task Force (JTF) representatives; Theater Special

Operations Command (TSOC) representatives; and an SLA representative

(Deputy SLA or other staff member).

b. Service headquarters, US Special Operations Command and Civilian

Expeditionary Workforce Readiness Cell (CEWRC) are also encouraged to participate.

STEP 3: During the workshops, geographic CCMDs will identify, prioritize and

Joint Staff Tasks

Action

CCMDs Identify, Prioritize, and Endorse

LREC Needs

Joint Staff Integrates, Validates and Adjudicates

LREC Needs

CCMDs Host LREC

Workshop

2 3 4 1 LREC Needs Work Through JCIDS to send Demand Signal to

Services

1 2 4 5

C-2 Enclosure C present their LREC capability needs and prioritize them in accordance with the following:

a. Criticality of the LREC activity to successful task completion.

b. Criticality of the task to the mission.

c. After obtaining SLA or Chief of Staff validation of the prioritized capability needs, the geographic CCMD will submit them to the Joint Staff J-1.

STEP 4: Joint Staff will integrate the CCMD LREC capability needs and will use strategic guidance in the GEF to develop two factors to prioritize those requirements across the geographic CCMDs. The first is the priority of the geographic CCMD’s mission and scenario to the geographic CCMD end state as determined in the GEF. The second is the importance of the mission and scenario to the globalized end states in the GEF.

Figure C2. Prioritization

a. Joint Staff J-1 will integrate geographic CCMD capability needs and convene an O-6 level LCRB.

b. LCRB membership will include representatives from the Joint Staff

(Manpower & Personnel [J-1], Intelligence [J-2], Operations [J-3], Logistics

[J-4], Strategic Plans & Policy [J-5], Joint Force Development [J-7] and

C-3 Enclosure C

Force Structure Resources and Assessment [J-8]) or equivalent inclusive directorate; geographic CCMDs, the Services, and representatives from

OUSD (P), OUSD (P&R), and OUSD (I).

c. The LCRB will analyze the results and validate that the capabilities were identified using the Joint Staff approved standardized methodology and prioritized in accordance with strategic guidance.

STEP 5: Joint Staff J-1 will sponsor the LREC capability needs through the established boards within the Joint Capabilities Integration and Development System (JCIDS): FS FCB; Joint Capabilities Board (JCB); and the Joint Requirements Oversight Council (JROC) for final approval. Following JROC endorsement, the JROC will issue a JROC Memorandum for action. The JROC Memorandum may also provide suspenses for required actions. Copies will be sent to the Services, OUSD(I), Defense Language and National Security Education Office, US Special Operations Command, geographic CCMDs, and the CEWRC.

D-1 Enclosure D

ENCLOSURE D

METHODOLOGY FOR LREC CAPABILITY IDENTIFICATION

1. This enclosure provides details of the methodology that CCMDs will use to identify LREC capability requirements based on Defense Planning Scenarios.

The objective of CCMD workshops is to identify the LREC capabilities needed and capture them in a database. The spectrum of requirements will be derived from the Integrated Security Construct (ISC), surge and irregular warfare scenarios and any other activities such as exercises that the CCMD would want to address. LREC capability requirements are derived from Defense Planning Scenarios that provide the context for identifying capabilities needed. These scenarios are developed by OSD and Joint Staff J-8 in conjunction with the CCMD J-8 staffs. CCMDs shall use conventional campaigns and irregular warfare campaigns for surge requirements as well as ISC foundational activities for steady state requirements. CCMDs should also use their theater campaign plans, operational plans and contingency plans. It is important to also consider the need for language skills, regional expertise and cultural capabilities to communicate with coalition/ partner forces. CCMDs shall map Universal Joint Tasks (UJTs) using the Universal Joint Task List (UJTL) Task

Development Tool System (UTDT) via Secret Internet Protocol Router Network (SIPRNet) (not available on the World Wide Web) at <http://utdt.js.smil.mil>

(reference f) or the Joint Doctrine, Education and Training Electronic Information System (JDEIS) on the Non-Secure Internet Protocol Router Network (NIPRNet) at <https://jdeis.js.mil/jdeis/index.jsp> (reference g) and then derive LREC requirements from UJTs and CCMD Mission Essential Task Lists where applicable.

2. The workshop is a series of questions and answers. The capability requirements identified during workshops are captured in a database. To help clarify the process, an example set of data will be applied to each column description. The process starts from the left and moves to the right.

Scenario – Indicates the scenario upon which the capability requirement is based. The notional example “Andor” is used in the figures in Enclosure D.

