20141124_ED_513.10_Final_CDSE_Acquisition_v052214_v1.5b_for_ACE_Sep_2014.pdf

Final Detailed Design Document

Security in the DoD Acquisition Process

Developed for

The Department of Defense (DoD)

Defense Security Service (DSS)

Center for Development of Security Excellence (CDSE)

Education Division

February 14, 2014

DSS CDSE Education Division Security in the DoD Acquisition Process

Document Version

Author Version Date

Carney Inc. 1.0 12/11/2012

Carney Inc. 1.1 09/27/2013

Carney Inc. 1.2 12/03/2013

Carney Inc. 1.3 12/13/2013

Carney Inc. 1.4 02/14/2014

Carney Inc. 1.5 04/01/2014

Julie Wehrle 1.5b – suggested changes accepted

05/20/2014

Contents

1 Introduction

1.1 The Requirement

1.2 Purpose of the Detailed Design Document

1.3 Organization of This Document

2 High-Level Course Design

2.1 Course Description/Overview

2.2 Credits Conferred

2.3 Target Audience/Prerequisites

2.4 Student Outcomes/Objectives

2.5 Delivery Method/Course Requirements

2.6 General Course Requirements

2.7 Grading

2.8 Incorporation of Feedback

2.9 Course Readings

2.10 Course Outline

3 Content Outline

3.1 Lesson 1: Course Overview

3.2 Lesson 2: Introduction to Acquisition I

3.3 Lesson 3: Introduction to Acquisition II

3.4 Lesson 4: Introduction to Acquisition III

3.5 Lesson 5: Security in the Acquisition Process I

3.6 Lesson 6: Security in the Acquisition Process II

3.7 Lesson 7: Security in the Acquisition Process III

3.8 Lesson 8: Midterm Exam

3.9 Lesson 9: Acquisition Security as a Specialty I -- Policy

3.10 Lesson 10: Acquisition Security as a Specialty II – System Security

Engineering

3.11 Lesson 11: Acquisition Security as a Specialty III – Program Protection

Planning

3.12 Lesson 12: Acquisition Security as a Specialty IV – Supply Chain Security ... 39

3.13 Lesson 13: Student Research Projects I

3.14 Lesson 14: Student Research Projects II

3.15 Lesson 15: Student Research Projects III

3.16 Lesson 16: Wrap-Up/Final Exam

4 Appendices

4.1 Appendix A – Midterm Exam

4.2 Appendix B – Final Exam

Detailed Design Document

February 14, 2014

1 Introduction

1.1 The Requirement

The Defense Security Service (DSS) Center for Development of Security Excellence

(CDSE) has undertaken, through its Education Division, the responsibility to provide graduate-level education to security professionals designed to develop the future security leaders for the Department of Defense (DoD).

The purpose of this project is to design and develop an advanced, semester-long course that will provide an educational opportunity for security specialists to conduct a comprehensive study of Security in the DoD Acquisition Process (SDDAP). The course will be conducted via the Sakai Collaborative Learning Environment (CLE) and will consist of readings, prerecorded lectures and presentations, a discussion forum, written assignments, and midterm and final exams.

1.2 Purpose of the Detailed Design Document

The purpose of this Detailed Design Document is to convey the learning objectives, topic outlines, and planned assignments for each week of the course. It also proposes the grading rubric the instructor will use. This document proposes the organization of content to be delivered throughout the semester (16 lessons) and details the proposed instructional methods to be used for each week.

This detailed design will guide the development of the course materials.

1.3 Organization of This Document

The remainder of this Detailed Design Document is organized into several sections:

Components from of the High-Level Design Document:

o An overview of the course o A statement of the anticipated credits to be conferred o A list of prerequisite courses, if applicable o The terminal learning objectives of the course o The delivery method(s) to be used o General course requirements o Grading scheme for the course o A course outline showing how the course will unfold over the semester

Content outline detailing the topics, instructional methods, and assignments for each week

February 14, 2014

2 High-Level Course Design

2.1 Course Description/Overview

Security professionals occupy a unique position within the DoD. They are highly valued for their contributions to national security; yet because of their perceived narrow focus on issues, they are often times relegated to the periphery of organizations and key decisions.

As with so many things in life, credibility is the key. The higher the degree of professional expertise and credibility a security professional holds, the stronger his or her influence is within an organization.

As mentioned, security professionals tend to focus within the realm of security while not always appreciating or engaging in the complexity and breadth of other issues that make the organization function. Often times the procurement of services and/or systems is an issue that drops off the table or is shuttled off to one or a small number of personnel within the security organization. As a result, many of the key procurement decision makers for security programs are either non-security professionals or are security leaders with limited backgrounds in acquisition management which in turn often times results in programs that do not meet desired goals and/or requirements.

Accordingly, CDSE has established as a primary goal the development of future security leaders who are adept generalists across the wide range of DoD security responsibilities.

To accomplish this goal, CDSE is creating a graduate program in Defense Security

Studies, with the Security in the DoD Acquisition Process (SDDAP) course as an important course in the overall program.

The SDDAP course covers the ways in which the senior security manager can apply knowledge of DoD acquisition processes and the role of security within that process across the full life cycle of a program to improve performance and outcomes. This course will address:

1. An overview of the DoD acquisition system.

2. The different functions of security throughout the DoD acquisition process.

3. The integration of security throughout the acquisition process.

4. Ways in which to help increase security awareness and security management in all stages of the acquisition lifecycle.

5. Case studies.

This is not a “skills” training course designed to produce an expert in the acquisition field. Instead, it is an exploration of the landscape that makes up the role of security throughout the acquisition process. Students who may have been exposed only to narrow aspects of security in the past will be introduced to the broader scope of responsibilities that make up the DoD security portfolio.

