1 / 25

LOG 200 and LOG 201 Intermediate Acquisition Logistics Curriculum Review

LOG 200 and LOG 201 Intermediate Acquisition Logistics Curriculum Review. Presented by Tom Simcik, Acquisition Logistics Performance Learning Director March 28, 2008. Course Descriptions General Course Information “Old” LOG 200 & 201 metrics and demographics

celine
Download Presentation

LOG 200 and LOG 201 Intermediate Acquisition Logistics Curriculum Review

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. LOG 200 and LOG 201 Intermediate Acquisition Logistics Curriculum Review Presented by Tom Simcik, Acquisition Logistics Performance Learning Director March 28, 2008

  2. Course Descriptions General Course Information “Old” LOG 200 & 201 metrics and demographics “New” LOG 200 & 201 structure and format Backup FIPT Actions: Review current status and implementation plan for “new” LOG 200 Provide input on proposed framework for “new” LOG 201 Overview Reminder: As of Jan 1, 2008, LOG 201A was renamed to LOG 200 and LOG 201B was renamed to LOG 201.

  3. LOG 200 Course Description • “Special emphasis is placed on the roles and responsibilities of the life cycle logistician in the areas of regulatory environment; oversight and review; management processes; technical activities; and the DoD Planning, Programming, Budgeting and Execution process.” – 2008 DAU Catalog • Current version has 11 chapters: • 1. System Engineering • 2. Modeling & Simulation • 3. ACTDs • 4. Human Systems Integration • 5. Market Research • 6. Evolutionary Acquisition • 7. Test & Evaluation • 8. Life Cycle Cost • 9. Open Systems & Interoperability • 10. Support Strategy • 11. Contracting • New version has 6 lessons: • 1. Define Supportability Objectives • 2. Evaluate Product Support Capabilities • 3. Develop Initial Product Support Strategy • 4. Product Support Plan • 5. Demonstrate Product Support Capability 6. PPBE and Cost Estimating Each of the first 5 lessons cover: * Regulatory Environment * Oversight and Review * Management Processes * Technical Activities * Metrics

  4. MTM “Old” LOG 200 Report Card 1-2 Qtr FY08 5.76 5.83 5.79 6.10 5.80 5.95 5.73 5.65 5.70 5.57 5.58 5.57 * Advertised at 60 hrs DL * Last major revision 2003

  5. “NEW” LOG 200 Acquisition Logistics Focus: From Concept Initiation to System Demonstration …Both Horizontally & Vertically Integrated Define Supportability Objectives Evaluate Product Support Capabilities Develop Initial Product Support Capabilities Product Support Plan Demonstrate Product Support Capability

  6. Lesson 1: Define Supportability Objectives Lesson Content: Review of the major regulations related to acquisition: DoD 5000 series, CJSC 3170 series, DAG, Product Support Guide. Detailed summary of the JCIDS process and key documents. Introduction to Life Cycle Sustainment Outcome Metrics (KPP/KSAs); TLCSM and Life Cycle Costs. Lesson Overview: Initial supportability objectives are established in the pre-Concept Refinement phase. The LCL ensures that supportability is considered from an overarching perspective (i.e. high reliability, minimal logistics footprint, affordable life cycle cost). Acquisition Logistics Competencies: Supportability/Sustainment Requirements Designing for Support/Supportability Supportability Analyses and Design Tradeoffs IPPD and Evolutionary Acquisition Strategies

  7. Lesson 2: Evaluate Product Support Capabilities Lesson Content: Reviews of the major regulations related to acquisition: Title 10; DoD Reg 4140.1R; DoDD 4151.18. Analysis of Core and 50/50 considerations. ACTD and MOSA management. Incorporates product support in the Acquisition Strategy. Highlights the LCL role in preparation of the draft CDD especially with regards to the sustainment metrics. Systems engineering overview. Lesson Overview: The main goal of this phase is to refine the initial concept and develop a Technology Development Strategy. During this phase, the LCL participates in the following activities: - Analysis of Support Alternatives - System Operational Effectiveness - Market Research - Alternative Maintenance and Logistics Concepts - Analysis of constraints – statutory, regulatory, technical, service, program. Acquisition Logistics Competencies: Designing for Support/Supportability Logistics Test and Evaluation Market Research Risk Management

  8. Lesson 3: Develop Initial Product Support Strategy Lesson Content: LCL’s role in developing the CDD including identification of the key supportability metrics; the TEMP including logistics test points; and the updated Acquisition Strategy including the product support strategy. Identifying key RAM parameters and incorporating into the test plan. Introduces SOE. Lesson Overview: The initial product support strategy is part of the Technology Development phase. The main goals of this phase are to reduce technology risk and determine the appropriate set of technologies to integrate into a full system. The LCL assists in development of the logistics requirements in the CDD (KPPs); defines test points in the TEMP; incorporates M&S to demonstrate and validate product support concepts including R&M, conducts initial affordability analysis. Acquisition Logistics Competencies: Reliability, Maintainability and Supportability (RM&S) Logistics Test and Evaluation Predictive Modeling and Simulation Risk Management