Scenarios can be either steady state or surge.

Mission Name – Indicates the purpose and clearly indicates the action to be taken and the reason therefore.

D-2 Enclosure D

Task – Describes a strategic, operational or tactical level action or activity (derived from an analysis of the missions and concept of operations). There are levels of war (LOW): strategic national (SN), strategic theater (ST), operational (OP), and tactical (TA). The question to ask for each task is “Is this a valid task now or in the near future (5-8 years out) for this mission performed in this country?” If the answer is “no”, go to the next task. If the answer is “yes”, the question to ask is “Are LREC capabilities required to accomplish this task?" If the answer is “no”, go to the next task. If the answer is “yes”, continue to the next step.

The process begins by asking if any component or combination of LREC capabilities is required to accomplish the task (see Task above). If so, the next step is to identify the LREC activity.

LREC Activity – Defines the LREC activities needed to support the respective task (the preceding column). This is an unformatted cell that allows the CCMD planners/workshop participants to describe the needed LREC knowledge, skills and abilities in their own words. This is a key step; the LREC activity must be fully described and its implications understood in order for the LREC capability requirements to be correctly identified. For example, the LREC activity for ST

8.2.1 is to “Advise host nation military…” as shown below in Figure D1.

Figure D1. Mission, Task, LREC Activity

Task to Mission Criticality - The next step after identifying the LREC activity is to identify the criticality of the task to the mission, using a 1 to 5 scale. “5” means the task is critical to accomplishment; there are no work-arounds. The missions will fail unless this task is successfully executed. “4” means that work-arounds exist if the task is not successfully executed, but will result in a major degradation of the mission. “3” means the work-arounds would result in a minor degradation of the mission. “2” means the task enhances accomplishment of the mission. “1” means there is minimal impact to the mission. See Figure D2.

D-3 Enclosure D

LREC Criticality - Next, the process identifies the criticality of the LREC Activity to the accomplishment of the task, again using a 1 to 5 scale. “5” means that having the ability to perform the functions described in the LREC Activity is critical to the accomplishment of the task and there are no work-arounds. The task cannot be successfully executed without the ability to perform the LREC Activity. “4” means that work-arounds exist if the LREC Activity cannot be performed, but that the ability to do so is a major contributor and lack of the capability would result in a major degradation. “3” means the work-arounds would result in a minor degradation of the task execution. “2” means that having the ability to perform the LREC Activity enhances execution of the task.

“1” means there is minimal impact to the task. See Figure D2. The specific combination of language and/or regional expertise and cultural proficiencies needed to accomplish the LREC Activity is depicted in Figure D-6.

Figure D2. Task to Mission Criticality and LREC Criticality

Level - The working group identifies the organizational level at which the task is performed. This will be driven by the task level – SN, ST, OP, or TA. For example, is this performed at CCMD HQ, JTF HQ, Embassy DAT, on a ship, by an MP battalion? See Figure D3.

Role - Next, the working group will identify the role of the person or unit that performs this task. For example, is the task performed by a person on a Visit Board Search & Seizure (VBSS) team, an interpreter, operational commander, infantryman or International Affairs Specialist (Regional Affairs Strategist, Foreign Area Officer (FAO), Pol-Mil Affairs Strategist) or JTF and Unit in the example below? See Figure D3.

D-4 Enclosure D

Figure D3. Level and Role

Minimum Quantity – Identifies the minimum number of people in that organization/role who need the specified LREC proficiency to accomplish the task. For example, is it one person in each unit or directorate or everyone in a unit? See Figure D4.

General Purpose Force (GPF), Special Operations Force (SOF) or Intelligence

Function (INTEL) – Further defines who performs the task. This informs the Services, USSOCOM and the intelligence community including the Combat Support Agencies where the capability should reside.

Military/Government/Any Required - Determine if the task must be accomplished by a military person (active or reserve), a government civilian or anyone, including contractors or allied/partner nation personnel. This informs the Services and the Civilian Expeditionary Workforce. In the first example in Figure D4, the LREC capability could be provided by any source. “Any” means that the LREC proficiency can be provided by a military person, a government civilian, a contractor, or an allied/partner nation person. “Mil” means that the tasks must be accomplished by military members with an inherent LREC capability (i.e. cannot utilize an interpreter). “Gov” means that the LREC proficiency must be provided by a U.S. military person or U.S. government civilian (i.e. cannot utilize a contract linguist).

