ED_502_Final_CDSE_SWFDDB_DDD_20120307.pdf

Final Detailed Design Document

Organizational Considerations in Applying Security within the Federal and DoD Bureaucracy

Developed for

The Department of Defense (DoD)

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

Education Division

Presented by

Carney, Inc.

Alexandria, VA

UNDER GSA SCHEDULE MOBIS SIN 874-4

Contract No. GS-02F-0137S

Order No. HS0021-11-Q-0136

March 7, 2012

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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 Textbooks

2.10 Course Outline

3 Content Outline: Lesson Plans

3.1 Part I: Introduction and the Field of Bureaucratic Politics

3.1.1 Lesson 1: Introduction, Course Overview, and Bureaucratic Politics I

3.1.2 Lesson 2: Bureaucratic Politics II — Core Concepts

3.1.3 Lesson 3: Bureaucratic Politics III – A Focus on the Department of Defense

3.2 Part II: Functional Politics—the Structure of the U.S. Government and DoD

Security Programs

3.2.1 Lesson 4: Overview of the U.S. Government Organizational Structure

3.3 Lesson 5: Developing a Template for Understanding Selected Agency Security Programs

3.4 Part III: Examining Security within Key Federal and DoD Organizations

3.4.1 Lesson 6: The Structure of Security Programs I – Security Policy

Development in the Department of Defense

3.4.2 Lesson 7: The Structure of Security Programs II – Security Programs in the

Departments of State and Energy

3.4.3 Lesson 8: The Structure of Security Programs II – Security Programs in the

Departments of Justice and Homeland Security

3.4.4 Lesson 9: Mid-Term Examination

3.5 Part IV: Interagency Scenarios

3.5.1 Lesson 10: Physical Security I -- Base Protection

3.5.2 Lesson 11: Physical Security II -- Securing the U.S. Homeland

3.5.3 Lesson 12: Industrial Security— Development of the National Industrial

Security Program Operating Manual

3.5.4 Lesson 13: Personnel/Information

3.5.5 Lesson 14: Bureaucracies within Bureaucracies: Nuclear Security

3.6 Part V: Course Conclusion

3.6.1 Lesson 15: Student Research Paper Presentations

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3.6.2 Lesson 16: Student Final Paper Presentations II, Course Wrap-Up, and Course Critique

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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 mid-career security specialists to gain an in-depth knowledge and understanding of bureaucratic politics, organizational theory, the bureaucracy that exists specifically to support Federal and DoD security programs, and dealing with the bureaucracy as it applies to Federal and DoD security programs. The course will be conducted via the Sakai Continuous Learning Environment (CLE) and will consist of readings, prerecorded lectures and presentations, a discussion forum, and student papers.

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 schema the instructor will use. This document proposes the organization of content to be delivered throughout the 16-week semester and details 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

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2 High-Level Course Design

2.1 Course Description/Overview

“Security” is a very broad term with connotations that vary from person to person, profession to profession, and across government organizations. For purposes of this course, we will concentrate on the security disciplines outlined in paragraph 3.1 of DoD Instruction 3305.13, dated December 18, 2007, entitled DoD Security Training:

a. This paragraph defines the core functions and responsibilities performed by security professionals to be concentrated in personnel, physical, information, and industrial security.

b. General functions performed by security professionals include physical security operations, communications security, counterintelligence awareness, security systems, international programs, operations security, research and technology protection, sensitive compartmented information security, special access program security, information systems security, cyber-security and security program policy.

With a focus on these functional areas, the Organizational Considerations in Applying Security within the Federal and DoD Bureaucracy course will examine the high level aspects of bureaucratic politics and organizational theory before delving into an overview of the alternative approaches taken by the multiple departments within the DoD bureaucracy and across the Government bureaucracy that have a duty to protect or secure operations, persons, property, or information. The course will provide security professionals with an enhanced understanding of the bureaucratic world in which they must deal with real-world problems and challenges -- a world that enables, defines, and limits their ability to execute the security mission within the DoD area of worldwide responsibility.

As senior practitioners in DoD security, students may work with other government departments. The course will include brief overviews of the security programs in selected (representative) departments. The course will include case studies and other instructional methods that facilitate in-depth analysis of the distinctions between security programs across the Federal and DoD bureaucracy, including an in-depth understanding of the organizational structure of that bureaucracy, and the security related roles, responsibilities, authority, and limitations of representative offices within the bureaucracy.