The course is divided into three distinct parts. The first part will cover key concepts of the acquisition process. The second section will cover various security roles and

February 14, 2014 responsibilities throughout the acquisition process. The final section will provide students with the opportunity to conduct a research project on a case study on a security acquisition issue/problem/concern and present the results of the research to the class.

Consistent themes that will be addressed throughout the course include:

The key areas of the acquisition process and the interplay with security

The integration of security disciplines into the acquisition process

The inclusion of security requirements into classified and unclassified projects

Security considerations throughout the lifecycle of a system or service

The function of the security professional in the role of program oversight, program management and program user/recipient

Lessons learned from the procurement of security systems and services

The primary methods of instruction will be lectures, readings, student research and preparation of papers, case studies, student presentations and discussions on the issues brought forth in the lectures, readings and papers. Because this class is designed for security professionals with varying levels of expertise in differing security disciplines, it is anticipated that the combined efforts of all class participants will stimulate discussion and the exchange of ideas while driving the learning environment. Accordingly, adequate class preparation will be required to successfully complete this course.

2.2 Credits Conferred

This course is designed to equate to three credit hours at the graduate level.

2.3 Target Audience/Prerequisites

This course is intended for DoD civilian and military personnel who perform security leadership and management duties. It is assumed that all students will be prepared to take on graduate-level work. There are no prerequisites for this course. Security

Fundamentals Professional Certification (SPED030.SP) is recommended but not required.

2.4 Student Outcomes/Objectives

This course will enable students to:

Assess the broad scope activities within the DoD security acquisition process.

Compare critical and emergent issues within the acquisition of DoD security systems and services.

Assess lessons learned, for better or worse, relative to the acquisition of security systems and services.

Evaluate the strategic effects of security acquisition program success or failure within the DoD.

Assess and summarize the broad scope of competencies a security professional should have/maintain relative to the acquisition process.

February 14, 2014

Assess and compare the Program Protection Planning function and the key tasks within that function.

Assess and defend the importance of Security Engineering to the acquisition process.

Evaluate strategies and courses of action for integrating security into the acquisition process.

Evaluate risks to the supply chain.

2.5 Delivery Method/Course Requirements

This is a graduate-level distance-learning course in Security in the DoD Acquisition

Process (SDDAP). The course will consist of readings, prerecorded lectures and presentations, participation in the discussion forum, written assignments, student presentations and midterm and final exams.

A typical week will include a 45-60 minute prerecorded lecture, with the remainder of the week being dedicated to online discussion(s) of the week’s topic in the course discussion forum. Generally a discussion will be based on instructor provided discussion questions(s) with each student providing a response and then commenting on other student inputs.

Students should be prepared to critically discuss and debate the instructor and student posed questions, readings and lecture material as well as assess them for biases and multiple perspectives.

The assigned course readings will draw from a variety of resources, such as authoritative readings (legislation, executive orders, policies, plans and strategies, and journals), implementation readings (government products that are responsive to or attempt to fulfill the requirements of authoritative documents), and external reviews (from the U.S.

Government Accountability Office, Congressional Research Service, or other agency or office).

Access to and ability to use a library will be necessary for course completion and success.

When possible, course readings are posted to Sakai or the CiteULike virtual library. In other cases they may be available from the Defense Technical Information Center (DTIC) web site or other online sources.

It is recommended that students become acquainted with their local public, university, or

DoD (such as the Pentagon or National Defense University) library. In many cases, these institutions will allow library cardholders remote access to their databases and electronic publications.

2.6 General Course Requirements

Class participation is both important and required. The discussion forum is the classroom.

Class participation is 25% of the grade (see below), so failure to fully participate would make it nearly impossible to pass this course. If, due to an emergency, students are not

February 14, 2014 able to respond to a discussion prompt in the week it is assigned, they must contact the instructor by e-mail and will be expected to post their response in the following week.

The completion of all readings assigned for the course is required. Since class will be structured around discussion, completion of the readings is required to support student participation in the class discussion forum.. Unless otherwise noted in the syllabus, each lesson will open at 12:00 a.m. on Sunday morning and close the following Saturday night at 11:59 p.m.

Weekly assignments must be posted in the Sakai CLE by 11:59 p.m. on the day they are due. Throughout the course, there are ten opportunities to complete three written assignments. Students may select which three assignments they complete as long as they are posted in Sakai by the end of lesson 12. It is expected that assignments will be submitted on time; however, it is recognized that students occasionally have serious problems that prevent work completion. If such a dilemma arises, students should contact the instructor before the assignment is due.

It is assumed that work performed by students will be their own original work. In the case where the works of others are used it is expected that those works will be properly attributed/cited in accordance with the Chicago Manual of Style. Plagiarism will not be tolerated. Suspected cases of plagiarism will be referred to CDSE for action.

February 14, 2014

2.7 Grading

The following provides an approximate breakdown of how each assignment contributes to the overall performance in the class.

Category Weight Point Value

Class Participation 25% 250

Written Assignments 15% 150

Student Research

Paper and

Presentations

30% 300

Midterm Exam 15% 150

Final Exam 15% 150

Total 100% 1000

A final letter grade will be assigned following the grading scale below:

Letter Grade Point Range Percentage Range

A Range 900 -1000 90% to 100%

B Range 800-899 80% to 89.9%

C Range 700-799 70% to 79.9%

D Range 600-699 60% to 69.9%

F 599 and below 59.9% and below

Please Note: Individual graded assignments with a score lower than 80% are acceptable;

however, a student’s final grade at the end of the semester must be 80% or higher to pass the course.

