Three Day Course
CEUs: 1.8; CLPs: 18
To contact us about customizing this course, click here.
The objectives of this three day course are: to recognize the fundamental precepts and basics of Federal acquisition management; recognize the diverse, interrelated, and changing nature in the different disciplines of Federal acquisition management; recognize the basic regulations and governing structures of Federal acquisition management; understand the difference between project, program, and portfolio management; and understand how PMI and government standards complement each other. At the end of this course, participants will be better prepared to:
- Deliver and Manage a Departmental/Agency Effort
- Direct the Development of Concepts, Requirements and Documents Related to the Program
- Manage the Preparation of a Program’s Management Strategy
- Maximize the use of Performance-Based Acquisition Principles
- Manage Team Activities in Appropriate Market Research
- Acquisition Commercial Items in Accordance with FAR Parts 10 and 12
- Direct Requirements Baselining
- Change Processes and Resourcing
Lesson One – Federal Government Acquisition Policy
- Recognize acquisition positions, acquisition career fields, as outlined by the Office of Budget and Management (OMB)
- Recognize the three levels of certification available for federal acquisition professionals as outlined by OMB.
- Exercise: Each student will individually determine at what level they are currently within the OMB professional structure and collectively as a group outline strategies for career development within their agencies. Each group will report on at least one career development strategy
Lesson Two – Introduction to Acquisition Management (Program Perspective)
- Understand how Program Management supports the entire acquisition lifecycle (“cradle to grave support”)
- Recognize the User Needs and / or Technology Opportunities activities and work content portion of the acquisition life cycle. (Recognize the need for a phased acquisition approach, the acquisition activities, milestones, phases, efforts, decision reviews, and their principle products.)
- Recognize the need to tailor and adjust specific project and program acquisition activities to meet unique program needs.
- Recognize the term acquisition strategy. (Recognize the terms: acquisition program baseline and acquisition strategy.)
- Recognize the Sustainment Activity and work content portion of the acquisition life cycle. (Recognize the need for a phased acquisition approach, the acquisition activities, milestones, phases, efforts, decision reviews, and their principle products.)
- Exercise: Within groups students will develop tailored outline acquisition strategies for at least two program scenarios provided during class. Each group will report on at least one tailored scenario.
Lesson Three – Work Breakdown Structure (WBS)
- Recognize a WBS as a product-oriented hierarchy and an output of the systems engineering process.
- Recognize the WBS framework.
- Recognize WBS’s applicability throughout the acquisition life cycle and across all acquisition management disciplines (e.g., technical/risk management, contracting, financial and business management, and acquisition planning.)
- Recognize the two types of WBS.
- Recognize who is responsible for the development and maintenance of the two types of WBS.
- Recognize the relationship between the two types of WBS.
- Exercise: Within groups, students will develop a program WBS. Each group will report out on at least one program WBS.
Lesson Four – Cost Estimating
- Define the terms:
- Budget Authority
- Recognize the scope of Life-Cycle Costs (LCCs).
- Identify the four basic cost-estimating techniques.
- Recognize the particular limitations of each of the four cost-estimating techniques and where each roughly “fits” into the life cycle.
- Exercise: Within groups, students will develop a program cost estimate using a project “building block” technique. Each group will report out on their cost estimates.
Lesson Five – Program Budget Execution
- Recognize the process for allocating the Budget Authority granted by the enactment process to the services, product divisions, and program offices.
- Recognize the major provisions of the Misappropriation Act and Anti-Deficiency Act and what they are designed to prevent.
- Exercise: Students will be given scenarios concerning program spending and asked to determine correct action based on the Misappropriation Act and Anti-Deficiency Act
Lesson Six – Contract Management: Solicitation Planning
- Recognize why contracts are needed.
- Recognize the legal nature of a contract.
- Recognize basics of the Federal Acquisition Regulation (FAR) and its Supplements as governing the contracting and procurement processes.
- Recognize the differences in background, rules, and responsibilities between the PM and the Contracting Officer.