2.2 Credits Conferred

This course will be designed to equate to three credit hours at the graduate level. The American Council on Education (ACE) has not yet reviewed this course to determine credit recommendations. The course will be presented to ACE for CREDIT recommendations in 2012.

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2.3 Target Audience/Prerequisites

The target audience for this course is DoD civilian and military defense security professionals from a variety of specializations who are at the mid-career stage of professional development in either or both the academic and certification/credentialing programs as determined by their agencies and the defense security community as a whole. Selected students will have sufficient education and training to undertake this course which is designed at an intensive graduate school level. To that end, all students will be required to have a Bachelor’s Degree or equivalent education and experience sufficient to prepare student to complete graduate-level course work. Students must also have achieved the Security Fundamentals Professional Certification (SFPC) under the DoD Security Professional Education Development Program (SPēD).

2.4 Student Outcomes/Objectives

This course will be designed to enable students to:

Identify, describe, and explain the key theoretical tenets of the field of bureaucratic politics

Identify, describe and explain the organizational structure of the U.S. Department of Defense, including the military Services and agencies that have significant roles related to security

Identify representative elements within the U.S. Federal government which have significant security related roles and describe the mission, jurisdiction, and limitations of each of those agencies

Analyze a complex scenario, identify and explain which Federal and DoD elements play a role in resolving security related issues in that scenario

Evaluate and discuss areas related to security that focus on the protection of assets, such as information assurance and force protection and their relationship to the security bureaucracy

Describe the interagency process and the challenges of working therein, including adapting to the differing cultures of military and civilian organizations and personnel, collaborating with DoD and non-DoD agencies, negotiating interagency agreements, leveraging other agencies’ capabilities, funding joint projects, coordinating with the Intelligence Community, sharing information, and navigating the bureaucracy

Assess and describe the bureaucratic implications of developing, presenting and/or advocating for a security objective (i.e. joint security system project, interagency security policy, etc) in a collaborative environment

Summarize and justify the process to develop a strategic engagement or program plan to support the introduction and eventual completion of a security objective in a collaborative environment

2.5 Delivery Method/Course Requirements

This is a graduate-level distance-learning course in bureaucratic politics and organizational theory with a focus on the security field. It will focus on the practical

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Carney, Inc. Page 7 March 7, 2012 application of social science theory to real-world bureaucratic situations. The course will consist of readings, class participation, weekly assignments, practical exercises, and a research paper. Class activities may consist of case studies, simulations, and other group activities.

The assigned course readings will draw from a variety of resources, such as authoritative readings (legislation, executive orders, policies, plans, and strategies), implementation readings (government products that are responsive 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), and other texts or articles which address the topic. Students are expected to familiarize themselves with the assigned topic and readings each week and should be prepared to discuss and debate them critically, as well as analyze them for biases and multiple perspectives.

2.6 General Course Requirements

Class participation is important and required. If, due to an emergency, students are not 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.

Assignments will be submitted on time (by midnight EST the day they are due).

However, students occasionally have serious problems that prevent work completion. If such a dilemma arises, students should contact the instructor before the assignment is due.

The instructor will assume the completion of all readings assigned for the course. Since class will be structured around discussion and includes multiple small-group activities, it is crucial that the student complete all readings and class assignments.

2.7 Grading

The instructor will use several components to determine final grades for the course. The instructor will read each posting and provide specific or general input where warranted within 48 hours, normally as part of questions or comments via the posting dialogue itself. Additionally, the instructor will provide detailed feedback on written assignments within 7 days of the assignment due date. Students are expected to read through all of the course information and materials provided on the course Web site. If a student has questions related to any of the information and/or course materials, he or she should contact the instructor as soon as possible for clarification.

1. Discussion Question Postings (30% of grade). Discussion is an integral part of the learning process. In the online environment, the discussion board is the classroom.

Effective online discussions require that students prepare by reading the assigned materials and answering discussion questions—supporting statements with concepts from the readings or by bringing in a related example or experience—and posting on time. Material presented in the lecture parallels the assigned reading, but frequently

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Carney, Inc. Page 8 March 7, 2012 contains additional material. The online class discussions should relate the theories and concepts from the readings to the professional environment as well as current events. Students are expected to listen to the lectures each week, understand the concepts that are presented, and become familiar with the terminology introduced in the readings and lectures. Students should apply this knowledge in responses to the written instructor questions and in contributing to the class on-line discussion in responding to the initial question discussion postings by other students.