Evaluation criteria for each graded assignment, including the midterm and final exams, are listed below. Any assignment that receives a failing grade can be resubmitted within the following two weeks (for re-grading and potentially a higher grade), but there will be no further extensions beyond this two-week period.

Assignment Evaluation Criteria

A Range B Range C Range D Range F

Content Assessment and synthesis of the subject matter

(readings, lecture, discussion, personal experience, etc.) is clear and convincing

Assessment and synthesis of the subject matter is clear and effective

Assessment and synthesis of the subject matter is underdeveloped

Assessment and synthesis of the subject matter is unsophisticated

Did not complete assignment

February 14, 2014

Assignment Evaluation Criteria

A Range B Range C Range D Range F

Organization

(includes proper formatting)

Paper shows exceptionally clear organization, purpose and focus

Paper shows good organization, purpose and focus

Paper lacks clear organization, purpose and focus

Paper is disorganized and confusing

Did not complete assignment Grammar Free of most grammatical errors

Some grammatical mistakes but generally shows successful grammar usage

Frequent grammatical errors

Appropriate grammatical knowledge not displayed for current language level

Overall Effect A strong overall effect with clear communication and support

A good overall effect with some support and adequate clarity

Paper struggles overall and does not give a coherent message

Paper has a poor overall effect and does not fulfill assignment

Timeliness Assignment turned in on time

Assignment turned in on time

Assignment turned in on time

Assignment turned in on time

2.7.1 Class Participation (25%):

Participation includes completing all assigned readings, participating in the class discussion forum, participating in class exercises, and reflecting on the class experience.

To achieve full credit for participation, students must attend, participate, and reflect.

They must respond thoughtfully to all weekly discussion prompts, post responses to other students’ discussion posts each week, and provide constructive criticism when conducting peer reviews of other students’ presentations/writing (NOTE: specific requirements will be assigned weekly). Posts and responses should reflect a depth of critical thought and analysis on the subject at hand. Simply posting “I agree” or other such responses will not be sufficient.

Weekly participation in the online discussion forum must be completed no later than

11:59 p.m. on the Saturday of the weekly lesson. Questions for discussion and participation requirements will be posted weekly in Sakai. The class participation grade accounts for 250 of the total 1000 points for the class. There are 14 weekly online discussions with each weekly discussion worth approximately 18 points. These points will be allocated based on the initial student response and the student’s subsequent comment/responses on other student’s responses, and/or questions/comments from the instructor. If there is a problem (travel, duty, health, etc.) with meeting the weekly requirement the instructor should be contacted via the Sakai messaging capability.

2.7.2 Weekly Assignments (15%):

Students will select three of the main topics from lessons 2-7 or 9-12 that were covered in the lecture and/or readings. For instance, if a student elects to write a paper about a lesson 2 topic, they could be write on the subject(s) of DoD decision support systems or

February 14, 2014 program goals and strategies. Subsequent assignments (for a total of 3) follow the same guidance.

For each of the three weekly assignments, produce a 750-1000 word (roughly 2-3 double spaced typewritten pages) critical analysis of the week’s topic. The object of the assignment is to challenge your thinking on the subject and to develop new perspectives.

You are free to write the paper as you see fit; however, you may want to consider one of the following approaches.

Focus on how the readings relate to the week’s lesson and how your experience(s) influence or impact the topic. It is not necessary to integrate all of the readings into your paper, but you can if you like.

Write to one or more of the lesson’s objectives and integrate any timely information and/or how the topic fits into the larger security realm writ large.

Focus your writing on an issue or problem in the topic of the week and develop an approach for addressing or fixing the issue/problem. It’s not enough to describe what’s broken rather you should assess the problem, formulate what steps need or should be taken to correct the problem, and then justify your conclusions.

Each paper is worth 50 points and will be graded using the assignment evaluation criteria noted above. All assignments need to be submitted by the end of lesson 12 in order to receive full credit for this area.

Students are cautioned to not let this requirement get by them. Students are urged to submit these three assignments throughout the first 12 lessons of the course rather than submitting all three assignments at the end of lesson 12. While students are free to manage their time as they see fit, the course student projects and presentations are due during the latter weeks, so early submission is recommended for these assignments.

It is expected that written assignments reflect the original work of the student. In cases where the works of others are used it is expected that will be appropriately attributed/cited in accordance with the Chicago Manual of Style. Assignments containing the works of others that are not properly attributed/cited will be returned ungraded.

Students may resubmit corrected assignments as long as they are received prior to the end of lesson 12.

2.7.3 Student Research Project (30%):

Lessons 13 through 15 of the course will be dedicated to the student research project.

Each student will be expected to write an 8-10 page, double-spaced research paper that includes a minimum of 5 sources. Additionally students will present their paper in the form of a recorded PowerPoint presentation. Ideally, the project should focus on a security acquisition centric program/issue. Students may use an example of a security program/issue from their office or do research and find an example from another organization. The object of the student research project is to provide an assessment of an event (or events) and to explore the underlying causation (for better or worse) of the

February 14, 2014 event (or events) and interpret key lessons learned and where appropriate provide recommendations on how the outcome(s) could have been changed. [NOTE: The ideal for this assignment is that a security-centric program be covered. However, should topic development prove to be a challenge, students can review the topics covered throughout the course and use those areas as a topic for the paper/presentation requirement.)

While there is no set format for developing the case study, the following steps/points can be used as a developmental guide:

Provide background and context for the program or issue being used as a case study.

Identify and evaluate any strengths or weaknesses that impact the case study.

Identify and evaluate both internal and external factors (people, organizations, events) that impact the case study.

Provide an assessment of what went right, or wrong in the case study.

Make recommendations for the future and/or provide lessons learned from the case study.

