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J U LY - A U G U S T 2 0 1 2 / F O R E I G N S E R V I C E J O U R N A L
bureaus. Each of them nomi-
nates high-performing FSNs
who they believe would make
good adjunct faculty trainers.
We then bring that cadre back
here for train-the-trainer train-
ing, focusing on a set of courses
that are most popular with
FSNs, such as customer service
and supervisory skills.
As a result, we now have
more than a dozen FSN adjunct faculty who are able to
teach these FSI courses in the field. In 2011 alone, we
reached approximately 550 FSNs who would not other-
wise have had training, through our adjunct faculty pro-
gram — and in 2012 we expect to reach 800 more. It’s
been a real win-win.
We are just about to launch a pilot of a similar pro-
gram using eligible family members who would take
train-the-trainer instruction and be certified to teach the
popular FSI course on cus-
tomer service. They would
then also be able to teach
FSI has received large
budget increases in recent
years, though funding has flat-
tened out recently. How have
you used the money?
A major activity is all
the training we are doing with stability operations. We
created a new Division of Stability Operations in the
School of Professional and Area Studies, and added an
associate dean to the school because of the growth in that
area. They are doing all the mandatory training for Iraq
and Afghanistan, for instance. We also developed a cur-
riculum of training with the new Bureau of Conflict and
Stability Operations.
I should note that much of the increased funding
“Particularly coming out
of the QDDR process, we have
worked very hard to build a
collaborative relationship with
USAID on training.”