2. Lectures. Each week’s class will include PowerPoint lectures, aligned with the topic and learning outcomes for the week. The lectures cover material that may not be found in the textbook or other resources for this course. The lectures represent the content expertise of the subject matter expert for this course. Therefore, it is important that the student listen to each lecture in its entirety.

3. Written Assignments. (combined 70% of grade). All written assignments will have the following minimum requirements: double-spacing; one inch margins, use of 12 pt.

font; numbering of all pages; complete citation of sources by author and date, including page number for direct references or quotations; use of a reference section;

and careful, well-edited writing. All written assignments must be consistent with the requirements set forth in The Chicago Manual of Style.

Mid-Term Examination (20% of grade). Students will answer off-line and submit responses to two essay questions. Each response will be two to three double-spaced pages. Students will select two questions to answer from the options presented in two categories. Specific question topics will be determined by the instructor. The test assignment will be assigned during Week 8, with the examination responses due on Wednesday of Week 9.

Final Paper (40% of grade). Students will prepare a 15- to 20 double spaced final paper on a topic of personal interest related to the implications of bureaucracy within DoD and/or across the government as it relates to the four security domains. The topic will be approved in advance by the professor. Topics must selected by week 10. This assignment is due on Wednesday of Week 14.

Class Reading Synopsis (10% of grade). Each week one student will take responsibility on behalf of the entire class to develop a written summary and synthesis of the required readings for that week. This will be due no later than Friday of the assigned week to assist other students in their review of the week’s readings. The assignment will be more than just a summary of the course readings. Rather, it should be an integrative synthesis of all the readings, critiquing the validity of the authors’ main arguments (and in many cases how they support or contradict each other) and highlighting the most important takeaways from each reading. The synopsis will be shared with the entire class in the discussion forum to

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Carney, Inc. Page 9 March 7, 2012 assist in their learning. This assignment, while graded, is written as much for the other students as for the instructor. Papers should include a list of the works cited in the review. The student will post the synthesis to the Sakai discussion board for the other students and also submit it to the instructor for grading.

The professor will provide a sign-up sheet for students to select their preferred week on Week 2. This assignment is due on Friday of the applicable week.

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

Class Participation in online discussions 30% Mid Term Examination 20% Reading Synopsis 10% Final Paper 40%

A letter grade will be assigned to each graded assignment, following the grading scale below:

A = 90% – 100% B = 80% – 89% C = 70% – 79% D = 60 – 69% F = 59% and below

Evaluation criteria for each graded assignment are listed below.

2.7.1 Paper Grading Criteria

Grade Description

A range

The paper is clear, engaging, original, and focused; ideas and content are richly developed with details and examples. Organization and form enhance the central idea and theme; ideas are presented coherently to move the reader through the text. The voice of the writer is compelling and conveys the writer’s meaning through effective sentence structure and precise word choices. The writer successfully moves the paper through academic constructs and experiential documentation to critical analysis. The paper demonstrates a clear balance of these three components.

B range

The paper is reasonably clear, focused, and well supported; ideas are adequately developed through details and examples. Organization and form are appropriate, and ideas are generally presented coherently. The voice of the writer contributes to the writer’s meaning through appropriate and varied sentence structure and word choices. Surface features do not interfere with understanding or distract from meaning. The writer has clearly brought the reader through properly cited academic constructs and experiential documentation, but has not fully developed the area of critical analysis.

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Grade Description

C range

The paper has some focus and support; ideas and content may be developed with limited details and examples. The writing may be somewhat disorganized or too obviously structured. The voice of the writer is generally absent; basic sentence structure and limited vocabulary convey a simple message. Surface feature errors may reduce understanding and interfere with meaning. The content areas of academic constructs are limited and large generalizations are made. Critical analysis is all but absent from the paper.

D range

Unacceptable in graduate school. The paper has little focus and development;

few details and examples support ideas and content. There is little discernible shape and no direction. The writer’s tone is flat. Awkward sentence structure and inadequate vocabulary interfere with understanding. Limited control of surface features makes paper difficult to read. Critical analysis is absent, and segments of the paper are given to rambling descriptions of life experience without academic context.

2.7.2 Class Participation (30%):

Class participation is based primarily on inputs to the class discussion forum, and offering comments on other student’s presentations. To achieve full credit for participation, students must participate and their comments must reflect understanding and insight. They must respond thoughtfully to all weekly discussion prompts and post responses to at least two other students’ discussion posts each week.