The student may propose to the instructor an alternate approach to the student research project as long as it is in keeping with the intent of this assignment. Instructor approval is required for this option.

Target time for the presentation portion of the student research project is 20 minutes however this may be adjusted based on the number of presentations to be completed in a given lesson. [Note: If you assume 2 to 3 minutes per slide in a presentation you’re looking at 7 to 10 slides of substance for your presentation.]

Discussion forums during these weeks will be centered on student presentations.

Scheduling for student presentations will be on a first come, first served basis. The instructor will work to deconflict overlapping requests. In any event sign ups should be completed by lesson 10.

The final part of this assignment is the development of a reading list to support the presentation and a set of class discussion forum questions based on the readings and student research project. All parts of this assignment are to be posted in Sakai. This assignment is intended to be an original work. Anything other than original work must be properly cited/attributed.

The student research project is worth 300 of the total 1000 points for this course. It will be graded using the grading rubric above.

2.7.4 Midterm Exam (15%):

The course midterm exam will be available during lesson 7 and will be due at the end of lesson 8. It will cover material from Lessons 1 through 7. The exam will measure student performance relative to the course objectives. The midterm exam will consist of no more

February 14, 2014 than five essay questions from which students will prepare responses to three of them.

Written communication, critical thinking skills, and integration of class material into the essay responses will demonstrate mastery of the subject.

The expectation is that the response to each question will be addressed in 2-3 double spaced pages. The midterm exam is worth 150 of the total 1000 points for this course and will be graded using the grading criteria noted above.

2.7.5 Final Exam (15%):

The course final exam will be distributed in lesson 16 and will be due at the end of lesson

16. The objective of the exam is to measure student performance relative to the course objectives. It will cover material from weeks 8 through 15 of class and will consist of no more than five essay questions from which students will prepare responses to three of them. Written communication, critical thinking skills, and integration of class material into the essay responses will demonstrate mastery of the subject.

The expectation is that the response to each question will be addressed in 2-3 double spaced pages. The final exam is worth 150 of the total 1000 points for this course and will be graded using the grading criteria noted above.

2.8 Incorporation of Feedback

The course instructor will provide multiple opportunities for students to provide constructive feedback on course delivery and content over the period of the course.

Students will be afforded the opportunity to provide written feedback following each assignment, to include general feedback on the course or specific feedback on an individual assignment. Online feedback is also encouraged throughout the course, either through e-mail or through the course discussion forum. Finally, the instructor will provide written feedback to the students on all assignments.

2.9 Course Readings

The bulk of the readings for this course will draw from a variety of resources, such as authoritative readings (legislation, executive orders, policies, plans and strategies, and journals), implementation readings (government products that are responsive to or attempt to fulfill the requirements of authoritative documents), and external reviews

(from the U.S. Government Accountability Office, Congressional Research Service, or other agency or office).

[Note: It is understood that in some cases readings may be dated, cancelled or superseded. The addition of these readings is for historical, background or informational purposes and as such continues to add value to this subject.]

Additionally the following texts will be utilized:

February 14, 2014

Sennewald, Charles A. Effective Security Management, 5 th

Edition. Boston: Elsevier Inc., 2011.

The Defense Acquisition Guidebook (May 2013) available for free at http://at.dod.mil/docs/DefenseAcquisitionGuidebook.pdf provides a printable version of the guidebook. (Note: this book if for reference and research and will allow students to have a print version of this document. Course readings will come the online version of the Defense Acquisition Guide located at https://dag.dau.mil/Pages/Default.aspx.)

The Federal Acquisition Regulation (FAR) can be accessed at this site http://farsite.hill.af.mil/vffara.htm. The document is far too large to print so on line access is best.

The Defense Federal Acquisition Regulation (DFAR) can be accessed at this site http://farsite.hill.af.mil/vfdfara.htm. Again the document is far too large to print so on line access is best.

Supplemental readings may be selected from the following texts:

The Chicago Manual of Style, 16 th

Edition, Chicago: University of Chicago Press, 2010. (Note: this is the standard style text for courses within the CDSE program.

For the purposes of this course the text will be needed for bibliography and footnote purposes when writing papers (as needed) and presentations. Some information contained in the book can be found online.)

Additional But Not Required Texts

None.

2.10 Course Outline

The following table outlines the 16-week course agenda. Graded assignments are in bold.

Lesson Topics Instructional

Method(s)

Student

Assignments Due

1 Course Overview Reading

Asynchronous presentation

Discussion

Discussion

Forum:

Introduction

2 Intro to Acquisition I

DoD Decision

Support

Systems

Program Goals and Strategies

Case Study

Reading

Asynchronous presentation

Discussion

Discussion Forum

Assignment 1 http://at.dod.mil/docs/DefenseAcquisitionGuidebook.pdf http://farsite.hill.af.mil/vffara.htm http://farsite.hill.af.mil/vfdfara.htm

February 14, 2014

Lesson Topics Instructional

Method(s)

Student

Assignments Due

3 Intro to Acquisition II

Acquisition

Cycle/Process

Acquisition

Strategy

Case Study

Reading

Asynchronous presentation

Discussion

Discussion Forum

Assignment 2

4 Intro to Acquisition III

Contracting

Federal

Acquisition

Regulation

Defense

Federal

Acquisition

Regulation

Supplement

Reading

Asynchronous presentation

Discussion

Discussion Forum

Assignment 3

5 Security in the

Acquisition Process I

Security roles in the acquisition process –

Oversight, Manager, User

Acquiring security systems

Case Study

Reading

Asynchronous presentation

Discussion

Discussion Forum

Assignment 4

6 Security in the

Acquisition Process II

Cost of security

Role of security in contracts

(DD 254,

contract classification level, vetting contractors, etc.)