  9. Lesson 4: Product Support Plan Lesson Content: The LCL responsibilities in producing a Product Support Plan. Product Support Plan structure and content. Utilizing various outside organizations to produce a Product Support Plan. Special considerations, i.e. DMSMS, corrosion control, parts management and management of aging systems. Lesson Overview: The main goals of this phase are to develop a system or increment of capability, reduce integration and manufacturing risk, implement human systems integration, and design for producibility and supportability. The LCL participates in a number of key activities including a business case analysis of support alternatives, system engineering tasks related to maintenance planning, open architecture design and commercial item insertion. Acquisition Logistics Competencies: Logistics Support Elements Evolutionary Acquisition Human System Integration Environmental, Safety and Health (ES&H)

  10. Lesson 5: Demonstrate Product Support Capability Lesson Content: Identifies key logistics support providers and the capabilities that are available. Discusses implementation of Supply Chain Management and/or Performance Based Logistics. Establishment of the product support integrator when applicable. Utilizing T&E to improve product support and validate product support strategies. Conducting ILAs. Lesson Overview: The main goals of this phase are to ensure operational supportability, ensure affordability, and demonstrate system integration, interoperability, safety and utility. The LCL must demonstrate through DT&E and OT&E, acceptable logistics supportability. Ensuring a functional, affordable product support capability is in place to support LRIP and beyond. Acquisition Logistics Competencies: Human Systems Integration Environmental, Safety and Health (ES&H) Logistics Support Elements Logistics Test and Evaluation Independent Logistics Assessment (ILA)

  11. Lesson 6: Planning, Programming, Budgeting & Execution Process and Cost Estimating Lesson Content: Provides an in depth review of the PPBE process. This content was “chunked” out of BCF 103 “Fundamentals of Business Financial Management”. It details PPBE as DoD’s primary resource allocation process, having the ultimate objective of providing warfighters with the best mix of equipment, personnel, and support attainable within established fiscal constraints. The content also includes cost estimating covering life cycle costing, cost as an independent variable (CAIV) and earned value management (EVM). Lesson Overview: The LCL is responsible for providing the program manager with cost/budget estimates required to implement the product support strategy/plan. Throughout the program the LCL uses various cost estimating techniques to provide budget estimates. Correspondingly, it is important for the LCL to understand the entire PPBE process to navigate resource allocation gates and timeframes. Acquisition Logistics Competencies: PPBE Process Life Cycle Cost Management Cost Estimating Earned Value Management

  12. LOG 201

  13. LOG 201 Course Description • “Provides a dynamic, group-based and facilitated learning environment oriented toward further development of logistics competencies required by the life cycle logistician during weapons and equipment system development (introduced in LOG 200).”– 2008 DAU Catalog • New version has 7 modules: • M1-1. Support Strategy Development • M1-2. Developing Product Support Attributes • M2-1. Applying Market Research Data to the Technology Development Strategy • M2-2. COTS/NDI/GFE Configuration Impact on Supportability • M3-1. Reliability Improvement • M3-2. Maintenance Support Planning • M4-1. Life Cycle Sustainment Planning • Current version has 7 modules: • 1. System Engineering • 2. Modeling & Simulation • 3. Market Research • 4. Test & Evaluation • 5. Life Cycle Costing • 6. Support Strategy Planning • 7. Contracting

  14. “Old” MTM LOG 201 Report Card 1-2 Qtr FY08 6.72 6.73 6.73 6.39 6.40 6.42 6.34 6.30 6.26 6.28 6.29 6.29 5.92 5.94 5.91

  15. “New” LOG 201 Schedule

  16. “New” LOG 101 • SBI/SERCO selected as the support contractor. Kickoff meeting held May 10, 2007. • Goal: This course was designed as a competency-based course around core knowledge areas for life cycle logisticians. Students are encouraged to stretch their thinking, be innovative and creative, and develop realistic solutions that deliver cost-effective logistics performance. • Timeline: • 10 May 2007: Project kickoff • May 2007 – Jan 2008: Content development • 7-8 January 2008: DAU/Contractor Review • 22-25 January 2008: Instructor Pilot #1 • 12-14 March 2008: Instructor Pilot #2 • 7-11 April 2008: Student Pilot • 19-23 May 2008: First Offerings (Quantico and Kettering) • June, July, August 2008 Rock Island, Tampa, Huntsville, San Diego, Warren, Kaiserslauten

  17. M1-1 1. Support Strategy Development TLO: Given a topic from LOG 200, prepare a briefing highlighting that topic’s impact to supportability planning. • 1. Regulatory Environment • 2. Joint Capabilities Integration and Development System (JCIDS) • 3. PPBE/POM Development • 4. Funding Types/Cost Estimating • 5. System Operational Effectiveness (SOE) Acquisition Logistics Competencies: Designing for Support/Supportability PPBE Cost Estimating