Students must “visibly participate” in the discussion forum three times each week of the term. Participation for students is defined as active and positive contributions to the learning process. Participation involves more than simply reading or listening to the weekly lecture in the online classroom. To meet participation requirements, students are expected to contribute substantively to the class discussion three times per week in addition to posting any written assignments for grading. In addition to the student’s initial response to a discussion question, students are expected to respond to a minimum of two of their classmates’ posts.

This online course counts for 3 credit hours over a 16 week period. The 3 credit hours are equivalent to 32 hours of contact time between the instructor and the student. When students do not participate they miss out on many opportunities for learning. In addition, students will spend an estimated 12 hours each week preparing for class, reading, and completing assignments.

Occasionally a student may be without access to the Internet or online course. If at any time a student must be away from the Internet or email, more than three consecutive days, the student is required to notify the instructor prior to their absence.

2.7.3 Mid-Term Examination (20%)

Students will complete a mid-term examination consisting of two short essay questions that will be provided by the instructor during Week 8. Students will select two questions:

one focused on the higher level theory and readings on bureaucratic politics, and one that

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2.7.4 Reading Synopsis (10%)

Each student will write a short (maximum of four double-spaced pages) summary of the readings for a particular week, as described in 2.7 (above).

2.7.5 Final Research Paper (40%):

Each student will be required to perform research and prepare a final paper on a topic of his or her choice related to the topic of the course (subject to pre-approval by the instructor). The student will be encouraged to select as his or her topic two Federal or DoD agencies (other than the one to which he or she is currently assigned) and conduct research for a 15- to 20-page double-spaced paper that assesses the jurisdiction, limitations, roles, and responsibilities of each office, as well as the relationships between the two organizations and the student’s own organization. This paper will support most of the objectives outlined in paragraph 2.4 above, but will significantly support the objectives associated with understanding organizational roles, responsibilities, cultures, etc. of organizations that make up the security bureaucracy. The paper will be due on Wednesday of week 14. Students are encouraged to select topics on the Federal or DoD bureaucracy that relate to their current position or future career goals. This research will enhance the student’s value in the workplace and help prepare the student to assume different or greater responsibility within the DoD.

In order to further enhance learning by all students on the myriad Federal and DoD agencies that deal with security issues, during weeks 15 and 16 each student will post a short PowerPoint summary of his/her paper (approximately 3-4 power point slides) on Sakai. As part of the class participation grade, students will be required to submit comments on at least two other student presentations, the same as the weekly discussion question feedback requirement.

2.8 Incorporation of Feedback

The course instructor will provide multiple opportunities for students to provide constructive feedback on course delivery and content throughout the course. At the end 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 comments regarding 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 within ten days of the due date of the assignment.

2.9 Course Textbooks

Students are required to obtain several textbooks for the first half of the course on bureaucratic politics and organizational theory. For the second half of the course, there

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Required Textbooks:

The following textbooks are the minimum that will be required as they are used extensively in this course. They will also provide a solid basis for the student’s professional library.

George, Roger Z. and Harvey Rishikof, eds., The National Security Enterprise:

Navigating the Labyrinth (Washington: Georgetown University Press, 2011).

Wilson, James Q., Bureaucracy: What Government Agencies Do and Why they Do It (New York: Basic Books, 1989).

Halperin, Morton and Priscilla Clapp, Bureaucratic Politics and Foreign Policy, 2nd ed.

(Washington: Brookings Institute, 2006).

Kozak, David and James Keagle, eds., Bureaucratic Politics and National Security:

Theory and Practice (Boulder: Lynne Rienner Publishers, 1988)

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2.10 Course Outline

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

Week Topics Instructional Method Student Assignments

Due

Course overview Introductions:

instructor and fellow students

Bureaucratic Politics Part I: Introduction to this theoretical field of study

Reading Lecture Online discussion forum

Discussion Forum:

Post biographical sketch

Bureaucratic Politics Part II: Core Concepts

Reading Lecture Discussion

Discussion Forum:

respond to instructor discussion questions and other student responses using threaded discussions

Sign up for week to create reading synopsis

Bureaucratic Politics, Part III: Focus on the Department of Defense

Reading Lecture Discussion

Discussion Forum

Overview of the U.S.