Risk, source selection, life cycle planning

Reading

Asynchronous presentation

Discussion

Discussion Forum

Assignment 5

February 14, 2014

Lesson Topics Instructional

Method(s)

Student

Assignments Due

7 Security in the

Acquisition Process III

Program

Awareness

Cost, Schedule

Performance

Security relationships within a program

Program factors that impact security

Reading

Asynchronous presentation

Discussion

Assignment 6

8 Midterm Exam Take home essay Midterm Exam

Due

9 Acquisition Security as a Specialty I – Policy

Acquisition security policy

Regulation compliance –

DOD and other agencies

Understanding

SAPs

Case Study

Reading

Asynchronous presentation

Discussion

Assignment 7

February 14, 2014

Lesson Topics Instructional

Method(s)

Student

Assignments Due

10 Acquisition Security as a Specialty II – System

Security Engineering

Aligning and addressing security concerns throughout the acquisition process

Evaluating component fitness before integration

Asset, asset value, and risk mitigation

Reading

Asynchronous presentation

Discussion

Discussion Forum

Assignment 8

11 Acquisition Security as a Specialty III –

Program Protection

Planning

Identifying CPI

Planning all protection measures to ensure secrecy/securit y (physical, information security, etc.)

Security throughout acquisition phases

Reading

Asynchronous presentation

Discussion

Assignment 9

February 14, 2014

Lesson Topics Instructional

Method(s)

Student

Assignments Due

12 Acquisition Security as a Specialty IV –

Supply Chain Risk

Management

Material

Management

Policy

Supply Chain

Process

Security

Considerations

Case Study

Reading

Asynchronous presentation

Discussion

Discussion Forum

Assignment 10

13 Student Research

Project Asynchronous presentation

Discussion

Discussion Forum

Student

Presentations

14 Student Research

Project Asynchronous presentation

Discussion

Discussion Forum

Student

Presentations

15 Student Research

Project Asynchronous presentation

Discussion

Discussion Forum

Student

Presentations

16 Course Wrap Up/Final

Exam Asynchronous presentation

Take home essay

Final Exam Due

February 14, 2014

3 Content Outline

3.1 Lesson 1: Course Overview

Objectives At the end of this session, the students should be able to

Explain the requirements associated with successful course completion.

Describe the scope of the course, administrative requirements, instructional methodology, and evaluation criteria.

Describe the importance of security to, and within the acquisition process.

Rationale This class aims to cover the administrative aspects of the course and to provide a quick introduction and overview on the subject of security in the acquisition process.

Discussion

Questions

Students will address one question and comment on at least one response from other students.

Describe your current understanding of the role of security within the acquisition process.

Is there sufficient security support to acquisition programs? Justify and/or defend your position

Class Agenda Course overview lecture (45 minutes).

Security and Acquisition introduction lecture (20 minutes).

Online discussion (55 minutes).

Class Activity Following the presentations, students will address the discussion questions per lesson instructions. Additionally, students will post a brief introduction. Both activities will be posted in the Sakai online forum.

Required

Reading

Department of the Air Force. “Technology and Acquisition

Systems Security Program Protection, AFPD 63-17.” (2001).

http://www.acqnotes.com/Attachments/Air%20Force%20Policy

%20Directive%2063-17%20Security.pdf.

Department of Defense Security Institute. “Questions and

Answers about the ASPP.” Security Awareness Bulletin. (April

1993).

Recommended

Reading

Sennewald, Chapters 1-6

Assignments

Due Respond to online questions.

Post biographical sketch.

Assignment for Next Respond to online questions.

http://www.acqnotes.com/Attachments/Air%20Force%20Policy%20Directive%2063-17%20Security.pdf http://www.acqnotes.com/Attachments/Air%20Force%20Policy%20Directive%2063-17%20Security.pdf

Session Written assignment #1.

3.2 Lesson 2: Introduction to Acquisition I

Objectives At the end of this session, the students should be able to

Describe the key elements of the decision support systems that underpin the acquisition process.

Describe the differences between each of the areas of the decision support system that underpins the acquisition process.

Evaluate acquisition program goals and strategies to attain those goals.

Rationale The focus of this portion of the course (the next three lessons) is the building of a baseline understanding of the DoD acquisition processes.

The object of this lesson is to provide security professionals with an understanding of the key decision support systems that underpin the acquisition process.

Discussion

Questions

Students will address at least one question and respond to at least two responses from other students.

The JCIDS process is designed to centralize the validation of capability documents in order to ensure Jointness. While this is a lofty goal, is it attainable? Justify and/or defend your position.

The Fast article suggests that in order to improve acquisition decision making, the linkages between the requirements, budgeting, and acquisition decision-making systems must be reestablished.

One solution is to reinvigorate the planning phase of PPBE and make the necessary decisions on weapons systems requirements, multiyear budgeting, and acquisition program continuation or termination, within the timeframe of that phase. What is your assessment of this approach?

The Ward article explores the question of the goal of the defense acquisition system. Describe what you believe the goal to be and why?

Class Agenda Introduction to Acquisition I lecture (60 minutes).

Online discussion (60 minutes).

Class Activity Following the presentations, students will address the discussion questions per lesson instructions.

Required

Reading

Chairman of the Joint Chiefs of Staff. Joint Capabilities Integration and Development System, CJCSI 3170.01H.” (Jan 2012).

https://dap.dau.mil/policy/Documents/2012/3170_01.pdf o Read Enclosure A.

Defense Acquisition University. “Defense Acquisition Guidebook.”

https://dap.dau.mil/policy/Documents/2012/3170_01.pdf

February 14, 2014 https://acc.dau.mil/CommunityBrowser.aspx?id=488268 o Read Chapter 1.