Service – Specifies the Service (if known) that accomplishes the task. In the example in Figure D4, the Service of the JTF Commander is unspecified but the

Service of the unit is “Army”.

Level of Effort – Determines when the capability to do the work is required. For example, is this a task that takes two weeks at the beginning of a campaign, or

D-5 Enclosure D does it require 24/7 coverage for the duration of the scenario? Is the capability required around-the-clock coverage, normal duty day or as needed?

Figure D4. Bounding the Requirement

Country/Region – Identifies the specific country or countries within the CCMD’s area of responsibility (AOR) where the mission is executed. Some foundational activities are mapped to a CCMD’s entire AOR; in those cases the field will be annotated with the CCMD AOR (e.g., PACOM AOR). See Figure D6.

Language Code – Applies the appropriate DOD language trigraph code. A notional example of a language is shown in Figure D6. Language trigraph codes, part of the Common Human Resources Information Standards (CHRIS), can be found at the following URL on NIPRNet:

<http://www.prim.osd.mil/Documents/CHRIS%20Reports/CHRIS155.pdf> (reference h). The Ethnologue website is a good source for obtaining information on regional/country languages; the URL is <http://www.ethnologue.com/> (reference i).

Language Criticality – In some cases more than one language must be captured for a country or region. When one regional language would take precedence over another for the given mission, a criticality score may be applied. In the example in Figure D6 a score of “.75” is awarded to the language “Andorese” to show that it is needed, but is less important than “Andorman.”

Listening/Reading/Speaking/Writing – Applies the Interagency Language Roundtable (ILR) 0-5 scale. See Enclosure E for detailed description of language skill levels. As discussed in the Minimum Quantity column description Figure D4, ST 8.2.1, requires the Commander to have one person trained at language skill levels 2/2/0/0 shown in Figure D6.

Regional Expertise and Culture –Identify requirements for the three types of competencies and the level of capability needed to perform the LREC activity.

http://www.ethnologue.com/

D-6 Enclosure D

The three regional expertise and culture competencies are Core Culture, Regional, and Leader/Influence Functions.

The regional expertise and culture competencies consist of the following factors:

Figure D5. Regional Expertise and Culture Competency Factors

Additional details on the regional expertise and culture competencies and associated factors can be found in Enclosures F, G, H and I. The example in Figure D6 shows a depiction of the three regional expertise and culture competencies and proficiency levels.

Figure D6. Language and Proficiencies

The output is a complete articulation of the need for the LREC capability to perform a given task in support of a given mission using a standardized, repeatable, analytically sound methodology. Users may generate reports in the database to sort the data a number of ways. Users may view steady state and surge scenarios together or separately.

E-1 Enclosure E

ENCLOSURE E

DESCRIPTION OF LANGUAGE SKILL LEVELS

1. Language proficiency is the ability to understand and operate in a language other than English. The Interagency Language Roundtable (ILR) standardizes how language proficiency is measured. Language skill sets include speaking, listening, reading, and writing.

2. Language acquisition is geometric in nature, meaning that an individual does not just add some vocabulary words to move up the proficiency scale, but increases breadth and depth of language ability. Although the ILR Web site

<http://www.govtilr.org/> (reference j) provides a definition for “Level 0,” this instruction uses “0” when a given skill is not required. The designation of 0+, 1+, 2+ etc., should be assigned when proficiency needs exceed the lower level, but do not meet the standard for the next level.

3. When identifying capability requirements, planners should list the minimum level of language proficiency needed.

Figure E1. Language Proficiency Level Summary

Level Function/Tasks Context/Topics Accuracy

5 All expected of an educated Native Speaker

All subjects Accepted as an educated Native Speaker (NS)

4 Tailor language, counsel, motivate, persuade, negotiate

Wide range of professional needs

Extensive, precise, and appropriate

3 Support opinions, hypothesize, explain, unfamiliar topics

Practical, abstract, special interests

Errors never interfere with communication

2 Narrate, describe, give directions

Concrete, real-world, factual

Intelligible even if not used to dealing with non NS

1 Simple question and Answer

Everyday survival Intelligible with effort or practice

0+ Memorized Very limited Difficult to understand

0 None

F-1 Enclosure F

ENCLOSURE F

DESCRIPTION OF CORE CULTURE COMPETENCIES AND PROFICIENCIES

1. DODI 5160.70, Management of DOD Language and Regional Proficiency Capabilities (reference c), establishes policies for the management of DOD foreign language, regional, and cultural proficiency capabilities. This enclosure operationalizes those guidelines for planners and provides descriptions and examples of the core culture competencies and proficiencies. Enclosure I describes proficiency levels and demonstrates how the core culture competencies and proficiencies link to the Regional Proficiency Skill Level Guidelines found in reference c.

a. The types of capabilities are referred to as Competencies.

b. The levels of capabilities are referred to as Proficiency Levels.