Government’s Organizational Structure

Reading Lecture Discussion

Discussion Forum Student reading synopsis

Developing a Template for Understanding Federal Agency Security Programs

Reading Lecture Discussion

Discussion Forum Student reading synopsis

The Structure of Security Programs I – Security Policy in the Department of Defense

Reading Lecture Discussion

Discussion Forum synopsis

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Week Topics Instructional Method Student Assignments

Due

The Structure of Security Programs II – Security Programs in the Departments of State and Energy

Reading Lecture Discussion Guest Instructors

Discussion Forum Student reading synopsis

The Structure of Security Programs III

– Security Programs in the Departments of Justice and Homeland Security

Reading Lecture Discussion Guest Instructors

Discussion Forum Student reading synopsis

Mid-Term

Examination

Take-home essay question provided by instructor

Mid-term examination due

Physical Security I — Scenario: Base Protection

Reading Lecture Discussion

Discussion Forum Student reading synopsis Students submit final research paper topic to instructor for approval

Physical Security II -- Scenario: Securing the U.S. Homeland

Reading Lecture Discussion Guest Instructor

Discussion Forum Student reading synopsis

Industrial Security – Scenario:

Development of the National Industrial Security Program Operating Manual

Reading Lecture Discussion Guest Instructor

Discussion Forum Student reading synopsis

Personnel/ Information Security

Reading Lecture Discussion Guest Instructor

Discussion Forum synopsis

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Week Topics Instructional Method Student Assignments

Due

Bureaucracies within Bureaucracies:

Nuclear Security – Scenario: Preparing a DOE Truck Driver for Responsibilities Carrying Special Nuclear Material

Reading Lecture Discussion Guest Instructor

Discussion Forum Student reading synopsis Final research paper due to instructor

Student Research Paper Presentations I

Discussion Discussion Forum Students post summary briefings of research paper findings

Student Research Paper Presentations II and Course Wrap-Up and Critique

Discussion Discussion Forum Students post comments on other student’s research paper findings

Complete instructor critique

Complete course critique

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3 Content Outline: Lesson Plans

3.1 Part I: Introduction and the Field of Bureaucratic Politics

3.1.1 Lesson 1: Introduction, Course Overview, and Bureaucratic Politics I

This course will introduce the mid-career security specialist to the range of perspectives across the Federal and Department of Defense (DoD) bureaucracy as to what security means and how it is implemented in different organizations. The goal is to develop a better understanding of different organizational cultures so as to improve the student’s ability to communicate, coordinate, and cooperate within the U.S. bureaucracy.

Because student feedback will be helpful in improving the course for future sessions, the instructor will solicit such feedback throughout the course, not just in the final week.

Lesson 1 is a chance for the students to get to know the instructor and one another. This is particularly important in a course taught in a distance learning environment. In addition, students will learn about the course and its goals, instructor expectations, grading criteria, weekly objectives, and other administrative material. Lesson 1 will then introduce the field of bureaucratic politics and place it in the pantheon of political science theory.

1. Lesson Goals/Objectives:

At the end of this class, students will be able to:

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

Get to know a little about the backgrounds of the instructor and fellow students Explain the concept of bureaucratic politics.

2. Discussion Questions:

Post a short biographical sketch of yourself. Include a photograph on the roster page in Sakai (optional).

Why are you taking this course? Briefly describe your goals and anticipated takeaways from this course.

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3. Class Agenda (nominal):

Activity Duration Review syllabus 10 minutes Listen to Lecture and Briefing 40 minutes Review readings 10 minutes Inputs to Discussion Forum 60 minutes Total 120 minutes

[Note: These estimated durations will be further refined as the instructor proceeds with course materials development.]

4. Deliverables for Today:

Post a short biographical sketch about yourself on Sakai. Include a photograph on the roster page (voluntary)

Respond to each of the discussion questions, and to two fellow students’ online comments

5. Required Reading:

Morton Halperin and Priscilla Clapp, Bureaucratic Politics and Foreign Policy, 2nd ed.

(Washington: Brookings Institute, 2006), Preface, pp. vii-ix, and Chapter 2, “National Security Interests,” pp. 9-24.

Graham Allison, “Conceptual Models and the Cuban Missile Crisis,” Chapter 4.1 in Kozak and Keagle, pp. 54-72.