Fast, William R. “Improving Defense Acquisition Making.”

Defense Acquisition University. (2010).

http://www.dau.mil/pubscats/PubsCats/AR%20Journal/arj54/Fast%

2054.pdf

Sennewald, Chapters 15-17

Tack Siobhan. “Teaching Note: Planning, Programming, Budgeting and Execution (PPBE) Process.” Defense Acquisition University.

(Feb 2011). https://acc.dau.mil/adl/en-

US/30694/file/61143/TeachingNote%20-%20PPBE%20Feb11.pdf

Ward, Dan. “The Goal of Defense Acquisition.” Defense AT&L.

(Nov-Dec, 2011).

http://www.dau.mil/pubscats/ATL%20Docs/nov_dec11/Ward.pdf

Ward, Dan. “Time: Two Questions, Too Few Answers (A Treatise on Acquisition).” Small Wars Journal. (May 2012).

http://smallwarsjournal.com/jrnl/art/time-two-questions-too-few-answers-a-treatise-on-acquisition

Recommended

Reading

None.

Assignments

Due Respond to online questions.

Assignment #1.

Assignment for Next

Session

Respond to online questions.

Assignment #2.

https://acc.dau.mil/CommunityBrowser.aspx?id=488268 http://www.dau.mil/pubscats/PubsCats/AR%20Journal/arj54/Fast%2054.pdf http://www.dau.mil/pubscats/PubsCats/AR%20Journal/arj54/Fast%2054.pdf https://acc.dau.mil/adl/en-US/30694/file/61143/TeachingNote%20-%20PPBE%20Feb11.pdf https://acc.dau.mil/adl/en-US/30694/file/61143/TeachingNote%20-%20PPBE%20Feb11.pdf http://www.dau.mil/pubscats/ATL%20Docs/nov_dec11/Ward.pdf http://smallwarsjournal.com/jrnl/art/time-two-questions-too-few-answers-a-treatise-on-acquisition http://smallwarsjournal.com/jrnl/art/time-two-questions-too-few-answers-a-treatise-on-acquisition

February 14, 2014

3.3 Lesson 3: Introduction to Acquisition II

Objectives At the end of this session, the students should be able to

Describe and analyze the DoD acquisition process.

Describe the contents of an acquisition strategy and explain the importance of the strategy to the acquisition process.

Evaluate acquisition strategy options.

Describe security action points across the acquisition process.

Rationale This lesson builds on the last by examining the actual acquisition process. Ideally, security professionals should start to envision where security functions/actions come into play across the process.

Discussion

Questions

Students will address at least one question and respond to at least two responses from other students.

The defense acquisition system is a complex process that tends to take far more time to produce results than would seem reasonable. How would you streamline the process? Or does it need to be streamlined? Either way, justify and/or defend position.

Describe what security issues, if any, should be integrated into the program acquisition strategy?

Given the two generally accepted acquisition strategy approaches, describe which approach do you believe would fit most security products/services that we might want to acquire?

Class Agenda Introduction to Acquisition II lecture (60 minutes).

Online discussion (60 minutes).

Class Activity Following the presentations, students will address the discussion questions per lesson instructions.

Required

Reading

Department of Defense. “The Defense Acquisition System, DoD

5000.01.” (2003, current as of 2007).

http://www.dtic.mil/whs/directives/corres/pdf/500001p.pdf

Department of Defense. “Operation of the Defense Acquisition

System, DoDI 5000.02.” (2008).

http://www.dtic.mil/whs/directives/corres/pdf/500002p.pdf o Read Enclosure 2.

Naval Sea Systems Command. “Acquisition Strategy Guide.” (April

2010).

http://oai.dtic.mil/oai/oai?verb=getRecord&metadataPrefix=html&i dentifier=ADA550109 o Read pages 1-14 and skim/review Appendix A.

Ward, Dan. “The Comic Guide to Improving Defense Acquisitions.”

http://www.dtic.mil/whs/directives/corres/pdf/500001p.pdf http://www.dtic.mil/whs/directives/corres/pdf/500002p.pdf http://oai.dtic.mil/oai/oai?verb=getRecord&metadataPrefix=html&identifier=ADA550109 http://oai.dtic.mil/oai/oai?verb=getRecord&metadataPrefix=html&identifier=ADA550109

February 14, 2014

(2012). http://timemilitary.files.wordpress.com/2012/10/ward.pdf

Recommended

Reading

Center for a New American Security. ”Smart Defense Acquisition:

Learning from French Procurement Reform.” (Summer 2009).

http://www.cnas.org/files/documents/publications/CNAS%20Policy

%20Brief%20-%20defense%20acquisition_1.pdf

Ward, Dan. “Don’t Come to the Dark Side: Acquisition Lessons from a Galaxy Far, Far Way.” Defense AT&L. (Sep-Oct 20110).

http://www.dau.mil/pubscats/ATL%20Docs/Sep-Oct11/Ward.pdf

Assignments

Due Respond to online questions.

Assignment #2.

Assignment for Next

Session

Assignment #3.

http://timemilitary.files.wordpress.com/2012/10/ward.pdf http://www.cnas.org/files/documents/publications/CNAS%20Policy%20Brief%20-%20defense%20acquisition_1.pdf http://www.cnas.org/files/documents/publications/CNAS%20Policy%20Brief%20-%20defense%20acquisition_1.pdf http://www.dau.mil/pubscats/ATL%20Docs/Sep-Oct11/Ward.pdf

February 14, 2014

3.4 Lesson 4: Introduction to Acquisition III

Objectives At the end of this session, the students should be able to

Summarize the importance and role of the Federal Acquisition

Regulation (FAR).

