Sociocultural Data to Accomplish Department of Defense Missions Toward a Unified Social Framework: Workshop Summary (2011) / Chapter Skim
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1 Introduction
1 Introduction
Pages 1-8
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This in turn can be helped by insights and techniques from the study of human-systems integration (including critical issues for effectively processing data, training service personnel, and designing human-centered technologies) as well as from the behavioral and social sciences.
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In addressing these different issues from different perspectives, the workshop speakers and discussants covered a wide range of topics, as is evident in the pages that follow, from which two broad themes emerged. TWO THEMES The first theme centers on data: its collection, its use in models, and questions about what exactly constitutes sociocultural data.
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The second theme is concerned with the overall topic of the workshop, "unifying social frameworks" and, more broadly, the application of theory-based approaches from the behavioral and social sciences to broad military contexts. Captain Schmorrow referred to this in his comments when he described the array of sociocultural approaches being used across the Department of Defense, all with different data and different models, asking, "How do we begin to do something that will support everything from intelligence analysts, operations analysts, operational planners, war gamers, folks in the field?
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Robert Rubinstein of Syracuse University offered a similar observation toward the end of his presentation on models of cooperative behavior in various cultures. Any efforts to find a general predictive model of the social and cultural elements of cooperative behavior that could be applied without reference to specific contextual factors would be a "fool's errand," he said, because it would generate technique without any validation against the real world.
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Army Research Institute, described the types of training and education provided to Army ground forces in the area of human social, cultural, and behavioral sciences. The basic distinction between training and education, she said, is that "training is for the known, education is for the unknown." Much cultural training is offered in predeployment when a unit knows where it is going.
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The second panel looked at more cooperative relationships and what types of sociocultural knowledge are necessary for military personnel who are working cooperatively with people to make local populations feel safer, including such missions as postconflict operations, negotiations, and diplomacy. The third panel's subject was nation building and the sociocultural awareness that is necessary for such missions as helping partners develop stability, security, and governmental functions.
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This report was prepared by a rapporteur and does not represent findings or recommendations that can be attributed to the planning committee as a whole nor individual members. The workshop was not designed to generate consensus conclusions or recommendations but focused instead on the identification of ideas, themes, and considerations that may contribute to understanding the current full spectrum of military operations with a sociocultural perspective.
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