2. Core culture competencies are required by personnel in an organization, regardless of job series or rank, in order to perform effectively in cross-cultural environments. These competencies provide consistency and common language to describe the requirements needed for successful performance. Core culture competencies require understanding the different dimensions of culture and how cultures vary, as well as understanding one's own organization's mission and functions within a multi-cultural environment. Individuals must demonstrate an awareness of their own cultural assumptions, values, and biases, and understand how the U.S. is viewed by members of other cultures.

They must gather and interpret information about people and surroundings and adjust their behavior in order to interact effectively with others.

3. Core culture competencies consist of the following elements: understanding culture, applying organizational awareness, cultural perspective taking, and cultural adaptability. These elements are described in greater detail in Figures F1 through F4.

F-2 Enclosure F

Figure F1. Understanding Culture

Figure F2. Applying Organizational Awareness

F-3 Enclosure F

Figure F3. Cultural Perspective Taking

Figure F4. Cultural Adaptability ross-Cultural Influence

F-4 Enclosure F

4. There are three levels of core culture proficiency: Basic, Fully Proficient, and Master.

Figure F5. Proficiency Level Descriptions

G-1 Enclosure G

ENCLOSURE G

DESCRIPTION OF REGIONAL COMPETENCIES AND PROFICIENCIES

foreign language, regional, and cultural proficiency capabilities. This enclosure operationalizes those guidelines for planners and provides descriptions and examples of the regional competencies and proficiencies. Enclosure I describes proficiency levels and demonstrates how the regional competencies and proficiencies link to the Regional Proficiency Skill Level Guidelines found in reference c.

2. Regional competencies include demonstrating knowledge and understanding of key cultural values, behaviors, beliefs, and norms for a given area. Individuals must be able to describe, assess, and apply country and/or region-specific information into plans, actions, and decisions and effectively convey intended messages to persons of another culture.

3. Regional competencies include applying regional information and operating in a regional environment. These elements are described in greater detail in Figures G1 and G2.

G-2 Enclosure G

Figure G1. Applying Regional Information

Figure G2. Operating in a Regional Environment

G-3 Enclosure G

4. There are three levels of regional proficiency: Basic, Fully Proficient, and Master.

Figure G3. Proficiency Level Descriptions

H-1 Enclosure H

ENCLOSURE H

DESCRIPTION OF LEADER/INFLUENCE FUNCTION COMPETENCIES AND

PROFICIENCIES

foreign language, regional, and cultural proficiency capabilities. This enclosure operationalizes those guidelines for planners and provides descriptions and examples of the leader/influence function competencies and proficiencies.

Enclosure I describes proficiency levels and demonstrates how the leader/influence function competencies and proficiencies link to the Regional

Proficiency Skill Level Guidelines found in reference c.

2. Leader/influence function competencies are competencies required by personnel in leadership positions in order to effectively perform in cross-cultural environments, including building and maintaining the cultural competence of their subordinates. Leader/influence function competencies require building alliances and developing collaborative networks, applying influence and negotiation techniques consistent with local social norms, and understanding how joint, coalition, and non-state actors in the regional system interact with one another and change over time. Applying this knowledge in planning, decision making, and problem solving and assessing the impact and secondary/tertiary effects of U.S. actions in the region are also important.

Leaders must understand how to use interpreters and the associated risks.

3. Leader/influence function competencies consist of the following elements:

building strategic networks, strategic agility, systems thinking, cross-cultural influence, organizational cultural competence, and utilizing interpreters. These elements are described in greater detail in Figures H1 through H6.

H-2 Enclosure H

Figure H1. Building Strategic Networks

Figure H2. Strategic Agility

H-3 Enclosure H

Figure H3. Systems Thinking

Figure H4. Cross-Cultural Influence

H-4 Enclosure H

Figure H5. Organizational Cultural Competence

Cross-Figure H6. Utilizing Interpreters

H-5 Enclosure H

4. There are three levels of leader/influence function proficiency: Basic, Fully Proficient, and Master.

Figure H7. Proficiency Level Descriptions

I-1 Enclosure I

ENCLOSURE I

LINKING CORE CULTURE, REGIONAL, AND LEADER/INFLUENCE FUNCTION

PROFICIENCIES TO DODI 5160.70 PROFICIENCY LEVELS

1. Enclosure 3 of DoDI 5160.70 (reference c) describes Regional Proficiency skill levels, which include both regional expertise and cultural competencies, using an ILR-like 0+ to 5 scale.