(more on bureaucratic politics)

6. Additional Reading:

None

7. Assignment for Next Time:

Do the reading

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3.1.2 Lesson 2: Bureaucratic Politics II — Core Concepts

The bureaucratic politics model is possibly the best intellectual construct available for understanding national security policymaking. The model was originally developed in the 1940s, and was given additional academic rigor by major works of the 1970s and early 1980s. According to this model, the government bureaucracy works more like a confederation than a hierarchical system. As Kozak and Keagle described it in a 1988 work, “Decisionmakers are viewed as actors or players in a game of politics, promoting bureaucratic interests in competition for various stakes and prizes. Bureaucratic positions on policy issues are determined by bureaucratic interests (or, where one stands depends upon where one sits). Policy outcomes, more often than not, reflect a synthesis or compromise among different positions.” Inherent in the study of bureaucracy is an examination of power structures, both formal and informal. This lesson will introduce an examination of how power plays in bureaucracies. Readings for this week will build upon these basic ideas that undergird the concept of bureaucratic politics. Students will be introduced to selections from some of the most important works in this field, in order to illuminate the powerful role of bureaucratic politics in the making of national security policy. Later lessons will move deeper into the field to examine how those organizational interests and differences are manifested in the world of security.

1. Lesson Goals/Objectives:

At the end of this class, students will be able to:

Identify and describe the key theoretical tenets of the field of bureaucratic politics Explain the concept of “organizational essence” and how that has implications for dealings within the DoD bureaucracy

Graham Allison’s Essence of Decision is one of the most influential books in political science written in the past 50 years, and one whose basic arguments you need to understand. Those are captured in the summary chapter in today’s reading. Which of Allison’s three conceptual lenses do you think best captures the Cuban missile crisis?

The Halperin and Clapp book was written in the early 1970s and brought up to date for the 2006 edition that you are reading. What impact has the global war on terror had on the way the Federal bureaucracy operates today? Is this an improvement or digression from the way things worked 40 years ago?

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Listen to Lecture and Briefing 40 minutes Review readings 10 minutes

Post response to discussion questions Provide feedback to at least two other students on their response to discussion questions

Halperin, Bureaucratic Politics and Foreign Policy, Chapter 3, “Organizational Interests,” pp. 25-61, Chapter 5, “Interests, Faces, and Stands,” pp. 84-96, and Chapter 6, “Initiatives and Rules,” pp. 99-118.

David Kozak, ‘The Bureaucratic Politics Approach: The Evolution of the Paradigm,” chapter 1 in Bureaucratic Politics and National Security: Theory and Practice, David Kozak and James Keagle, eds. (Boulder, CO: Lynne Reinner, 1988), pp. 3- 15.

I.M. Destler, “Organization and Bureaucratic Politics,” chapter 3 in Presidents, Bureaucrats and Foreign Policy: The Politics of Organizational Reform (Princeton, NJ: Princeton University Press, 1972), pp. 52-82.

B. Guy Peters, “Problems of Administrative Structure,” chapter 5 in The Politics of

Bureaucracy: A Comparative Perspective (New York: Longman, 1978), pp. 109- 136.

Be prepared to sign up for a future lesson on which you will be responsible for summarizing and synthesizing all the readings, and sharing your short summary with the instructor and your fellow students. (Beginning with Lesson 4.)

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3.1.3 Lesson 3: Bureaucratic Politics III – A Focus on the Department of Defense

This lesson will focus more directly on the Department of Defense and its multitude of internal agencies, departments, services, and other organizations. All must work together to achieve a common goal—national security and the protection of the homeland, its population, and its vital national interests—yet each of these organizations is imbued with a particular organizational culture, what Halperin terms its “organizational essence.”

These cultures do not always get along particularly well; in fact, sometimes they come into open conflict with those of another agency. The readings for this week bring out several examples of such bureaucratic struggles.

Each student will be a member of one of these organizations. The instructor will encourage them to bring forward their own examples of the bureaucracy at work, both positive examples of cooperation and coordination, and negative examples where agencies refused to work together toward the common goal. They will be asked to keep these examples in mind as they do the readings. Some of the books were written a generation ago, yet the universal nature of the U.S. bureaucracy does not seem to have changed very much in the intervening decades.

1. Lesson Goals/Objectives:

At the end of this class, students will be able to:

Explain “organizational essence” and give examples of where these differences in political culture have been at odds in a policy decision

Describe the interagency process and the challenges of working therein, including adapting to the differing cultures of military and civilian organizations and personnel, collaborating with DoD and non-DoD agencies, negotiating interagency agreements, leveraging other agencies’ capabilities, funding joint projects, coordinating with the intelligence community, sharing information, and navigating the bureaucracy

Wilson gives us a large number of real-world examples of government bureaucracies at work, and not always in the most efficient manner. Identify one example from the reading where an organization was dealing with a security issue, and describe how the interagency bureaucracy influenced the outcome.