- Recognize the linkage between acquisition strategy, the contracting process, and program risk.
- Recognize the differences between sealed bidding and the negotiation methods of contracting (Optional).
- Recognize the variants between fixed-price and cost-reimbursable type contracts (Optional).
- Recognize the availability and flexibility of Indefinite Delivery/Indefinite Quantity contract types (Optional).
- Exercise: Within groups, students will develop an outline acquisition strategy for a provided “needs scenario”. Each group will report on their work.
Lesson Seven – Contract Management: Solicitation, Evaluation, and Award
- Recognize the work required to develop a “contract requirements package” and the need for coherent solicitation packages.
- Recognize the RFP development sequence, to include the development of source selection criteria before release to industry.
- Recognize the necessity for a well-written Statement of Work (SOW) and the movement towards using performance-based solicitations.
- Recognize the costs of contractor-furnished data and how to request contractor-furnished data in the RFP.
- Recognize the formal source selection procedure from the receipt of the contractor’s proposal.
- Recognize the use of cost and price data in the context of determining a fair and reasonable price.
- Exercise: Within groups, students will develop an outline SOW for the effort worked on in the previous lesson. Each group will report on their results.
Lesson Eight – Contract Management: Post-Award
- Recognize the role of contract administration in the contracting process.
- Recognize the relationship between the Government, prime and subcontractors as defined by the term “privity of contract.”
Lesson Nine – Earned Value Management (Level of detail determined by class length)
- Understand Earned Value Management (EVM) concepts
- Understand management processes associated with the EVM system guidelines
- Understand limitations of EVM
Lesson Ten – Quality and Manufacturing Management
- Recognize the magnitude of the fiscal commitment to a program in production and beyond.
- Recognize Production, Quality, and Manufacturing as an integrated part of the Systems Engineering Process.
- Recognize the 5M’s (Material, Method, Machinery, Manpower, and Measurement) as they relate to designing a production program.
- Recognize top-level design goals for a producible product.
- Recognize contractor’s flexibility in selecting quality products.
- Recognize the basic idea of Statistical Process Control.
Lesson Eleven – Risk Management
- Review of risk definitions.
- Differences between Project, Program, and Portfolio risk management.
- Unique aspects of managing risk at the program level
Lesson Twelve – Summary and PMI Standard for Program Management
- Overview of the PMI certification process.
- Differences between the PMI Project, Program, and Portfolio Standards.
- Unique aspects of Program Management Standard
- PMI’s Government and DOD Supplement to the PMBOK®
- Applicability of the PMI’s standards to government agencies
Lesson A – Systems Engineering (Optional Module)
- Understand the need for thorough systems engineering planning as a prerequisite to successful technical development.
- Summarize the various technical activities that are undertaken while engineering a complex system.
- Identify the management processes used to ensure that the technical activities lead to the desired outcomes.
- Recognize the various visual models that are in common use today to describe and recall the process of engineering systems.
Lesson B – Acquisition Logistics (Optional)
- How supportability affects system life-cycle costs.
- The relationship between logistics and reliability, availability, and maintainability (RAM).
- How accomplishing supportability objectives helps ensure cost-effective support, provide necessary infrastructure, and meet system readiness requirements.
Lesson C – Software Acquisition (Optional Module)
- Recognize the major components of a computer and the languages it uses to interface with itself, and the language we use to interface with it.
- Recognize the recent, rapid growth in software-intensive systems.
- Recognize a software-intensive system.
- Recognize the major provisions of the Information Technology Management Reform Act (ITMRA) contained in the Clinger-Cohen Act of 1996.
- Recognize a software item (SI) and how it functions as a building block of software.
- Recognize the software development model.
- Recognize how solid requirements analysis and comprehensive testing are the marks of an effective software development program.
- Recognize categories of software metrics.
- Recognize the fiscal impact of Software Support.
- Recognize software “best practices” that are the hallmarks of a well-managed software project.