Summarize the importance and role of the Defense Federal Acquisition

Regulation (DFAR).

Identify key parts relevant to security of the FAR and DFAR.

Develop strategies to make the FAR and DFAR support security program execution.

Describe the role of Contracting Officers Representative

Rationale Having covered the basics of how the acquisition process functions we now want to shift our focus and examine how the contracting function and security mesh within the acquisition process.

Discussion

Questions

Students will address at least one question and respond to at least two responses from other students.

There are fundamentally two types of contracts…fixed price and cost reimbursement. Which type do you think is the most efficient/effective? Justify and/or defend your position

What security clauses would you include in a contract and which ones would you not include? Justify and/or defend your position.

You’ve been appointed as the Contracting Officer’s Representative for a security guard contract. Discuss/describe your plan to execute your duties.

Class

Agenda

Introduction to Acquisition III lecture (60 minutes).

Online discussion (60 minutes).

Class

Activity

Following the presentation, students will address the discussion questions per lesson instructions.

Required

Reading

Army Contracting Agency. “Contracting Officer’s Representative

(COR) Guide. (2005).

Butler, Renee and Gerry Land. “Teaching Note: Relationship Between

Contract Management and Financial Management.” (February 2011).

https://acc.dau.mil/adl/en-

US/30713/file/61361/D3_Relationship_CM_and_FM_TN_Feb_11011

8.pdf o Read pages D3 thru D10.

Darst, Brian A and Mark K. Roberts. “Government Contract Types.”

Contract Management. (December 2010).

http://www.ncmahq.org/files/Articles/CM1210 - 16-31.pdf

Defense Federal Acquisition Regulation (DFAR). Located at, https://acc.dau.mil/adl/en-US/30713/file/61361/D3_Relationship_CM_and_FM_TN_Feb_110118.pdf https://acc.dau.mil/adl/en-US/30713/file/61361/D3_Relationship_CM_and_FM_TN_Feb_110118.pdf https://acc.dau.mil/adl/en-US/30713/file/61361/D3_Relationship_CM_and_FM_TN_Feb_110118.pdf http://www.ncmahq.org/files/Articles/CM1210%20-%2016-31.pdf

February 14, 2014 http://farsite.hill.af.mil/vfdfara.htm o Read Part 206 and 224 and Sub Parts 223.72, 252.204-7000, 252.204-7005, 252.209-7001, 252.209-7004 and 252.209-

7998.

Federal Acquisition Regulation (FAR). Located at, http://farsite.hill.af.mil/vffara.htm o Read Part 6 and Sub Part 52-204.

Weigelt, Matthew. “Do Small Business Preferences Make the Grade?”

FCW. (Sep 2012). http://fcw.com/Articles/2012/09/15/FEAT-small-business-contracting.aspx?p=1

Additional

Reading

None.

Assignments

Due Respond to online questions.

Assignment #3.

Assignment for Next

Session

Assignment #4.

http://farsite.hill.af.mil/vfdfara.htm http://farsite.hill.af.mil/vffara.htm http://fcw.com/Articles/2012/09/15/FEAT-small-business-contracting.aspx?p=1 http://fcw.com/Articles/2012/09/15/FEAT-small-business-contracting.aspx?p=1

February 14, 2014

3.5 Lesson 5: Security in the Acquisition Process I

Objectives At the end of this session, the students should be able to

Describe and explain the different roles (Oversight, Program

Management and End User) security professionals fill with regards to the acquisition of a service or product.

Develop strategies to fulfill the tasks and responsibilities a security professional must execute in order for an acquisition program to be successful.

Develop strategies for the acquisition of security centric systems or services.

Evaluate user needs and requirements relative to a product or service.

Rationale After conducting a basic overview of the defense acquisition system it is now time to examine how security integrates into that process. This lesson is an examination of how security professionals integrate into the acquisition process with an emphasis on the different roles that can be played within the system and strategies that can be employed throughout the process to ensure both program success and the protection of security equities.

Discussion

Questions

Students will address at least one question and respond to at least two responses from other students.

The lecture discussed attributes of a well-defined requirement. Do you see anything that should be added? Subtracted? Justify and/or defend your position.

Do you see any difference between Faster, Better, Cheaper (FBC) and Fast, Inexpensive, Simple, Tiny (FIST)? Does it have any application to security acquisitions? Justify and/or defend your position.

Regardless of where you sit in the system (program management office, oversight office, end user), how do you get “good stuff” built? Justify and/or defend your position.

Class Agenda Security in the Acquisition Process I lecture (60 minutes).

Online discussion (60 minutes).

Class Activity Following the presentation, students will address the discussion questions per lesson instructions.

Required

Reading

Bahill, A. Terry and Steven J Henderson. Requirements

Development, Verification and Validation Exhibited in Famous

Failures.” System Engineering, Vol 8, No. 1. (2005).

http://acqnotes.com/Attachments/Requirements%20Development, %20Verification,%20and%20Validation%20Exhibited%20in%

February 14, 2014

20Famous%20Failures%20by%20A.%20Terry%20Bahill%20 and%20Steven%20J.%20Henderson.pdf

Hasik, James. “Al Qaeda Doesn’t Have a JCIDS Process.” (Oct

2010). http://www.jameshasik.com/weblog/2010/10/al-qaeda-doesnt-have-a-jcids-processthoughts-on-institutionalizing-rapid-acquisition.html

Ward, Dan. “Faster, Better, Cheaper Revisited: Program

Management Lessons from NASA.” Defense AT&L. (Apr 2010).

http://www.dau.mil/pubscats/ATL%20Docs/Mar-Apr10/ward_mar-apr10.pdf

Ward, Dan. “How to Build Good Stuff: Five Rules for a Sensible

Approach to Acquisition.” Armed Forces Journal. (July 2012).

http://www.armedforcesjournal.com/2012/07/10016581

Ward, Dan. “The FIST Approach to System Development Projects.”