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Listen to Lecture and Briefing 40 minutes Review readings 10 minutes questions Sign up on instructor’s list for lesson on which you will summarize the readings for that week and post onto Sakai for review by your instructor and fellow students.

Chris Jefferies, “Bureaucratic Politics in the Department of Defense: A Practitioner’s

Perspective,” chapter 5.3 in Kozak and Keagle, pp. 109-122.

Hugh Heclo, “Political Executives and the Washington Bureaucracy,” chap 9.1 in Kozak and Keagle, pp. 286-318.

James Q. Wilson, Bureaucracy: What Government Agencies Do and Why they Do It New York: Basic Books, 1989), Part II, “Operators,” and Part III, “Managers,” pp. 31- 175.

Halperin and Clapp, chapter 8, “Information and Arguments,” and chapter 9, “Maneuvers to Affect Information,” pp. 139-180.

Harvey Sapolsky, Eugene Gholz, and Caitlin Talmadge, “Managing Defense” and “Service Politics,” chapters 7 and 8 in U.S. Defense Politics: The Origins of Security Policy (New York: Routledge Press, 2009), pp. 96-129.

“The Policy Process,” chapter 9 in National Security: Policymakers, Processes, and Politics, 4th ed., Sam Sarkesian, John Williams, and Stephen Cimbala (Boulder, CO: Lynne Rienner, 2008), pp. 167-177.

“Department of Defense Directive 5100.1: Functions of the Department of Defense and its Major Components, at http://odam.defense.gov/omp/Functions/Organizational_Portfolios/Evolution%20 of%205100.1.html

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See “Organizations and Functions of the Department of Defense” chart at http://odam.defense.gov/omp/Functions/Organizational_Portfolios/Organization_ and_Functions_Guidebook.html

Smith chapter on DoD from The Power Game: How Washington Works.

Do the reading as we transition to Part II of the course and begin examining the organizational structure of the Department of Defense.

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3.2 Part II: Functional Politics—the Structure of the U.S. Government and DoD Security Programs

3.2.1 Lesson 4: Overview of the U.S. Government Organizational Structure

This lesson will examine the way in which the U.S. government, particularly the Executive Branch, is structured. It will cover the relationship between the various Cabinet departments and their most important subsidiaries, with special emphasis on those agencies that deal with national security, including the Departments of Defense, State, Energy, and Homeland Security. Special attention will be focused on the role of the Office of the Director of National Intelligence and the Information Security Oversight Office. The instructor will encourage student participation in the online discussion forum to develop views and opinions on these organizations and their individual political cultures—or organizational essence.

1. Lesson Goals/Objectives:

At the end of this class, students will be able to:

Explain the general organization of the U.S. government, and the major national security agencies of the Executive Branch

Identify the organizational structure of the U.S. Department of Defense, including the military services and agencies that have significant roles related to security

Which departments or agencies are the most important allies with DoD in the development of security policies?

Listen to Lecture and Briefing 40 minutes Review readings 10 minutes

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“The Executive Branch,” Article 2, U.S. Constitution, at www.usconstitution.net/const.html

Jon Rosenwasser and Michael Warner, “History of the Interagency Process for Foreign Relations in the United States: Murphy’s Law?” Chapter 1 in The National Security Enterprise: Navigating the Labyrinth, Roger George and Harvey Rishikof, eds. (Washington: Georgetown University Press, 2011), pp. 11-30.

Frederick Smith and Franklin Miller, “The Office of the Secretary of Defense: Civilian Masters?” chapter 5 in George and Rishikof, pp. 97-116.

“The Military Establishment and the Intelligence Establishment,” Chapters 6 and 8 in Sarkesian, Williams, and Cimbala, pp. 113-129 and 145-163.

National Security Strategy of the United States (Washington: White House, May 2010), at http://www.whitehouse.gov/sites/default/files/rss_viewer/national_security_strateg y.pdf.