  18. M1-2 2. Developing Product Support Attributes TLO: Given a Capability Development Document (CDD), the student will brief contract metrics formed from an analysis of Key Performance Parameters (KPP)/Key Systems Attributes (KSAs) and other attributes relevant to product support. • 1. Locate and identify KPPs • 2. Locate and identify product support KSAs • 3. Locate and identify other product support attributes • 4. Translate into PWS-type requirements language Acquisition Logistics Competencies: Designing for Support/Supportability Supportability/Sustainment Requirements Reliability, Maintainability and Supportability (RM&S)

  19. M2-1 Applying Market Research Data to Develop the Technology Development Strategy 3. TLO: Given a military capability, the student will use market research data to shape the focus and logistics outcomes of the Technology Development Strategy. • 1. Analyze data collected as a result of market investigation • 2. Classify each monitoring product as to suitability for use • 3. Identify potential candidates based on technology readiness • levels, cost, availability, other factors (interoperability). Acquisition Logistics Competencies: Market Research and Alternative Sourcing Risk Management

  20. M2-2 COTS/NDI/GFE Configuration Impact of Supportability 4. TLO: Given weapon system program requirements and component data, the student teams will identify and brief configuration management issues related to the use and integration of COTS/NDI/GFE components in weapon system design. • 1. Review Acquisition Strategy and Systems Engineering Plan to • identify program’s CM approach to COTS/NDI/GFE integration and • management. • 2. Identify integration and control issues. Propose mitigation • strategies. • 3. Identify supportability risks associated with the program’s • approach to CM; i.e. multiple vs. single vendor, potential PBL • impacts. Acquisition Logistics Competencies: Designing for Support/Supportability Evolutionary Acquisition Strategies Logistics Support Elements

  21. M3-1 Reliability Improvement 5. TLO: Given logistics and development test (DT) data, the student teams will evaluate and recommend reliability improvements that will achieve maximum system availability while ensuring that affordability is maintained. The student teams will brief the results of their analysis and recommend reliability improvements and how it relates to SOE. • 1. Review logistics and test data; proposed ECPs. • 2. Analyze design modifications for impact to LCC, LFp, SOE. • 3. Calculate expected impacts to LCC and LFp of each proposed • change and select “best” option for each component. Acquisition Logistics Competencies: Reliability, Maintainability and Supportability (RM&S) Supportability Analyses and Design Tradeoffs Logistics Test and Evaluation

  22. M3-2 Maintenance Support Planning 6. TLO: Given weapon system program documents and information on maintenance strategy and concepts, student teams will analyze assigned elements of the maintenance support planning process, such as the CONOPS, Maintenance Concept, Maintenance Planning, Corrective Maintenance, and Preventive Maintenance. Teams will deliver a brief on their assigned element’s purpose, relationship to other elements with the process, and potential risk areas along with describing the Life Cycle Logistician’s role within that element. • 1. Outline the key points for each element. • 2. The role of the LCL in each of these areas. • 3. Why is it important for the LCL to be involved with the process. • 4. Possible areas of risk (cost, schedule, performance, supportability). • 5. Financial considerations Acquisition Logistics Competencies: Logistics Support Elements Designing for Support/Supportability

  23. M4-1 Life Cycle Sustainment Planning 7. TLO: Given a Milestone B LCSP and other program documents, the student teams will review those sections applicable to their assigned logistics elements, identify and recommend any required changes, identify impacts of those changes to other logistics elements, determine any future risk with the recommended changes, and prepare a briefing regarding the strengths, weaknesses and recommended changes to the LCSP. • Team 1. Design Interface (Project Team Leader) • Team 2. Maintenance Planning/Support Equipment • Team 3. Supply Support/Computer Resources Support • Team 4. Manpower & Personnel/Training & Training Support/Tech Data • Team 5. Facilities/PHS&T/Configuration Management Think of this module as major pre-ILA review with the PM. Acquisition Logistics Competencies: Logistics Support Elements Independent Logistics Assessment (ILA)

  24. BACKUP

  25. LOG 201A Student Survey Comments for “Least Useful” Elements of the Course • “Have a little interaction through use of simulations or something. Just reading the material and answering questions was quite boring.” • “The only conceivable use for this course is to hammer home the same concepts that every other DAU course in Logistics has already put forth; and it achieves this modest goal in the least graceful way I can imagine.” • “Objectives and course content did not support the test questions.” • “It was basically just printing out the material, reading through it and then taking the test.” • “I thought the material was very important but the editing and writing are of very low quality. Many chapters had so many typographical errors that it became distracting to the content I was attempting to learn.” • “Rewrite the class, put in a logical sequence, and write test questions that make sense and support the learning objective.”

More Related