2. Figure I1 depicts combinations of proficiency ratings across the three regional expertise and culture competency dimensions (Core Culture, Regional, and Leader/Influence Functions), and maps those combinations to an equivalent DoDI 5160.70 Regional Proficiency skill level.

Figure I1. Linking the Competencies to DoDI 5160.70

J-1 Enclosure J

ENCLOSURE J

UNDERSTANDING LANGUAGE, REGIONAL EXPERTISE AND CULTURE

PERFORMANCE OBJECTIVES (SKILLS)

1. General. During the early planning stages of an operation strategic planners must determine LREC capabilities likely to be needed for successful execution of the mission. The operation’s envisioned end state, objectives, and desired effects shape the capabilities required to support an operation. Specific LREC requirements are defined by the activities that personnel will perform.

Paragraphs 2 and 3 below describe language performance objectives and additional language skills/functions. Regional expertise and culture performance objectives are defined in paragraph 4. In the JOPES database they are assigned single-letter performance objective codes for reference.

Sources for these capabilities are described in paragraph 5. Multi-language technology capabilities are defined and described in paragraph 5.g. and assigned two-letter codes for reference.

NOTE: Planners are encouraged to explore the Defense Language and National Security Education Office (DLNSEO) homepage at

<http://prhome.defense.gov/RFM/READINESS/DLNSEO/> (reference k) on NIPRNet as a source for general LREC information.

2. Language Performance Objectives (Skills)

a. Interpreter (I). Interpretation is the oral transfer of meaning from one spoken language into another spoken language.

Examples: HQ and warfighting units may require interpretation capabilities to support commanders in communicating with coalition and hostile forces prior to confrontation, during the engagement, and in post-conflict stabilizing operations. Civil affairs and Military Information Support Operations (MISO) units may require interpreter support in wartime and peacetime missions. Law enforcement, medical, logistic, transportation, training, legal, liaison officers, and engineer units may require interpreters in support of wartime, contingency, and peacetime missions. Not all Services have an interpreter specialty. The Army maintains the 09L military occupational specialty (MOS) for interpreters, and the Marine Corps assigned the free MOS 2799 to enlisted

Military Interpreter/Translators as an additional qualification.

J-2 Enclosure J

b. Translator (R). Translation is the rendering by writing of meaning from one written language into another language.

Example: Warfighting units may require translation of documents to support commanders in communicating with coalition and hostile forces prior to confrontation, during the engagement, and in post-conflict stabilizing operations. Civil affairs and MISO units may require translation support in wartime and peacetime missions. Law enforcement, medical, logistic, transportation, training, legal, liaison officers, and engineer units may require translators in support of wartime, contingency, and peacetime missions. Most Services do not currently have a pure translator specialty.

c. Cryptologic Language Analyst (V). A cryptologic language analyst analyzes and reports information obtained through intercept of foreign language communications.

Example: Communications intelligence (COMINT) and monitoring for counterintelligence purposes, together with intelligence research and analysis missions, demand highly skilled listening and, for written intercept analysis, reading language capability.

d. Debriefer (D). A debriefer questions cooperating human sources to satisfy intelligence requirements, consistent with applicable law. The source usually is not in custody and usually is willing to cooperate.

Example: Through debriefing, face-to-face meetings, conversations, and elicitation, debriefers may obtain information from a variety of human sources, such as friendly forces personnel, refugees/displaced persons, returnees, and volunteers.

e. Interrogator/HUMINT Collector (N). An interrogator procures information to answer specific collection requirements by direct and indirect questioning techniques of a person who is in the custody of the forces conducting the questioning. Proper questioning of enemy combatants, enemy prisoners of wars, or other detainees by trained and certified DoD interrogators may result in intelligence or law enforcement information.

Example: Interrogators may conduct interrogations to obtain information of intelligence or law enforcement value (depending on the type of interrogation).

HUMINT Collection personnel may develop information through the elicitation of sources, to include walk-in, developed, and unwitting sources.

3. Additional Language Skills/Functions. In addition to the specific language performance objectives described above, commanders and special units may need a language capability to enhance the execution of core tasks required in support of wartime, humanitarian, nation building, security, and peacetime

J-3 Enclosure J missions. Although emphasis on the speaking and listening modalities of a language is placed under these circumstances, there may be a need for reading and writing modalities at skill levels to match the task being performed.