National Preparedness Goal (Washington: Federal Emergency Management Agency, September 2010), at http://www.fema.gov/pdf/prepared/npg.pdf

U.S. Northern Command website at www.northcom.mil/ Joint Chiefs of Staff website at www.jcs.mil/# and org chart at www.jcs.mil//content/files/2012-01- 010612094032_The_JS_Org_Chart_as_of_Jan_2012.pdf

Jason Percy and Terry Fellows, “A Whole of Government Approach for National

Security,” December 2009, at www.dtic.mil/DOAC/document?document=ADA514230&collection=pubtr&cont entType=PDF&citationFormat=1F

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3.3 Lesson 5: Developing a Template for Understanding Selected Agency Security Programs

As security professionals advance in their level of responsibility there will be increasing opportunity and regular requirements to work with other organizations. This lesson will develop a virtual template for examining security organizations and offices when preparing to work with another organization for the first time. By understanding the mission, structure, and philosophy of the organization they will be working with, a security professional can optimize the opportunity for efficiency and success.

There are several approaches to preparing to work with another organization, but one that has proven effective over time is to have a process to gather information to understand the bureaucratic implications of a new relationship. This lesson will look at the role, responsibility, authority, jurisdiction and limitations of an organization and place it in the context of the overall security bureaucracy to develop the template for the student. This lesson will use the example of the Nuclear Command and Control System Support Staff as a representative organization, as it has responsibility across the core security disciplines and across nine different departments and agencies.

1. Lesson Goals/Objectives:

At the end of this class, students will be able to:

Describe how to prepare to work with another agency/organization Identify the key elements of information which will assist with that preparation Identify sources of information Understand and describe a process/template for working within and across organizations

What critical elements of information do you want to have when preparing to work with other organizations?

Increasing the number of security offices/agencies involved in a project or operation increases the bureaucratic implications. With this in mind, how do you determine the security disciplines and programs you will need to support a mission or task?

How do you prepare to introduce yourself and your organization when starting to work with other organizations for the first time?

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Listen to Lecture and Briefing 40 minutes Review readings 10 minutes questions summary on Sakai by 1800 EDT Friday

Sennewald, Charles A., “Effective Security Management, 5th Edition,” Elsevier Inc., 2011. Chapters 1, 2, 3, 4 and 16.

Dess, Gregory G., G.T. Lumpkin and Marilyn L. Taylor, “Defining Strategic Management,” Strategic Management. 2d ed. New York: McGraw-Hill Irwin, 2005. Available at www.sbaer.uca.edu/publications/strategic_management/pdf/01.pdf

DOE Policy 470.1A, Safeguards and Security Program, available at https://www.directives.doe.gov/directives/0470.1-APolicy-a/view

DHS Org Chart, available at http://www.dhs.gov/xlibrary/assets/dhs-orgchart.pdf

More TBD...

TBD

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3.4 Part III: Examining Security within Key Federal and DoD Organizations

3.4.1 Lesson 6: The Structure of Security Programs I – Security Policy Development in the Department of Defense

This lesson starts with a review of the primary security disciplines: physical, personnel, information, industrial; closely related programs such as integrated defense (force protection, antiterrorism, law enforcement), and selected elements such as OPSEC, SAP, acquisition security, export controls, etc. It then examines the organizational structure from which security policy is developed and discusses the bureaucratic implications of security policy development within DoD (including U.S.D/I and U.S.D/P). The myriad programs that can be described in some form or fashion as “security” programs prevent an exhaustive survey, so this lesson will highlight the areas within DoD we would reasonably expect every security professional to understand. The lesson also presents more detail on significant security programs students may not but should be familiar with, concluding with a list of security programs students may want to examine or learn more about as they continue their professional development. It also considers the relationship of DoD security programs with those of other key Federal departments, including the Office of the Director of National Intelligence, the Information Security Oversight Office (ISOO) and the National Industrial Security Program. This lesson will be guided by the template developed in Lesson 5, examining the roles, responsibilities, authorities, jurisdictions and limitations of the organizations presented.

1. Lesson Goals/Objectives:

At the end of this class, students will be able to:

Describe the breadth and depth of security programs and areas Identify and define the core security disciplines Understand the structure and flow of security policy development within DoD Be familiar with the key organizations within DoD and other departments of government responsible for security policy development

For each of the core security disciplines (Information Security, Physical Security, Personnel Security and Industrial Security) identify the agencies and offices within DoD responsible for development and implementation of policy

Where does the policy that guides your work derive from?

Do you have input into the policy development process? If so, how? If not, should you?

How would you introduce yourself during a meeting of security professionals from multiple organizations? What would you want to know about the others in attendance?

DSS…