(2010).

http://c4i.gmu.edu/events/reviews/2010/papers/Ward_Fist_approach.

pdf

Ward, Dan. “Why to Cancel a Pentagon Procurement Program.”

Battleland Blog. (Apr 2012).

http://nation.time.com/2012/04/27/why-to-cancel-a-pentagon-procurement-program

Additional

Reading

Ward, Dan. “An Exercise in Values Identification.” (Sep-Oct 2010).

http://www.dau.mil/pubscats/ATL%20Docs/Sep-

Oct10/Ward%20sept-oct10.pdf

Assignments

Due Respond to online questions.

Assignment #4.

Assignment for Next

Session

Respond to online questions.

Assignment #5.

http://www.jameshasik.com/weblog/2010/10/al-qaeda-doesnt-have-a-jcids-processthoughts-on-institutionalizing-rapid-acquisition.html http://www.jameshasik.com/weblog/2010/10/al-qaeda-doesnt-have-a-jcids-processthoughts-on-institutionalizing-rapid-acquisition.html http://www.jameshasik.com/weblog/2010/10/al-qaeda-doesnt-have-a-jcids-processthoughts-on-institutionalizing-rapid-acquisition.html http://www.dau.mil/pubscats/ATL%20Docs/Mar-Apr10/ward_mar-apr10.pdf http://www.dau.mil/pubscats/ATL%20Docs/Mar-Apr10/ward_mar-apr10.pdf http://www.armedforcesjournal.com/2012/07/10016581 http://c4i.gmu.edu/events/reviews/2010/papers/Ward_Fist_approach.pdf http://c4i.gmu.edu/events/reviews/2010/papers/Ward_Fist_approach.pdf http://nation.time.com/2012/04/27/why-to-cancel-a-pentagon-procurement-program http://nation.time.com/2012/04/27/why-to-cancel-a-pentagon-procurement-program http://www.dau.mil/pubscats/ATL%20Docs/Sep-Oct10/Ward%20sept-oct10.pdf http://www.dau.mil/pubscats/ATL%20Docs/Sep-Oct10/Ward%20sept-oct10.pdf

February 14, 2014

3.6 Lesson 6: Security in the Acquisition Process II

Objectives At the end of this session, the students should be able to

Evaluate the impacts of security decision/actions on cost.

Describe the role of security in contracting.

Describe the impact of risk on security programs.

Explain security actions/responsibilities/impact to the source selection phase of a program.

Develop life cycle planning strategies relevant to security actions.

Rationale This lesson is a continuation of our examination of security with in the acquisition process with a concentration on security tasks/actions in different phases of the acquisition process.

Discussion

Questions

Students will address at least one question and respond to at least two responses from other students.

There are two readings relating to the cost of security. What conclusions do you draw from them and how do they relate to DoD security operations/activities? Justify and/or defend your position.

Risk in a program management sense differs from how security personnel view risk and risk management. On the other hand perhaps the differences aren’t that great. What is your stand on this issue?

Justify and/or defend your position.

You’re working in a program office that is preparing to contract for a new weapon system. With regards to getting this effort on contract, what actions do you do you see for yourself as the assigned security officer on this program? Justify and/or defend your position.

Class Agenda Security in the Acquisition Process II lecture (60 minutes).

Online discussion (60 minutes).

Class Activity Following the presentation, students will address the discussion questions per lesson instructions.

Required

Reading

Blalock, Garrick, Vrinda Kadiyali, Daneil H. Simon. “The Impact of

Post 9/11 Airport Security Measures on the Demand for Air Travel.”

(Apr 2007).

http://dyson.cornell.edu/faculty_sites/gb78/wp/JLE_6301.pdf

Bragdon, Douglas J. “The Importance of Risk Identification.”

Defense AT&L. (May-June 2007).

http://www.dau.mil/pubscats/PubsCats/atl/2007_05_06/may_jun07_c omplete%20issue.pdf o Read Pages 13-16.

Defense Acquisition University. “Defense Acquisition Guidebook.”

https://acc.dau.mil/CommunityBrowser.aspx?id=488268 http://dyson.cornell.edu/faculty_sites/gb78/wp/JLE_6301.pdf http://www.dau.mil/pubscats/PubsCats/atl/2007_05_06/may_jun07_complete%20issue.pdf http://www.dau.mil/pubscats/PubsCats/atl/2007_05_06/may_jun07_complete%20issue.pdf https://acc.dau.mil/CommunityBrowser.aspx?id=488268

February 14, 2014 o Read Chapter 13.12 and 13.13.

Department of Defense. “Risk Management Guide for DOD

Acquisition.” (August 2006).

http://www.dau.mil/pubs/gdbks/docs/RMG%206Ed%20Aug06.pdf o Read Chapters 1, 2, and 3.

Special Inspector General for Iraq Reconstruction. “Indirect Costs of

Managing Private Security Contracts in Iraq.” (Oct 2011).

http://www.sigir.mil/files/audits/12-002.pdf

Additional

Reading

None.

Assignments

Due Respond to online questions.

Assignment #5.

Assignment for Next

Session

Assignment #6.

http://www.dau.mil/pubs/gdbks/docs/RMG%206Ed%20Aug06.pdf http://www.sigir.mil/files/audits/12-002.pdf

February 14, 2014

3.7 Lesson 7: Security in the Acquisition Process III

Objectives At the end of this session, the students should be able to

Describe the importance and impact of cost, schedule and performance to security.

Describe the importance of…