Functions that could require a language to enhance the execution of tasks can be grouped into six categories.

a. Information Operations and Military Information Support Operations

(S). The act of transmitting information or making public an activity to persuade or change the outcome or views in a given environment can be accomplished by means of television, radio, web, print, or loudspeaker.

b. Diplomatic (P). The act of conducting negotiations or establishing relations with foreign nationals by means of face-to-face interaction, or document exchanges.

c. Liaison (L). The act of establishing and maintaining mutual understanding and cooperation with a military or civilian body.

d. Advisory (Z). The act of providing information and/or consultation to influence an outcome.

e. Training (E). The act, process, or method used to increase the skills, knowledge, or experience in a given task.

f. Operations (O). The activity performed by distinct units such as security forces, unconventional warfare, internal defense and development, foreign internal defense, civil affairs operations, counterterrorism, combating weapons of mass destruction (WMD), health services, humanitarian relief, inspection teams, legal services, logistics, and civil affairs that interact with the local populace of a given nation.

4. In this section we will discuss persons who are considered regional experts and require regional expertise and culture skills. Note that in paragraphs 2 and 3, though not specifically stated, almost all of the persons listed require some regional expertise and culture skills as well. This paragraph is not meant to imply that regional expertise and culture skills are not needed in the earlier sections. Regional experts provide fundamental military skills, political-military acumen, and in most cases foreign language and regional expertise that have proven invaluable in advising the supported commander, and in establishing close and continuous interaction with foreign government defense and diplomatic organizations essential in support of operations. The functions provided by a regional expert can vary widely. Examples range from serving as desk officers in a CCMD HQ to individuals who may have personal or professional acquaintance with a military or political leader in a designated country. Attachés, security assistance officers, political-military planners, J-4 Enclosure J foreign liaison officers, exchange officers, or instructors at domestic or foreign service schools are also uniquely qualified to provide political-military advice to senior civilian and military leaders. The duties may demand high-level proficiency in listening, reading, and speaking, however some positions may require only regional expertise because there is no need to communicate or to understand oral or written communication in a foreign language. Their expertise and experience normally include in depth knowledge of cultural, political, environmental, governmental, economic, religious, and societal issues.

a. Foreign Area Officer (F)/Regional Affairs Officer (RAO)/Strategist (RAS). Regional experts should have a detailed knowledge of a region focused on the political, cultural, sociological, economic, and geographic factors of a specific foreign country based on in-depth and personal knowledge, training, and experience. FAOs/RAOs/RASs may be proficient in one or more foreign languages.

b. Attaché (A). A Defense Attaché is the principal DoD official in a U.S.

embassy as designated by the Secretary of Defence. They may possess intimate knowledge of military, political, social, economic, cultural, and religious climate and key current events and issues relevant to US interests. They should have a detailed understanding of National Security Strategy, National Military

Strategy, theater engagement plans, country plans, and Department of State mission performance plans.

c. Security Assistance Officer (Y). A security assistance officer is an expert on US foreign military sales and international military education and training. Their experience is likely to have country-level focus, vice a regional or broader, focus. Their country-specific knowledge is derived from school and experience. Their language and knowledge of a host-nation military are focused in DOD procurement processes and requirements for equipment and military training. Their language skills may be extensive from working with host nations in the field or limited if working in a strictly office environment and dealing with contract issues.

d. Political-Military Officer (M). A political-military officer operates from a regional, vice country, perspective with knowledge that may be based on an undergraduate or graduate degree or previous assignment experience. They are usually knowledgeable in US Security Strategy, National Military Strategy, theater engagement plans, and country campaign plans. They are likely to have a reading capability in one or more languages of a region but may not have equally strong speaking skills.

e. Regional Expert (X). An untapped pool of officers, enlisted, and civilian personnel exists that can provide some regional expertise based on their

J-5 Enclosure J experiences with military operations. Regional expertise varies based upon the skills the individual brings to the military operation; incremental level increases reflect broader and/or more in-depth knowledge and abilities. For example, intelligence analysts utilize information from multiple and varied sources to assess, interpret, and explain a development, discovery, or policy conundrum.

In addition, graduates of foreign professional military education schools and FAOs/RAOs/RASs have significant, long-term exposure to host-nation and regional military personnel. Many have significant and intimate awareness of the cultural and social values of the armed forces of the country. The Personnel Exchange Program (PEP) is another program that places members in host-nation military units for regular assignments after completing extensive language training.